Teaching and learning at a distance : foundations of distance education /

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Simonson, Michael R., Smaldino, Sharon E., Zvacek, Susan
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Charlotte, North Carolina : Information Age Publishing, 2014.
Edición:Sixth edition.
Temas:
Distance education.
Enseignement à distance.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Distance education
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Front Cover
  • ABOUT THE AUTHORs
  • Brief Contents
  • Part I n Foundations 1
  • Part II n Teaching and Learning at a Distance 125
  • Part III n Managing and Evaluating Distance Education 257
  • Contents
  • Preface xv
  • Part I n Foundations 1
  • Chapter 1 n Foundations of Distance Education 2
  • Chapter 2 n Definitions, History, and Theories of Distance Education 31
  • Chapter 3 n Research and Distance Education 60
  • Chapter 4 n Technologies, the Internet, and Distance Education 77
  • Part II n Teaching and Learning at a Distance 125
  • Chapter 5 n Instructional Design for Distance Education 126
  • Chapter 6 n Teaching and Distance Education 166
  • Chapter 7 n The Student and Distance Education 188
  • Chapter 8 n Support Materials and Visualization for Distance Education 204
  • Chapter 9 n Assessment for Distance Education 225
  • Part III n Managing and Evaluating Distance Education 257
  • Chapter 10 n Intellectual Property: Ownership, Distribution, and Use 258
  • Chapter 11 n Managing and Leading a Distance Education Organization 279
  • Chapter 12 n Evaluating Teaching and Learning at a Distance 306
  • Teaching and Learning at a Distance
  • Foundations of Distance Education
  • Sixth Edition
  • Michael Simonson
  • Nova Southeastern University
  • Sharon Smaldino
  • Northern Illinois University
  • Susan Zvacek
  • University of Denver
  • Preface
  • Organization of the Text
  • Features of This Edition
  • Additional Resources
  • Support Materials for Teaching and Learning at a Distance: Foundations of Distance Education
  • Chapter 1: Foundations of Distance Education
  • Chapter 2: Definitions, History, and Theories of Distance Education
  • Chapter 3: Research and Distance Education
  • Chapter 4: Technologies, the Internet, and Distance Education
  • Chapter 5: Instructional Design for Distance Education
  • Chapter 6: Teaching and Distance Education.
  • Chapter 7: The Student and Distance Education
  • Chapter 8: Support Materials and Visualization for Distance Education
  • Chapter 9: Assessment for Distance Education
  • Chapter 10: Intellectual Property: Ownership, Distribution, and Use
  • Chapter 11: Managing and Leading a Distance Education Organization
  • Chapter 12: Evaluating Teaching and Learning at a Distance
  • Acknowledgments
  • P A R T
  • 1
  • CHEMISTRY AT A DISTANCE? A TRUE STORY
  • Distance Education Today and Tomorrow
  • The Effectiveness of Distance Education-In Case You Wonder
  • What is Distance Education?
  • Facts about Distance Education
  • Distance Education as a Disruptive Technology
  • Media in Education: Earlier Debates
  • Status of Distance Education
  • Worldwide Examples
  • United States
  • 1. Will students embrace online education as a delivery method?
  • 2. Will institutions embrace online education as a delivery method?
  • 3. Will faculty embrace online education as a delivery method?
  • 4. Will the quality of online education match that of face-to-face instruction?
  • Telemedicine
  • 1. Separation or distance between individuals and/or resources
  • 2. Use of telecommunications technologies
  • 3. Interaction between individuals and/or resources
  • and
  • 4. Medical or health care.
  • Background
  • Applications
  • Impediments to Telemedicine
  • Characteristics of Distance Education: Two Visions
  • The First Scenario-Distance Education in Schools
  • The Second Scenario-Distance Education in the Corporation
  • Summary
  • CASE STUDY
  • Discussion Questions
  • 1. What are Coldeway's quadrants, and which quadrant did Coldeway consider the purest form of distance education? What are the pros and cons of dividing educational events into one of Coldeway's four categories?
  • 2. What is the fundamental characteristic of distance education? Discuss what this means. What are the various kinds of distance?
  • 3. Learners prefer not to learn at a distance. Explain.
  • 4. Richard Clark says media are "mere vehicles that deliver instruction but do not influence student achievement." Discuss Clark's analogy and decide if it is accurate. Are media vehicles? What does the word mere imply?
  • 5. What do stirrups and distance education have in common? Discuss the concept of innovations and how they are used or not used. Has the computer changed teaching and learning?
  • 6. Write a vision for a school 10 years from today.
  • References
  • suggested Readings
  • Foundations
  • 1. Explain why students demand to learn at a distance even though they may prefer to learn in the classroom with the teacher and their classmates.
  • 2. Define distance education.
  • 3. Explain Coldeway's quadrants.
  • 4. Discuss Richard Clark's "mere vehicles" quote as it relates to distance education.
  • 5. Explain how Jim Finn might compare stirrups to distance education.
  • 6. Give examples of how distance education is being used in several locations of the world and in the United States.
  • 7. Discuss telemedicine and relate the topic to distance education. Explain a vision for education and schooling in the future.
  • 8. Define disruptive technology and relate distance education to this concept.
  • chapter 1
  • Foundations of Distance Education
  • Figure 1-1 There are conflicting pressures on distance educators-students prefer to learn in a classroom, but demand to be permitted to learn at a distance.
  • FIGURE 1-2 South Dakota has the Digital Dakota Network that links hundreds of sites in the state for interactive instruction.
  • Defining Distance Education
  • Related Terms.
  • 1. The quasi-permanent separation of teacher and learner throughout the length of the learning process (this distinguishes it from conventional, face-to-face education).
  • 2. The influence of an educational organization both in the planning and preparation of learning materials and in the provision of student support services (this distinguishes it from private study and teach-yourself programs).
  • 3. The use of technical media-print, audio, video, or computer-to unite teacher and learner and carry the content of the course.
  • 4. The provision of two-way communication so that the student may benefit from or even initiate dialogue (this distinguishes it from other uses of technology in education).
  • 5. The quasi-permanent absence of the learning group throughout the length of the learning process so that people are usually taught as individuals and not in groups, with the possibility of occasional meetings for both didactic and socialization pur ...
  • 1. Distance education implies that the majority of educational communication between (among) teacher and student(s) occurs noncontiguously.
  • 2. Distance education must involve two-way communication between (among) teacher and student(s) for the purpose of facilitating and supporting the educational process.
  • 3. Distance education uses technology to mediate the necessary two-way communication.
  • Emerging Definitions
  • A Brief History of Distance Education
  • Correspondence Study
  • Electronic Communications
  • Distance Teaching Universities
  • Theory and Distance Education
  • The Need for Theory
  • Theory of Independent Study-Charles Wedemeyer
  • 1. Be capable of operation anyplace where there are students-or even only one student-whether or not there are teachers at the same place at the same time
  • 2. Place greater responsibility for learning on the student.
  • 3. Free faculty members from custodial-type duties so that more time can be given to truly educational tasks
  • 4. Offer students and adults wider choices (more opportunities) in courses, formats, and methodologies
  • 5. Use, as appropriate, all the teaching media and methods that have been proved effective
  • 6. Mix media and methods so that each subject or unit within a subject is taught in the best way known
  • 7. Cause the redesign and development of courses to fit into an "articulated media program"
  • 8. Preserve and enhance opportunities for adaptation to individual differences
  • 9. Evaluate student achievement simply, not by raising barriers concerned with the place, rate, method, or sequence of student study
  • and
  • 10. Permit students to start, stop, and learn at their own pace.
  • 1. The student and teacher are separated.
  • 2. The normal processes of teaching and learning are carried out in writing or through some other medium.
  • 3. Teaching is individualized.
  • 4. Learning takes place through the student's activity.
  • 5. Learning is made convenient for the student in his or her own environment.
  • 6. The learner takes responsibility for the pace of his or her own progress, with freedom to start and stop at any time.
  • Theory of Independent Study and Theory of Transactional Distance-Michael Moore
  • 1. Is the selection of learning objectives in the program the responsibility of the learner or of the teacher? (autonomy in setting of objectives)
  • 2. Is the selection and use of resource persons, of bodies and other media, the decision of the teacher or the learner? (autonomy in methods of study)
  • 3. Are the decisions about the method of evaluation and criteria to be used made by the learner or the teacher? (autonomy in evaluation)
  • Theory of Industrialization of Teaching-Otto Peters.

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