Learner Centered Theory and Practice in Distance Education: Cases from Higher Education

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Overview

Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programs. Eight distance education programs are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed. Each section of the book includes: a primary chapter written by an author or authors involved with a distance education program that reflects learner-centered principles; a formal reaction to the chapter by a specialist from the learning sciences, educational evaluation and policy, administration, or the corporate sector with expertise in issues of distance learning; and an edited transcript of the authors' discussion of the primary chapter held at a symposium at the Asilomar Conference Center. A final "summing up" section offers two perspectives-from leading scholars outside the fields of instructional design, evaluation, and the learning sciences-on the approaches and thinking reflected in the rest of the book. This book is essential for researchers, as well as all those engaged in delivering, supporting, or administrating distance education programs at the post-secondary level. The descriptions, strategies, and principles will inform the design of continuing education, as well as degree-based education and corporate education and training, and distance education programs for adults. This work brings the voice of the learning sciences to the study and design of distance learning. Exploring eight distance education programmes, the contributors examine critical issues in the design of theoretically and pedagogicall

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Product Details

  • ISBN-13: 9780805845761
  • Publisher: Taylor & Francis
  • Publication date: 9/28/2003
  • Pages: 504
  • Lexile: 1380L (what's this?)
  • Product dimensions: 7.00 (w) x 10.00 (h) x 1.20 (d)

Table of Contents

Preface
About the Authors
1 Introduction: Theory and Practice in Distance Education 3
2 Learning in Dialogue With a Practicing Community 17
3 Design Lessons for Social Education 49
4 Interaction and Engagement in LEEP: Undistancing "Distance" Education at the Graduate Level 71
5 Enabling New Forms of Online Engagement: Challenges for E-learning Design and Research 91
6 Learning Theory and Pedagogy Applied in Distance Learning: The Case of Cardean University 107
7 The Challenge of Designing Inquiry-Based Online Learning Environments: Theory Into Practice 143
8 A Continuing Learning Community for Graduates of an MBA Program: The Experiment at Ohio University 167
9 Learning in the Knowledge Age: Up-Front or at a Distance 183
10 Vanderbilt's AMIGO[superscript 3] Project: Knowledge of How People Learn Enters Cyberspace 209
11 A Second Look at Learning Sciences, Classrooms, and Technology: Issues of Implementation: Making It Work in the Real World 235
12 Distance Learning: Beyond the Transmission of Information Toward the Coconstruction of Complex Conceptual Artifacts and Tools 261
13 Embedded Assessment: An Evaluation Tool for the Web-Based Learning Environment 283
14 Collaborative Learning at Monterrey Tech-Virtual University 297
15 Using Theory-Based Approaches to Architect Online Collaborative Problem-based Learning: Lessons Learned from Monterrey Tech-Virtual University 321
16 Faculty Development, Student Satisfaction, and Reported Learning in the SUNY Learning Network 343
17 Promises and Challenges of Web-Based Education 379
18 A Policy Perspective on Learning Theory and Practice in Distance Education 395
19 Pulling It All Together: A Business Perspective on Web-based Learning 409
Author Index 431
Subject Index 439
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