Learner-Centered Theory and Practice in Distance Education: Cases From Higher Education
Thomas M. Duffy, Jamie R. Kirkley
Routledge, Dec 8, 2003 - Education - 476 pages
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.
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AMIGO3 analysis approach assessment asynchronous Cardean Center challenge chapter classroom cognitive collaborative learning community of inquiry community of practice concepts constructivism constructivist create curriculum dialogue discussion distance education distance learning Duffy e-learning engage evaluation example experience face-to-face facilitate faculty members feedback focus focused framework goals graduate higher education implementation important individual inquiry institutions instructional design instructor interaction issues John Bransford John Stinson Kirkley knowledge learners learning environments learning process lecture LEEP Linda Polin messages methodology MT–VU newsgroups oflearning Ohio program online courses online learning participation pedagogical perspective presented problem solving problem-based learning questions response role Ruhleder Schlager shared social specific strategies structure SUNY Learning Network talk teachers teaching and learning theory things threaded discussions Tom Duffy traditional understanding University virtual Web-based