Distance Learning : Making Connections Across Virtual Space and Time
Appropriate for an Introduction or Issues course on distance learning with an emphasis on planning and administration.The purpose of this text is to provide a solid theoretical framework as well as practical considerations for planning and implementing distance learning programs. Fundamental concepts of distance learning, planning program development, and the basic technologies used are presented. The author integrates the historical and theoretical background with the most current applications and technologies being used for distance learning in today's educational environment.
- Paperback | 253 pages
- 193 x 233.7 x 12.7mm | 439.99g
- 21 Jun 2000
- Pearson Education (US)
- United States
Table of contents
1. Introduction. The Quest for Virtual Space and Time. Distance Learning Defined. Distance Learning Means Different Things to Different People. The Evolution of Distance Learning. The Current State of Distance Learning. Planning and the Systems Approach. Purpose. Summary.2. Planning for Distance Learning. Distance Planning Will Not Work. Common Elements of Educational Planning. The Social Process Model. A Planning Model for Distance Learning. Applying the Planning Model. Evaluation-Critical for Effective Planning. Summary.3. Distance Learning Hardware Technology and Media. The Medium versus the Message. Defining Hardware Technology and Media. The Current State of Distance Learning Technologies. Print Technologies. Audio Technologies. Video Technologies. Computer Technologies. Blending Technologies. Summary.4. Instructional Design for Distance Learning. Pedagogy and Distance Learning Theory. The Instructional Development Model. Communications and Interactivity in Distance Learning. Applying Instructional Development to Distance Learning. Appropriateness of Distance Learning for all Subject Areas/Disciplines. Tests, Student Assignments, and Grades. Designing Instruction for Students. Summary.5. The Student Perspective. Learners at a Distance-Who are They? Adult Learners and Learning Theory. Successful Distance Learners. Profiling a Student Population. Student Feedback and Evaluation. Student Support Services. Access to Technology and Equity Issues. Corporate Clients. Summary.6. The Faculty Perspective. The Socratic Method is Alive and Well. Adapting to New Teaching Techniques and the Need for Faculty Development. The Staff Development Planning Model. Designing and Implementing Effective Staff Development Programs. Faculty Personnel Issues. Copyright Issues. Summary.7. Administrative Support Services, Facilities, and Finances. Support Staff-The Silent Heroes. Developing Distance Learning Facilities: Start with an Administrative Organization. Administrative Support Services. Technical Services. Building a Technology Infrastructure. Designing Classrooms for Distance Learning. Financial Issues. Budgeting a Distance Learning Program. Revenue and Funding Sources. Summary.8. Web-Based Distance Learning: The Virtual Model. Virtual Space and Time. The Main Components of Web-Based Learning. Learner Needs in Virtual Space and Time: A Scenario. A Brief Look at Some Issues. Designing Effective Web-Based Applications. Course Management Systems-To CMS or Not to CMS. Digital Media and Web-Based Distance Learning. Virtual Programs, Schools, and Colleges. Virtual Space and Time with Other Models. Summary.9. A Glimpse at a Future in the Making. Shaping Our World: Learning and Living with Technology. Education's Response to Social and Technological Change. New Schools, Structures, and Enterprises. Spanning the Globe. Other Issues to Consider for Distance Learning in the Twenty-First Century. Making Connections Across Virtual Space and Time: A Final Comment. Summary.A Guide to Designing a Web-Based Distance Learning Course. Technologically Simple and Pedagogically Powerful. The Course Web Site. Teaching and Learning in Virtual Space and Time. Suggested Activity. A Sample Web-Based Course.Appendix: On-Line Sources of Information on Distance Learning. Glossary. Index.
About Anthony G. Picciano
ANTHONY G. PICCIANO is the author of two books on education and technology, most recently Educational Leadership and Planning for Technology (Merrill/Prentice Hall, 1998). He is a professor in the Education Administration and Supervision Program in the School of Education at Hunter College. His teaching specializations include educational technology, organization theory, and research methods. He also has been a faculty fellow since 1994 at the City University of New York Open Systems Laboratory, a facility dedicated to experimenting with advanced uses of instructional technology and to providing staff development programs for organizations such as public schools, colleges, and private businesses.Dr. Picciano has served as a consultant to a variety of public and private organizations, including the Commission on Higher Education/Middle States Association of Colleges and Universities, EDUCOM, the New York State Education Department, CITICORP, and the U.S. Coast Guard. He has received a number of grants and awards from the National Science Foundation, the Alfred P. Sloan Foundation, the U.S. Department of Education, and IBM. His articles on educational technology have appeared in journals such as The Urban Review, Journal of Asynchronous Learning Networks, Journal of Educational Multimedia and Hypermedia, Computers in the Schools, Equity and Choice, and EDUCOM Review.