Chapter 1 — Introduction
Chapter 2 — Planning for Distance Learning
Chapter 3 — Distance Learning Hardware Technology and Media
Chapter 4 — Instructional Design for Distance Learning
Chapter 5 — The Student Perspective
Chapter 6 — The Faculty Perspective
Chapter 7 — Administrative Support Services, Faculties, and Finances
Chapter 8 — Web-Based Distance Learning: The Virtual Model
Chapter 9 — A Glimpse at a Future in the Making
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Chapter 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
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Chapter 2 — Planning for Distance Learning
- Distance Planning Will Not Work
- Common Elements of Educational Planning
- Comprehensiveness
- Collaboration
- Commitment
- Continuity
- The Social Process Model
- A Planning Model for Distance Learning
- Applying the Planning Model
- Goals and Objectives
- Applications
- Components of an Application
- Evaluation — Critical for Effective Planning
- Developing a Positive Attitude toward Evaluation
- Evaluation for Distance Learning
- Accreditation for Distance Learning
- Summary
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Chapter 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
- Audio Cassettes
- Radio
- Audioconferencing
- Audiographics
- Video Technologies
- Videocassettes
- Television
- Videoconferencing
- Computer Technologies
- Packaged Software
- Synchronous Networks / Videoconferencing
- Asynchronous Computer Networks
- Blending Technologies
- Summary
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Chapter 4 — Instructional Design for Distance Learning
- Pedagogy and Distance Learning Theory
- The Instructional Development Model
- Communications and Interactivity in Distance Learning
- Synchronous versus Asynchronous Communication
- Types of Instructional Interaction
- Applying Instructional Development to Distance Learning
- The Printed Study Guide
- The Interactive Video Conference
- Asynchronous Learning Using the Internet and World Wide Web
- Appropriateness of Distance Learning for All Subject Areas / Disciplines
- Tests, Student Assignments, and Grades
- Designing Instruction for Students
- Summary
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Chapter 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
- Basic Student Services
- Library, Media Services, and Technology
- Advisement and Counseling
- Access to Technology and Equity Issues
- Corporate Clients
- Summary
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Chapter 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
- One-on-One Coaching
- Training the Trainer
- Hands-on Activities
- Incentives
- Evaluation and Review
- A Continuous Process
- A Sample Distance Learning Workshop
- A Sample Faculty Development Course
- Faculty Personnel Issues
- Faculty Preparation
- Distance Learning Class Size
- Faculty Compensation
- Intellectual Property Rights
- Copyright Issues
- Fair Use
- Fair Use and Distance Learning
- Guidelines for Fair Use in Distance Learning
- Summary
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Chapter 7 — Administrative Support Services, Faculties, 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
- Financial Aid
- Consortia and Cooperative Arrangements
- Gifts and Grants
- Summary
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Chapter 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
- Quality Assurance
- Web-Based Technology and Reduced Educational Costs
- Experimental Courses versus Entire Academic Programs
- Designing Effective Web-Based Applications
- Course Management Systems — To CMS or Not To CMS
- Digital Media and Web-Based Distance Learning
- Five Levels of Digital Media
- Designing Multimedia for Web-Based Distance Learning
- Digital Videoconferencing
- Virtual Programs, Schools, and Colleges
- Common Interface
- Course Enrollments
- Guidelines with Respect to Instructional Activities
- Virtual Space and Time With Other Models
- Summary
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Chapter 9 — A Glimpse at a Future in the Making
- Shaping Our World: Learning and Living With Technology
- Education for Young and Old
- The Information Age and Beyond
- The Convergence of Technologies
- Education’s Response to Social and Technological Change
- New Schools, Structures, and Enterprises
- The For-Profit Distance Learning Provider
- For-Profit Subsidiaries
- Large Statewide Coordinating Bodies
- Mega Universities
- 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 Website
- Teaching and Learning in Virtual Space and Time
- Suggested Activity
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