4th Edition
Handbook of Distance Education
The Handbook of Distance Education, 4th Edition is a comprehensive compendium of research in the field of distance education. The volume is divided into four sections covering the historical and theoretical foundations of distance education, attributes of teaching and learning using technology, management and administration, and different audiences and providers. Throughout, leading scholars address future research needs and directions based on current research, established practices, and recent changes to implementation, pedagogy, and policy.
Preface. The Handbook in Brief: An Overview.
Part I: Historical and Conceptual Foundations
1. W. Diehl, A History of Distance Education
2. F. Saba, A Theoretical Perspective on Distance Education
3. M.G. Moore, The Theory of Transactional Distance
4. W. Anderson, Independent Learning
5. D.R. Garrison et al., The Community of Inquiry Theoretical Framework
Part II: Learners, Learning, and Learner Support
6. M.J. Hannafin et al., Cognitive Perspectives on Online Learning Environments
7. M. Allen et al., Satisfaction with Distance Education
8. T. Stavredes, Student Persistance and Strategies to Support It
9. C. Cavanaugh, Student Achievement in Elementary and High School
10. C. Gunawaredena, Culture in Online Distance Larning
11. R.F. Curry, Academic Advising in Degree Programs
12. S. Crichton, Enabling Learning for Disabled Students
13. K. Johnson, The Role of Academic Libraries
Part III: Design and Teaching
14. R. Shearer, Theory to Practice in Instructional Design
15. S. Naidu, Instructional Design Models for Optimal Learning
16. V. Dennen, Activity Design in Online Learning
17. M. Kim et al., Technology Integration: From Implementation to Dynamic Scaffolding
18. S. Moisey, Realizing the Promise of Learning Objects
19. C. Graham, Emerging Practice and Research in Blended Learning
20. N. Friesen, Modes of Interaction
21. J. Hill, Teaching and Learning in Negotiated and Informal Environments
22. K. Shattuck, Faculty Participation In Online Distance Education
23. M. Thompson, Students and Teachers as Ethical Actors
Part IV: Policies, Administration, and Management
24. [new author], Management of Online Programs
25. M. Simonson, Institutional Policy Issues
26. R. Watkins, Strategic Planning and Needs Assessment
28. M.F. Beaudoin, Institutional Leadership
29. P. O‘Brien, Accreditation
30. [new author], Evaluating Distance Education Programs
31. A. Inglis, The Changing Costs of Program Delivery
32. I. Jung, Cost Effectiveness of Online Education
33. T.A. Lipinski, Legal Issues in the Development and Use of Copyrighted Material
Part V: Audiences and Providers
34. T. Clark, The Evolution of K-12 Distance Education and Virtual Schools
35. M.F. Beaudoin, The Landscape of K-12 Online Learning
36. S. Jaggars, Online learning in Community Colleges
37. [new author] Distance Training in the Corporate Sector
38. [new author] Continuing Professional Education
39. P. Kenyon, Distance Education in the Armed Forces
40. [new author], Doctorates for Professionals through Distance Education
41. D. Kennepohl, Teaching Science at a Distance
42. [new author], Emerging Organizational Models in Higher Education
Biography
Michael Grahame Moore is Distinguished Professor Emeritus of Education at The Pennsylvania State University, USA, and founder and editor of The American Journal of Distance Education, the first journal in its field. He published the first statement of theory about distance education in 1972 and has contributed to many other "firsts" in laying the foundations of the field.
William C. Diehl is Coordinator of Online Graduate Programs in Lifelong Learning and Adult Education and Assistant Professor of Education at The Pennsylvania State University, USA. He is associate editor of The American Journal of Distance Education and director of The American Center for the Study of Distance Education.