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C1-SIMONSON, Michael.(2006), Teaching and Learning at a Distance.pdf

C1-SIMONSON, Michael.(2006), Teaching and Learning at a Distance.pdf

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Teaching and Learning at a Distance
Foundations of Distance Education Michael Simonson y otros
Pearson Merrill Prentice Hall3º edición New Jersey, 2006ISBN 0-13-119630-8
 
Este material se utiliza con fines exclusivamente didácticos
 
 
ÍNDICE O CONTENIDO
PART I Foundations
............................................................................................................................ 1 Chapter 1 Foundations of Distance Education..........................................................................................3 Chapter 2 Definitions, History, and Theories of Distance Education.......................................................31 Chapter 3 Research and Distance Education.............................................................................................63 Chapter 4 Technologies for Distance Education.......................................................................................87
PART II Teaching and Learning at a Distance
....................................................................................119 Chapter 5 Instructional Design for Distance Education............................................................................121 Chapter 6 the Student and Distance Education.........................................................................................155 Chapter 7 Teaching and Distance Education.............................................................................................183 Chapter 8 Handouts, Study Guides, and Visuals.......................................................................................203 Chapter 9 Internet-Based Distance Education...........................................................................................225 Chapter 10 Assessment for Distance Education........................................................................................261
PART III Managing and Evaluating Distance Education
...................................................................291 Chapter 11 Copyright and Distance Education.........................................................................................293 Chapter 12 Managing and Leading a Distance Education Organization...................................................317 Chapter 13 Evaluating Teaching and Learning at a Distance....................................................................339 2
 
CHAPTER 2. DEFINITIONS, HISTORY, AND THEORIES OF DISTANCE EDUCATION
CHAPTER GOAL
The purpose of this chapter is to review the definitions, history, and theories of distance education.
CHAPTER OBJECTIVES
 After reading and reviewing this chapter, you should be able to
1. Discuss the reason for different definitions of distance education. 2. Describe the various definitions of distance education that have been offered. 3. List and explain the five main elements of the various definitions of distance education given by Keegan. 4. Give the emerging definition of distance education that is appropriate for the United States. 5. Outline the general history of distance education, explaining how it began with correspondence study and evolved into the use of electronic communications media. 6. Discuss the emergence of distance teaching universities. 7. Explain the various theoretical approaches to distance education, including theories of independence, industrialization, and interaction and communication. 8. Synthesize the various theories of distance education. 9. Describe the emerging theory of distance education that relates to equivalence of learning experiences. 10. Explain Fordism, neo-Fordism, and post-Fordism.
DEFINING DISTANCE EDUCATION
Distance education was defined in Chapter 1 as institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors (Simonson, 2003). This definition has gained wide acceptance. The Association for Educational Communications and Technology has published a monograph that explains this definition (Schlosser & Simonson, 2002). Four main components comprise this definition (Figure 2-1). First is the concept that distance education is institutionally based. This is what differentiates distance education from self-study. Whereas the institution referred to in this definition could be a traditional educational school or college, increasingly there are emerging nontraditional institutions that offer education to students at a distance. Businesses, companies, and corporations are offering instruction at a distance. Many educators and trainers are advocating the accreditation of institutions that offer distance education to add credibility, improve quality, and eliminate diploma mills. The second component of the definition of distance education is the concept of separation of the teacher and student. Most often, separation is thought of in geographic terms-teachers are in one location and students in another. Also implied by the definition is the separation of teachers and students in time. Asynchronous distance education means that instruction is offered and students access it at separate times, or 3

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