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Review : Handbook of Distance Education M.G. Moore & W.G. Anderson (Eds.)

Review : Handbook of Distance Education M.G. Moore & W.G. Anderson (Eds.)

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Review : Handbook of Distance Education
M.G. Moore & W.G. Anderson (Eds.)
Mahwah, NJ: Erlbaum, 2003
Review : Handbook of Distance Education
M.G. Moore & W.G. Anderson (Eds.)
Mahwah, NJ: Erlbaum, 2003

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Published by: Hasan Tayyar BEŞİK on Dec 19, 2009
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03/08/2010

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JOURNAL OF DISTANCE EDUCATIONREVUE DE L’ÉDUCATION À DISTANCESPRING/PRINTEMPS 2003VOL. 18, No 1, 74-84
Handbook of Distance Education
M.G. Moore & W.G. Anderson (Eds.)Mahwah, NJ: Erlbaum, 2003 
Basic Statistics 
Physical weight: 1.753 kg; number of pages: 872; price: US$185 (Can$249,Aus$277); 55 chapters, each of approximately 8,000-8,500 words and writ-ten by 81 writers of whom approximately 33% are women. The UnitedStates is home to 67% of the total authorship. The author index occupies 18pages, the subject index eight pages. Nine topics show more nuances of indexing than do other topics: computer-mediated communication, costsof distance education, culture, evaluation, faculty, interaction, mega-uni-versities, Web-based learning, and women. The predominant technologyrepresented is Web/on-line, with 13 chapters overtly discussing its ap-plications and associated research studies, and countless references inother chapters.
The Content 
In his Preface Michael G. Moore explains the intended scope and intellec-tual heft of this handbook: it “has been developed in recognition of theneed for an authoritative compilation reflecting the state of the art in whatis arguably the most significant development in education in the pastquarter century” (p. ix). Hmm: this looks very ambitious, and I read twoparagraphs later that I’m holding a “comprehensive and detailed accountof the current state of the art … a compendium of new, specially commis-sioned work from all the leading thinkers and practitioners of distanceeducation in the United States, supplemented with chapters by some of the most distinguished of their foreign peers” (p. x). Moore explains tostudent readers that at least in this volume they can relax about the issueof “authority”—what I name as “some documents being more equal thanothers” regarding the production of knowledge: “the authors … haveconsiderable authority … everyone has been published at least once in the
 American Journal of Distance Education
… Most are veterans of many yearsof research, writing, practice, and study, the authors of all the main books
BOOK REVIEWS/COMPTES RENDUS
 
and principal articles in the field” (p. xi). Well, regarding that last clause, itsurely depends on one’s perspective and one’s experience: I have col-leagues whose insights, common sense, wit, and fearless observations of trends and issues enable them to produce must-read documents, but theyare not represented in this handbook. Of course, not everyone can beinvited, nor can all invitees accept; but any perceptions of even unin-tended educational imperialism make me uneasy. And becuse on page xxiwe learn that the handbook is “designed primarily for use by educators inthe United States,” it seems fair to argue that the tome’s title should reflectits US bias.Moore raises some important issues about the production and dissemi-nation of knowledge: he argues for building a “solid theoretical founda-tion for research and practice” (p. xi) and deplores attitudes of expediencyheld by some young researchers who may give their supervisorsheadaches by regarding literature reviews as a chore or as irrelevantbecause some articles do not always focus on the Web or another newtechnology; or by not bothering to find out what has been learned alreadyfrom earlier practice or research. Just as tellingly Moore takes aim at seniorpractitioners: his consulting experience leads him to “conclude that animpatience for moving to action without adequate comprehension of pre-vious experience characterizes not only the research but virtually allAmerican practice … the result will be a chaos of misdirected, naïve,costly, and wasteful initiatives—a fair summary of the state of the art atmany institutions today” (pp. x-xi). Hence his passion for creating a hand-book for students, researchers, practitioners, and policymakers that servesas a “key for
knowing what is known
[italics in original] before they begin tosearch for new knowledge or begin to design and deliver new programs”(p. xi). Yes indeed, few of us “oldies” would dispute his points. But as wewould advise our students or younger colleagues to learn the reputablewriters in any field, gain the right combination of information literacyskills to evaluate any book, article, or Web site, and be willing to searcheven for fugitive material (these days, this almost means items that are notfull text on-line and free!), so any reader of this handbook needs a
caveat lector 
:
Think not that the chapters and their references are adequate if you want toclaim adequate information about distance education.
Seven sections divide the content. Nine chapters focus on “Historicaland conceptual foundations” (noting in passing one chapter on one formof history of distance education—as seen through the activities of theInternational Council for Distance Education—and another that argues for“empathy” as the base for a theory of distance education). The next ninechapters—on “Learning and learners”—refer to various arguments formore theory development and discuss a variety of aspects too numerousto list here. The “Design and instruction” stable of nine chapters focuses
BOOK REVIEWS75
 
heavily on on-line technology applications, with one chapter on DeakinUniversity’s library services and another that appears to argue that “thenew learner-centered conception” in distance education would be “dif-ficult, if not impossible, to apply” if we did not have on-line technology.(Well, I suppose it depends on how we define learner-centredness andhow broad our horizons of understanding are: despite the current rhetoric,not everything “good” about distance education was invented by on-linedevotees). Eleven more chapters explore “Policies, administration, andmanagement,” including policy development and strategic planning,quality assurance, legal issues, evaluation, and faculty participation. Thenext eight chapters identify “Different audiences in distance education”:100% US focus here, with three chapters devoted to the US armed forces.Three succeeding chapters analyze the complexities of managing the “eco-nomics of distance education” before the reader is taken into six chaptersabout “International perspectives”: in essence mostly about globalizationissues, but some additional work on cultural and mega-university matters.With all this material, one needs a finely nuanced subject index, but afterencountering some indexing errors (e.g., two references to information onpages that were blank and inconsistent indexing of the titles of the fourlong-established refereed journals), I lost some confidence in that tool. Asharp mind might explore the covert message from a situation where thename index is much longer than the subject index.The authors were asked to produce “an overview and synthesis of theresearch and scholarly literature of the subject being treated, supported byan extensive list of references” (p. xiii). Of the other two specific questionsto be addressed, one asked for an explanation of how “empirical researchevidence” informed the synthesis, and the other asked for an indication of further research directions. As I have not read all 872 pages, but scannedmany, I am left with an impression of reports of mostly US research resultsand not as much use of reputable “foreign” (non-US) literature as I wouldwish (even realizing that the handbook is responding to US interests).Pragmatism applies here too in the many descriptions of practical applica-tions of technology and a focus on what works, as distinct from steppingback from the fray to reflect overtly, think critically about epistemologicalissues and everyday jargon, compare traditional canons of distance educa-tion with some contemporary trends, draw out tacit and personal know-ledge, or recognize that earlier technologies still hold considerable value inmany contexts where sustained and inexpensive access to information andtutors is problematic.We lack professional biographical information from the authors, buttheir e-mails and institutional affiliations are given. Commendably, aminority of authors are researchers from “fields adjacent to distance edu-cation … [because Moore believes that] distance education should be
76ELIZABETH J. BURGE, BARBARA SPRONK, and MICHELLE McGINN

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