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Distance Learning: Making Connections Across Virtual Space and Time 1/e
Anthony G. Picciano
Published June 2000 by Prentice Hall
Copyright 2001, 253 pp., Paper
ISBN: 0-13-080900-4
List Price:
$56.00
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In-Stock
   
Preface
Summary

The book provides both solid theory and practical considerations for the planning and implementing of distance learning programs. It presents the fundamental concepts of distance learning, planning program development, and the basic technologies used. The author blends historical and theoretical background with the most current applications and technologies being used today, to paint a current and complete picture of distance learning in the educational environment. KEY TOPICS: Emphasis is placed on distance learning application and program development in its entirety, as opposed to focusing on a single component, to give viewers the “big picture” and a comprehensive explanation. Case studies in each chapter help spark interest and enthusiasm for the topics covered. The book concludes with a guide to designing a web-based distance learning course that will assist users who want to develop their own distance learning courses or modules. For individuals interested in distance learning—with an emphasis on planning and administration.

Features

  • Emphasis is placed on distance learning application and program development—In its entirety, as opposed to focusing on a single component.

    • The comprehensive explanation creates a “big picture” view and offers teachers a means of seeing how they might transfer course design principles to a variety of situations. Ex.___

  • A foundation is provided—From which educators will view distance learning as an appropriate approach for meeting the ever expanding needs of students.
  • One or more case studies per chapter—Aid in sparking open-ended classroom discussion or serve as material for final written assignments.
  • A guide to designing a web-based distance learning course—Provided at the conclusion of the text. Useful as a hands-on workshop activity.

    • Enables students to develop their own distance learning courses or modules. Ex.___

  • Glossary of technical terms.

    • Assists readers in quickly referencing any unfamiliar words, phrases or expressions. Ex.___
Author Bio

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.
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.


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