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Theoretical Principles of Distance Education

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adult education research
asynchronous instruction
autonomy
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Characterizes Distance Education
Computer Mediated Communication
Contemporary Society
Continuous Control Activity
Dedicated Distance Education Institutions
Define Distance Education
design
Discourse Space
Distance Education
Distance Education Institutions
Distance Education Programmes
Distance Education System
Distance Teacher
Distance Teaching
Distance Training
Education System
educational
educational technology theory
Educational Transaction
Educational Tv Programme
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eq_society-politics
foundations of distance learning theory
Independent Study
institution
instructional
learner
Multi-media Teaching Materials
open learning systems
post-industrial pedagogy
Programme's Educational Objectives
Quasi Permanent Separation
remote student engagement
system
teaching
transaction
transactional
Transactional Distance
TTX.
Understanding Distance Education
University Of Wisconsin

Product details

  • ISBN 9781138990203
  • Weight: 530g
  • Dimensions: 156 x 234mm
  • Publication Date: 06 Jul 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

According to UNESCO statistics, 10 million of the world's 600 million students study at a distance. Theoretical Principles of Distance Education seeks to lay solid foundations for the education of these students and for the structures within which they study. As a more industrialised form of education provision, distance education is well adapted to the use of new communication technologies, and brings to education many of the strengths and dangers of post-industrialism. The central focus of the study of distance education is the placing of the student at home or at work and the justification of the abandonment in this form of education of interpersonal, face-to-face communication, previously considered to be a cultural imperative for education in both east and west. This book explores the problems that distance education poses to the theorist, bringing together an international team of distance educators to address these issues for the first time in a systematic way. The team comprises theoreticians, administrators, experts in educational technology and adult education, experts in learning from video machines, from computers and other forms of technology. Contributions from Italy, and Scandinavia contrast with viewpoints provided by scholars from the US, Canada, Australia, and the UK.