Distance Education: A systems view of online learning (What’s new in education)

M. G. Moore
G. Kearsley

Abstract

The most comprehensive and authoritative book on the subject, DISTANCE EDUCATION, Third Edition, emphasizes a systems approach to the organization and selection of material. The book is researched-based and grounded in solid principles of teaching and learning. The authors apply their broad experience and expertise as they explain how to design and teach courses online--including the latest technologies employed, characteristics of learners, organizational structures, and current policy and global perspectives.

Keywords

Annotation

This piece looks at wide-ranging aspects of distance education, ranging from the history of distance education to how to create current administrative policies. Moore and Kearsley begin by laying basic ground work and defining basic terms to have fruitful discussions on distance education. They continue by looking at different forms of education can take from for-profit instructions, corporate trainings, military education, and K-12 telecourses. As there are a variety of types of courses being discussed in this book, Moore and Kearsley also look at different medias education can take place in and how instructors can effectively design courses including the role of the instructor. They finish the book by looking at the global reach of distance education and looking at how distance education may change in the coming years.

APA Citation

Moore, M.G. & Kearsley, G. (2011). Distance education: A systems view of online learning (What’s new in education). Belmont, CA: Wadsworth.

About the Study

Links to Article
Mode Online
Publication Type Book Chapter
In Publication Distance education: A systems view of online learning (What’s new in education)
Type of Research Mixed methods
Research Design Not applicable
Intervention/Areas of Study Adaptive learning, Administration, management, and leadership, including accreditation, financial models, and legal, Advising and other institutional support, Assessment, Coaching, including academic success coaching, Content-student interactions, Course and program evaluation, Course design, Course organization, Financial support, Instructor-student interactions, Library support, Open education resources, Student support, Student-student interactions, Technical support, Tutoring or academic support, Writing support
Level of Analysis Student-level, Instructor-level, Institutional-level
Specific Populations Examined
Peer-Reviewed No
Specific Institutional Characteristics of Interest
Specific Course or Program Characteristics
Outcome Variables of Interest Academic achievement or performance, including assessment scores and course grades, Course completion, Persistence
Student Sample Size
Citing Articles


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