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