Handbook of Distance Education
by Michael Grahame Moore, William C. Diehl
4th Edition
Publisher: Routledge
Book Details
| Print ISBN | 9781138238992 |
| eText ISBN | 9781315296111 |
| Publisher | Routledge |
| Publishing Year | 2019 |
| Edition | 4th Edition |
| Language | English |
The Handbook of Distance Education, 4th Edition, edited by Michael Grahame Moore and William C. Diehl, is an extensive research handbook published by Routledge. The volume synthesizes foundational and operational scholarship across the discipline.
Coverage addresses historical and conceptual foundations, attributes of teaching and learning using technology, management and administration, and distinct educational providers and audiences.
Contributing scholars throughout the volume identify future research priorities using established practices, research findings, and shifts in policy, pedagogy, and implementation. Moore previously published the first formal statement of distance education theory in 1972.
Table of Contents
Chapter Preface: The Handbook in Brief: An Overview
Part I: Historical and Conceptual Foundations
Chapter 1: W. Diehl, A History of Distance Education
Chapter 2: F. Saba, A Theoretical Perspective on Distance Education
Chapter 3: M.G. Moore, The Theory of Transactional Distance
Chapter 4: W. Anderson, Independent Learning
Chapter 5: D.R. Garrison et al., The Community of Inquiry Theoretical Framework
Part II: Learners, Learning, and Learner Support
Chapter 6: M.J. Hannafin et al., Cognitive Perspectives on Online Learning Environments
Chapter 7: M. Allen et al., Satisfaction with Distance Education
Chapter 8: T. Stavredes, Student Persistance and Strategies to Support It
Chapter 9: C. Cavanaugh, Student Achievement in Elementary and High School
Chapter 10: C. Gunawaredena, Culture in Online Distance Larning
Chapter 11: R.F. Curry, Academic Advising in Degree Programs
Chapter 12: S. Crichton, Enabling Learning for Disabled Students
Chapter 13: K. Johnson, The Role of Academic Libraries
Part III: Design and Teaching
Chapter 14: R. Shearer, Theory to Practice in Instructional Design
Chapter 15: S. Naidu, Instructional Design Models for Optimal Learning
Chapter 16: V. Dennen, Activity Design in Online Learning
Chapter 17: M. Kim et al., Technology Integration: From Implementation to Dynamic Scaffolding
Chapter 18: S. Moisey, Realizing the Promise of Learning Objects
Chapter 19: C. Graham, Emerging Practice and Research in Blended Learning
Chapter 20: N. Friesen, Modes of Interaction
Chapter 21: J. Hill, Teaching and Learning in Negotiated and Informal Environments
Chapter 22: K. Shattuck, Faculty Participation In Online Distance Education
Chapter 23: M. Thompson, Students and Teachers as Ethical Actors
Part IV: Policies, Administration, and Management
Chapter 24: [new author], Management of Online Programs
Chapter 25: M. Simonson, Institutional Policy Issues
Chapter 26: R. Watkins, Strategic Planning and Needs Assessment
Chapter 28: M.F. Beaudoin, Institutional Leadership
Chapter 29: P. O‘Brien, Accreditation
Chapter 30: [new author], Evaluating Distance Education Programs
Chapter 31: A. Inglis, The Changing Costs of Program Delivery
Chapter 32: I. Jung, Cost Effectiveness of Online Education
Chapter 33: T.A. Lipinski, Legal Issues in the Development and Use of Copyrighted Material
Part V: Audiences and Providers
Chapter 34: T. Clark, The Evolution of K-12 Distance Education and Virtual Schools
Chapter 35: M.F. Beaudoin, The Landscape of K-12 Online Learning
Chapter 36: S. Jaggars, Online learning in Community Colleges
Chapter 37: [new author] Distance Training in the Corporate Sector
Chapter 38: [new author] Continuing Professional Education
Chapter 39: P. Kenyon, Distance Education in the Armed Forces
Chapter 40: [new author], Doctorates for Professionals through Distance Education
Chapter 41: D. Kennepohl, Teaching Science at a Distance
Chapter 42: [new author], Emerging Organizational Models in Higher Education
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