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Distance Learning in Higher Education: A Programmatic Approach to Planning, Design, Instruction, Evaluation, and Accreditation (0) (0) | 
 enlarge | Authors: Alfred P. Rovai, Michael K. Ponton, Jason D. Baker
Publisher: Teachers College Press
Category: Book
List Price: $49.00
Buy New: $40.16
You Save: $8.84 (18%)
New (7) Used (2) from $33.57
Avg. Customer Rating:  2 reviews
Sales Rank: 98662
Media: Hardcover
Number Of Items: 1
Pages: 224
Shipping Weight (lbs): 1
Dimensions (in): 9 x 6.1 x 0.8
ISBN: 0807748781
Dewey Decimal Number: 378.1758
EAN: 9780807748787
ASIN: 0807748781
Publication Date: June 27, 2008
Availability: Usually ships in 24 hours
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| Editorial Reviews:
Product Description
''This book is an effective blend of theory and practice -- one that instructors, students, and administrators in higher education should keep close at hand for quick reference and practical advice on what works in distance learning.'' --Laurie P. Dringus, Nova Southeastern University, Graduate School of Computer and Information Sciences
''A fine addition to the literature about distance learning. The key topics concerning gender, strategy, assessment, instructional methods, and evaluation will be of interest to the online learning community.'' --John Bourne, Executive Director, The Sloan Consortium
This useful resource describes best practices for designing online programs and courses. Translating research on the learning characteristics of adult university students and their experiences with online learning into practical guidelines, the authors address topics such as: program and course planning, design and delivery; multicultural and gender issues; program evaluation; student evaluation of online teaching, and institutional and program accreditation. The text includes resources such as online course materials and assessment tasks that are culturally responsive and implement the strategies presented in the book. Providing a roadmap for those wishing to design and implement a distance learning program, this up-to-date volume explains how to facilitate and moderate interactions using a constructivist approach, presents strategies that respond to race- and gender-related challenges, provides a model for evaluating distance education programs, identifies strategies that promote valid and reliable evaluations of online teaching, and addresses institution and distance education program accreditation issues.
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| Customer Reviews:
Survive and thrive in online education July 19, 2008
Greetings! This book is a must read for any administrator, faculty, or staff personnel looking to survive or thrive in the increasingly important but competitive market of delivering distance learning in higher education. The author's, professors experienced with various facets of online education, succinctly address essential components needed to design, deliver, and evaluate an effective online degree program. In addition, the author's outline the theoretical foundation for distance learning, include considerations to address the challenges of diverse learners', provide useful information to both assess student learning and increase student engagement, and identify issues and red flags for accreditation or reaffirmation of accreditation.
Book Review July 1, 2008
2 out of 2 found this review helpful
What makes the book special and sets it apart from others on the market is that it considers distance learning at the college and university levels from the program level rather than the course level. There are numerous books on how to design and deliver an effective online course, but far fewer which consider how to design and deliver an effective online degree program.
To borrow from the book's description: "This useful resource describes best practices for designing online programs and courses. Providing a roadmap for those wishing to design and implement a distance learning program, this up-to-date volume explains how to facilitate and moderate interactions using a constructivist approach, presents strategies that respond to race- and gender-related challenges, provides a model for evaluating distance education programs, identifies strategies that promote valid and reliable evaluations of online teaching, and addresses institution and distance education program accreditation issues." The book is divided as follows.
Chapter 1 - Concepts of Distance Learning: theoretical foundations of distance learning including constructivism, adult teaching and learning, computer-mediated communication, sense of community, presence, self-directed and autonomous learning, and social equity; and communication tools and conferencing tools
Chapter 2 - Gender: gendered impacts of online technologies, gender-specific teaching roles, gender-specific learning differences, and strategies for overcoming gender challenges to online learning
Chapter 3 - Culture: situational challenges (e.g., digital divide, personal costs, computer-mediated communication, and racism), dispositional challenges (e.g., field dependency, high/low context communication, and collectivism/individualism), and multicultural education
Chapter 4 - Strategic Planning: identification of program need, the strategic planning process, distance education planning challenges and strategies
Chapter 5 - Program and Course Design: program and course design models, instructional design approaches, online learning technologies, copyright and fair use standards, and accessibility in distance education
Chapter 6 - Assessment of Student Learning: types of assessments (e.g., independent work and group work) and academic dishonesty (e.g., identity fraud and plagiarism)
Chapter 7 - Online Discussions: planning student engagement (e.g., socioemotional interactions, task-oriented interactions, feedback, burnout, and participation rubrics) and conducting online (i.e., facilitating and moderating discussions) discussions
Chapter 8 - Program Evaluation: evaluability assessment, types of evaluation, standards and benchmarks
Chapter 9 - Institution and Program Accreditation: accreditation process and distance education
Chapter 10 - Course Evaluation: multistage course evaluation model
Chapter 11 - Summary and Conclusion
Appendix A - Example Extract from a Strategic Plan
Appendix B - Analytic Participation Rubric
Appendix C - Evidence of Quality Distance Learning Programs
Glossary
References
Index
About the Authors
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