Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning

Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning

Caroline Howard (HC Consulting, USA), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA) and Richard Discenza (University of Colorado, Colorado Springs, USA)
Release Date: July, 2003|Copyright: © 2004 |Pages: 368
ISBN13: 9781591401780|ISBN13: 9781591402213|ISBN10: 159140178X|EISBN13: 9781591401797|DOI: 10.4018/978-1-59140-178-0

Description

Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning addresses the challenges and opportunities associated with information and communication technologies (ICTs) as related to education. From discussing new and innovative educational paradigms and learning models resulting from ICTs to addressing future student needs and international issues, this book provides comprehensive coverage of the paradigm, teaching, technology and other changes that may be required of universities to remain in the new competitive marketplace of online learning.

Reviews and Testimonials

Distance education system is forcing the universities to rethink their foundations and shift their paradigms. This book discusses many challenges presented in the distance education environment, describes innovative approaches for meeting these challenges. It shares some experiences. In this respect the book is a useful guide for who are interested in distance education especially after paradigm shift.

– Turkish Online Journal of Distance Education - TOJDE, Volume 5, Number 2, April 2004 For full review, please visit http://tojde.anadolu.edu.tr/

Distance Learning and University Effectiveness: Changing Educational Paradigms for Online learning challenges the university administrators and faculty by making a case that new technological capabilities necessitate the pedagogical, research, and administrative changes in distance education. It engages the readers in the discussion that the existing pedagogies, reward systems, organizational structures, procedures and policies in higher education are not supporting today's distance education in the form of online learning. Furthermore, the book proposes a need for change in traditional and conventional face-to-face methods of education to take advantage of technologies used for distance education. Overall, the book intends to support the premise that while technology is one of the transformational causes for colleges and universities, it is also one of the primary enablers of the needed changes. The chapter authors, representing a broad spectrum of international expertise, present their perspectives on the idea that new and innovative educational paradigms and learning models are needed for online learning. While the majority of the chapter authors have backgrounds and experiences in information systems, information technology, information management, and business and public administration, there are some who extensively work as educators and instructional designers. Thus, even though the stronger focus of the book is on planning, developing, organizing and controlling the quality of distance education programs, pedagogical changes and challenges are also discussed. Using several examples of their own distance education programs, the chapter authors provide both conceptual and the practical points for consideration. In an attempt to provide coverage of instructional, structural and organizational issues, the editors also organize the book into three sections. The first section focuses on pedagogical changes, while the second and third sections concentrate on structural and organizational issues. This framework positions the chapters of the book so that they form one organized structure, enabling better understanding of the interconnections between pedagogical and organizational issues. The following is a brief section-by-section review of the book. In sum, the book is impressive in many respects. It aims to offer new and innovative ideas on the structure and organization of distance education in form of online learning. Although the book does not cover all issues related to online learning, it contains a wealth of useful ideas and approaches. The many examples, cases, guiding questions, figures and tables provide excellent practical ideas and guidelines for planners and developers of online learning programs. The insights presented in the book also reflect both richness and diversity. The book is not an introductory book. It also cannot be described as 'everything you wanted to know about e-learning', but it might help in answering some of the questions that should be asked about e-learning. For readers who are relatively new to the field of e-learning and who are looking for a straightforward introduction, this book is probably not the best choice. But it will no doubt be a great source of inspiration and innovation for those who are actively involved in the design, development, implementation and organization of Web-based distance education. The size of the book and the concepts presented make it difficult to review, however, I have read most of its chapters with interest and pleasure. - Mahnaz Moallem, Educational Technology & Society, Volume 7, Issue 2, 145-147, 2004. For complete review, please visit http://ifets.ieee.org/periodical/7_2/18.pdf "Administrators and faculty with some experience in distance education will find this book a valuable resource..."

– Susan Nesbitt, American Journal of Distance Education, Volume 19, Issue 1, 65-66, 2005.

Table of Contents and List of Contributors

Search this Book:
Reset

Author(s)/Editor(s) Biography

Caroline Howard (PhD) is an author, editor, consultant, and educator. She is an independent academic. Prior to becoming online faculty, she was on the faculty of Emory University's Goizueta Business School and the University of Colorado at Colorado Springs. Caroline holds an MBA from The Wharton School, University of Pennsylvania and a PhD in management information systems from the University of California - Irvine where she received honors for her teaching and research. She has published a number of articles on technology and learning. Her books include the first and 2nd editions of the Encyclopedia of Distance Learning (2005 and 2009), Winning the Net Game: Becoming Profitable Now that the Web Rules have Changed (Entrepreneur Press, 2002), The Design and Management of Effective Distance Learning Programs (2002), and Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning (2005).
Karen D. Schenk Ph. D., is a professor of Information Systems at the University of Redlands, California, and North Carolina State University, teaching courses in Information Technology and Systems Design. Her research has focused on distance education, lifelong learning, decision support systems and human-computer interfaces. She is currently Senior Partner of K. D. Schenk and Associates Consulting, working with companies on decision support systems development and IT internal customer relationships. Prof. Schenk is the co-editor of two books “The Design & Management of Effective Distance Learning Programs”, 2002, Information Science Publishing, and the book “Distance Learning and University Effectiveness”, 2004, Information Science Publishing.
Richard Discenza is a professor of Production Management and Information Systems in the College of Business and Administration at the University of Colorado in Colorado Springs. He received his BSF in Forestry from Northern Arizona University, an MBA from Syracuse University, and a PhD in Management from the University of Oklahoma. Dr. Discenza was formerly dean of the college where he helped establish and oversaw the development of a distance MBA program. His current research focuses on business process reengineering, distance education, project management and supply chain management. He has published numerous articles in professional and academic journals and is a member of APICS, the Academy of Management, and PMI.

Indices