Designing a Distributed Learning Experience

Designing a Distributed Learning Experience

Diane Jass Ketelhut (Harvard Graduate School of Education, USA), Pamela Whitehouse (Harvard Graduate School of Education, USA: Harvard Graduate School of Education, USA) and Chris Dede (Harvard Graduate School of Education, USA)
Copyright: © 2005 |Pages: 7
DOI: 10.4018/978-1-59140-555-9.ch076
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With the availability of Internet and digital technologies, many universities are integrating new interactive media into course curricula, both to enhance conventional classroom-based learning and to enable remote students to overcome barriers of time and distance. Although the focus of computer-mediated communication in teaching and learning has traditionally been on distance education—delivering courses to students in remote locations—colleges are increasingly using interactive media to enhance on-campus courses, with positive outcomes. “Distributed learning” describes educational experiences that combine face-to-face teaching with synchronous and asynchronous mediated interaction (Dede, Brown-L’Bahy, Ketelhut, & Whitehouse, 2004). This instructional strategy distributes learning across a variety of geographic settings, across time, and across various interactive media. This study extends prior research findings on the design and educational outcomes of a Harvard Graduate School of Education course, Learning Media that Bridge Distance and Time, as a prototypical distributed learning experience.

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