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New Communication Technologies' Influence on Distance Education (DE) Environments: Changing Roles and Competencies of DE Experts

New Communication Technologies' Influence on Distance Education (DE) Environments: Changing Roles and Competencies of DE Experts

Murat Ertan Dogan
Copyright: © 2015 |Pages: 17
ISBN13: 9781466681194|ISBN10: 1466681195|EISBN13: 9781466681200
DOI: 10.4018/978-1-4666-8119-4.ch007
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MLA

Dogan, Murat Ertan. "New Communication Technologies' Influence on Distance Education (DE) Environments: Changing Roles and Competencies of DE Experts." Identification, Evaluation, and Perceptions of Distance Education Experts, edited by Gulsun Kurubacak and T. Volkan Yuzer, IGI Global, 2015, pp. 89-105. https://doi.org/10.4018/978-1-4666-8119-4.ch007

APA

Dogan, M. E. (2015). New Communication Technologies' Influence on Distance Education (DE) Environments: Changing Roles and Competencies of DE Experts. In G. Kurubacak & T. Yuzer (Eds.), Identification, Evaluation, and Perceptions of Distance Education Experts (pp. 89-105). IGI Global. https://doi.org/10.4018/978-1-4666-8119-4.ch007

Chicago

Dogan, Murat Ertan. "New Communication Technologies' Influence on Distance Education (DE) Environments: Changing Roles and Competencies of DE Experts." In Identification, Evaluation, and Perceptions of Distance Education Experts, edited by Gulsun Kurubacak and T. Volkan Yuzer, 89-105. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8119-4.ch007

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Abstract

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

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