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The Theory and Practice of Online LearningFebruary 2009
Publisher:
  • AU Press
  • 1200, 10011-109 Street
  • Edmonton
  • AB
  • Canada
ISBN:978-1-897425-08-4
Published:28 February 2009
Pages:
472
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Abstract

Neither an academic tome nor a prescriptive 'how to' guide, "The Theory and Practice of Online Learning" is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education.Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0.The second edition of "The Theory and Practice of Online Learning" features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.

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Contributors

Reviews

Symeon D. Retalis

This highly insightful and information-rich book contains a thoughtful combination of chapters that discuss philosophical models and practical ideas on the deployment of online learning. This updated second edition includes four new chapters; most others have been revised, in order to keep pace with the current trends in theory and practice in the online learning field. Most of the authors are from the same university-the Athabasca University. It is important to note that the book is published by Athabasca University's AU Press, under a Creative Commons license that allows free use by all. Of course, the copyright is retained by the university. The book is divided into three parts. Part 1 (chapters 1 to 9) sets the foundational and theoretical base for the book. Part 2 (chapters 10 to 13) focuses on the media and technology that can be used for the needs of online learning. Part 3 (chapters 14 to 18) examines issues related to instructional design and online course development. It also discusses the economics of online learning, as well as the centers that are necessary to support learners and teachers. The opening chapter, "Foundations of Educational Theory for Online Learning" by Mohamed Allyis, presents in a concise and clear way the foundations of education theory for online learning. Unlike other relevant theoretical chapters in similar books, this chapter is excellent-it does not merely discuss the specifics of behaviorist, cognitive, constructivist, and connectionist theories, but discusses their contributions to the design of online learning materials and environments. This discussion and the overall conclusions will be very helpful to novice designers and students. They will learn that all theories have pros and cons, and that one should use a combination of theories, taking advantage of their strong points, in order to design an effective learning environment. The newly edited chapter 15, "Call Centres in Distance Education," is unique, since there are very few books that tackle the concept of call centers in online learning settings. A call center can be an effective medium for the provision of high-quality support services-not only help-line communication services-for learners, teachers, and educational managers. The concept of call centers is a bit different, but quite relevant to the learning centers that many institutions offering online learning programs have established. Missing is a chapter about authoring tools for online learning material, which could be placed in Part 2. Nowadays, there are several available tools, such as EXE (open source), CourseLab (freeware), and Lectora and Articulate (commercial). The reader, especially the novice designer or student, should be able to find some information and critical comments from the authors about these tools. In summary, the book is neither an academic textbook nor a prescriptive how-to guide. It is a mix of theoretical and practical issues derived from scholarship and research. Thus, the book is very appropriate for students, novice designers, and practitioners in online learning environments. The book contains many good ideas and examples; it will help readers develop a more comprehensive view of the potential of online learning. Online Computing Reviews Service

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