Preface

The term distance learning has different meanings to different people and populations. By presenting international perspectives of distance learning, this book embraces all those meanings and populations without giving preference to any. In todayʹs global world where distance providers can address local learning needs, it is important for distance learning practitioners and researchers as well as higher education administrators and faculty to have a broad view of how distance learning is conceptualized, planned and delivered.

Almost two centuries ago, a form of distance education emerged in which learning activities were sent through postal mail (Spector, Merrill, Merrienboer, & Driscoll, 2008). While this early method of distance learning is still used in many international communities, todayʹs distance learning environments also embrace a variety of traditional and emerging technologies, including websites, ebooks, content managements systems (CMS), podcasts, social networks, mobile devices, and more. As distance learning in higher education evolves to embrace new technologies, it is also evolving to accommodate the changing nature of higher education students. Distance learning solutions are now being provided to traditional on‐campus students with needs for courses offered at flexible times as well as to the growing numbers of nontraditional students, those working adults who are going back to college while balancing family and work responsibilities.

This book embodies the variety of distance learning formats addressed in Moore, Dickson‐Deane, and Galyenʹs (2011) investigation of the terminology of distance learning. Terms such as correspondence education or study, open, online or distance learning, and elearning are often used synonymously to describe a learning environment where the student and instructor are separated in time and/or space. Some term differences emerge from the type of organization, for example higher education and business use distance learning and e‐learning, respectively. Other terms emerge from the types of technologies and learning activities used, or the modes and frequencies of interactions between students and the instructor. Term differences are also noted between countries, such as Europe preferring open learning to describe a form of distance education whereas distance, online, and elearning learning are often used in the Americas. This book does not propose a common definition of the terms. Rather, it presents the different international perspectives of what is deemed as distance learning.

#### XII Preface

This book is comprised of 15 chapters, written by authors representing 12 countries, and addresses issues of significance to distance learning practitioners, researchers, and higher education faculty and administrators. The chapters are organized into five sections. Four chapters comprise Section 1, Distance Education Management. The chapters address topics related to the planning, administration and management of distance learning programs in higher education. In Chapter 1, Ojokheta (Nigeria) argues that the administrative and academic processes that govern open and distance learning programs in Nigeria must be re‐engineered if Nigeria is to reach 21st century goals for development of a knowledge society. In Chapter 2, Farajollahi and Zarifsanaee (Iran) present a data‐based model of effective distance teaching and learning in higher education that responds to the need of countries to develop educational capacity to meet the demand for higher education. In Chapter 4, Muyinda (Uganda) explores the challenges and benefits of managing and administering Open and Distance learning programmes in dual mode universities, using Makerere University as an example.

Preface XI

**Joi L. Moore**

USA

USA

University of Missouri

**Angela D. Benson** University of Alabama

(Australia) investigates the motivational and learning processes of Chinese distance learning students. Chapter 13, Helleve (Norway) explore the similarities and differences in classroom and distance learning by comparing the experiences of learners enrolled in classroom, hybrid and distance environments. In Chapter 14, Benson, Moore, Norfles and Starkey (United States) present an exploratory study of the lived experiences of low‐income and working students enrolled in postsecondary

The two chapters in Section 5, Distance Learning Educational Tools, describe distance learning development projects that support the learning of science and engineering topics. In Chapter 15, Rubio and Muno‐Abella (Spain) describe the development and use of 2D and 3D animation rich web‐based tutorials in the study of Descriptive Geometry. In Chapter 16, Bier (The Netherlands) implement Internet‐supported applications that utilize interactive 3D game technology in an Internet‐based

Because the book includes practical case studies, empirical research studies and theoretical/conceptual frameworks for distance learning, it can meet the needs of multiple audiences. Specifically, this book can easily be used as a textbook for distance learning or higher education courses, a reference book for international distance learning researchers and practitioners, or an introductory handbook for higher

Moore, J. L., Dickson‐Deane, C. & Galyen, K. (2011) E‐Learning, Online Learning, and

Spector, J. M., Merrill, M. D., Merrienboer, J. V., & Driscoll, M. P. (2008). *Handbook of*

Distance Learning Environments: Are They the Same? *The Internet and Higher*

*research on educational communications and technology* (3rd ed.). New York,

education administrators and faculty who are new to distance learning.

distance learning.

**References**

postgraduate architecture program.

*Education*, *14*, 129‐135.

London: Lawrence Erlbaum Associates.

The two chapters in Section 2, Distance Education and Teacher Development, present approaches to teacher professional development delivered via distance learning technologies. In Chapter 5, Potter and Naidoo (South Africa) describe the 17‐year evolution of the South African Radio Learning Programme. The program was designed to improve the quality of teaching in primary schools by targeting the development of English language competencies in the junior primary phase, through the medium of interactive radio. In Chapter 6, Scohel (United Kingdom) presents a proposal to use open and distance learning to provide teacher professional development to meet the crisis of an inadequately qualified teacher pool in the Global South region.

The four chapters that comprise Section 3, Distance Learning Pedagogy, present effective teaching and learning approaches in a distance environment. In Chapter 7, Andrade (United States) shows how a distance course design and teaching framework based on self‐regulated learning can be used to promote learner success in online distance English language courses. In Chapter 8, Wall (United States?) presents strategies and processes for employing blended learning environments to deliver lifelong learning. In Chapter 9, Kruk and Zhuravleva (Russia) describe learning models that promote self‐directed, personal‐oriented and student‐centered teaching, specifically in online engineering education. In Chapter 10, Hufford (United States) examines student assessment methods suitable for Web‐based courses.

Each of the four chapters in Section 4, Distance Learning Students, describe the results of research studies that addressed factors and issues related to the student experience in distance learning courses and programs. In Chapter 11, Olabisi (West Indies) analyze the efforts of students enrolled in a Graduation Orientation course at using online resources to construct an annotated bibliography. The goal was the generation of instructional strategies to assist students in developing more effective skills for identifying, gathering and using information from online sources. In Chapter 12, Ng (Australia) investigates the motivational and learning processes of Chinese distance learning students. Chapter 13, Helleve (Norway) explore the similarities and differences in classroom and distance learning by comparing the experiences of learners enrolled in classroom, hybrid and distance environments. In Chapter 14, Benson, Moore, Norfles and Starkey (United States) present an exploratory study of the lived experiences of low‐income and working students enrolled in postsecondary distance learning.

The two chapters in Section 5, Distance Learning Educational Tools, describe distance learning development projects that support the learning of science and engineering topics. In Chapter 15, Rubio and Muno‐Abella (Spain) describe the development and use of 2D and 3D animation rich web‐based tutorials in the study of Descriptive Geometry. In Chapter 16, Bier (The Netherlands) implement Internet‐supported applications that utilize interactive 3D game technology in an Internet‐based postgraduate architecture program.

Because the book includes practical case studies, empirical research studies and theoretical/conceptual frameworks for distance learning, it can meet the needs of multiple audiences. Specifically, this book can easily be used as a textbook for distance learning or higher education courses, a reference book for international distance learning researchers and practitioners, or an introductory handbook for higher education administrators and faculty who are new to distance learning.

> **Joi L. Moore** University of Missouri USA

**Angela D. Benson** University of Alabama USA

#### **References**

X Preface

University as an example.

South region.

This book is comprised of 15 chapters, written by authors representing 12 countries, and addresses issues of significance to distance learning practitioners, researchers, and higher education faculty and administrators. The chapters are organized into five sections. Four chapters comprise Section 1, Distance Education Management. The chapters address topics related to the planning, administration and management of distance learning programs in higher education. In Chapter 1, Ojokheta (Nigeria) argues that the administrative and academic processes that govern open and distance learning programs in Nigeria must be re‐engineered if Nigeria is to reach 21st century goals for development of a knowledge society. In Chapter 2, Farajollahi and Zarifsanaee (Iran) present a data‐based model of effective distance teaching and learning in higher education that responds to the need of countries to develop educational capacity to meet the demand for higher education. In Chapter 4, Muyinda (Uganda) explores the challenges and benefits of managing and administering Open and Distance learning programmes in dual mode universities, using Makerere

The two chapters in Section 2, Distance Education and Teacher Development, present approaches to teacher professional development delivered via distance learning technologies. In Chapter 5, Potter and Naidoo (South Africa) describe the 17‐year evolution of the South African Radio Learning Programme. The program was designed to improve the quality of teaching in primary schools by targeting the development of English language competencies in the junior primary phase, through the medium of interactive radio. In Chapter 6, Scohel (United Kingdom) presents a proposal to use open and distance learning to provide teacher professional development to meet the crisis of an inadequately qualified teacher pool in the Global

The four chapters that comprise Section 3, Distance Learning Pedagogy, present effective teaching and learning approaches in a distance environment. In Chapter 7, Andrade (United States) shows how a distance course design and teaching framework based on self‐regulated learning can be used to promote learner success in online distance English language courses. In Chapter 8, Wall (United States?) presents strategies and processes for employing blended learning environments to deliver lifelong learning. In Chapter 9, Kruk and Zhuravleva (Russia) describe learning models that promote self‐directed, personal‐oriented and student‐centered teaching, specifically in online engineering education. In Chapter 10, Hufford (United States)

Each of the four chapters in Section 4, Distance Learning Students, describe the results of research studies that addressed factors and issues related to the student experience in distance learning courses and programs. In Chapter 11, Olabisi (West Indies) analyze the efforts of students enrolled in a Graduation Orientation course at using online resources to construct an annotated bibliography. The goal was the generation of instructional strategies to assist students in developing more effective skills for identifying, gathering and using information from online sources. In Chapter 12, Ng

examines student assessment methods suitable for Web‐based courses.


**Part 1** 

**Distance Education Management** 
