International Handbook of Distance Education -- Copyright Page -- Table of Contents -- Contributors -- Chapter 1 Introduction: From Correspondence to Virtual Learning Environments -- 1.1 HOLMBERG'S GUIDED DIDACTIC CONVERSATION -- 1.2 MOORE'S TRANSACTIONAL DISTANCE -- 1.3 PETERS'S INDUSTRIALIZATION MODEL -- 1.4 GARRISON'S TWO-WAY EDUCATIONAL TRANSACTION -- 1.5 LAURILLARD'S CONVERSATIONAL FRAMEWORK -- 1.6 VARIOUS LEARNING THEORIES -- 1.7 VRASIDAS AND GLASS'S CONCEPTUAL FRAMEWORK -- 1.8 GARRISON, ANDERSON AND ARCHER'S COMMUNITY OF INQUIRY MODEL -- 1.9 ANDERSON'S EQUIVALENCY INTERACTION THEOREM -- 1.10 INTERACTIVE, SELF-PACED AUTONOMOUS LEARNING -- 1.11 THE POSSIBILITIES OF VIRTUAL LEARNING ENVIRONMENTS -- 1.12 COMMENTARY -- REFERENCES -- Section I Diversity in Distance Education -- Introduction -- Chapter 2 Making it Work for the South: Using Open and Distance Learning in the Context of Development -- 2.1 INTRODUCTION -- 2.2 TRANSFORMING UNISA TO MEET THE NEEDS OF SOCIAL TRANSFORMATION -- 2.3 MEANWHILE BACK AT HOME: CHANGING STUDENT DEMOGRAPHICS -- 2.4 DISTANCE EDUCATION AND ODL DEFINED -- 2.5 UNISA AS A MEGA-UNIVERSITY -- 2.6 STUDY MATERIAL: DESIGN AND DELIVERY -- 2.7 STUDENT SUPPORT -- 2.8 ACCREDITATION BY THE DISTANCE EDUCATION AND TRAINING COUNCIL -- 2.9 INFORMATION AND COMMUNICATION TECHNOLOGY -- 2.10 THE NEED FOR BASIC EDUCATION WITHIN THE GLOBAL CONTEXT -- 2.11 THE ROLE OF EDUCATION IN EMANCIPATION -- 2.12 LIFE POLITICS AND ITS ROLE IN SELF-ACTUALISATION -- 2.13 THE NEED FOR LIFE POLITICS TO PERMEATE EDUCATION, ESPECIALLY BASIC EDUCATION -- 2.14 THE IMPACT OF HIV/AIDS -- 2.15 MEDIA AND MARGINALISATION OF THE POOR -- 2.16 LIFELONG LEARNING AND THE NORTH/SOUTH DIVIDE -- 2.17 RESPONDING TO THE CHALLENGES: USING ODL AS A VEHICLE FOR DEVELOPMENT -- 2.18 PARTICIPATING IN THE SA NATIONAL LITERACY CAMPAIGN -- 2.19 CONCLUSION -- NOTES -- REFERENCES.

Chapter 3 Social and Cultural Diversity in Distance Education -- 3.1 ISSUES IN INTERNATIONAL DISTANCE EDUCATION -- 3.2 THEORETICAL FRAMEWORKS FOR UNDERSTANDING CULTURAL DIMENSIONS -- 3.3 SOCIOCULTURAL CONTEXT OF DISTANCE EDUCATION -- 3.4 LANGUAGE AND SECOND LANGUAGE SPEAKERS -- 3.5 CULTURAL INTERPRETATION OF WEB ICONS AND IMAGES -- 3.6 CONCLUSION -- REFERENCES -- Chapter 4 Distance Education and Gender: Women's Experiences at the Open University of Tanzania -- 4.1 DISTANCE EDUCATION IN TANZANIA -- 4.2 THE OPEN UNIVERSITY OF TANZANIA -- 4.3 BARRIERS TO WOMEN'S PARTICIPATION AT THE OUT -- 4.4 BARRIERS TO ENROLMENT -- 4.5 CONCLUSIONS -- 4.6 RECOMMENDATIONS -- REFERENCES -- Chapter 5 Distance Education: Enabling and Disabling? -- 5.1 DE AS ENABLING? -- 5.2 DE AND DISABILITY -- 5.3 BRINGING THE PERSONAL TO THE LITERATURE -- 5.4 STORIES AND PUBLIC ISSUES -- 5.5 DISABILITY AND DISABLISM AS SOCIAL ISSUES -- 5.6 TOWARDS A CRITICAL APPROACH -- 5.7 FOSTERING ACCESS -- 5.8 UNIVERSAL DESIGN -- 5.9 ANTI-DISCRIMINATION LAW -- 5.10 STUDYING AT A DISTANCE -- 5.11 METHODS OF COURSE DELIVERY: MULTIMEDIA -- 5.12 CRITICAL DISABILITY PERSPECTIVES -- 5.13 STUDENTS WITH DISABILITY AS EXPERTS AND EDUCATORS -- 5.14 CONCLUSION: TOWARDS ENABLING DE -- 5.15 ACKNOWLEDGEMENTS -- NOTE -- REFERENCES -- Chapter 6 Meeting Diverse Learning Needs -- 6.1 BACKGROUND -- 6.2 IDENTIFYING AND RESPONDING TO DIVERSE NEEDS -- 6.3 CONCLUSION -- NOTE -- REFERENCES -- FURTHER READING -- Chapter 7 Recognizing Experiential Learning Through Prior Learning Assessment -- 7.1 ATHABASCA UNIVERSITY: COMMITTED TO OPEN AND DISTANCE LEARNING -- 7.2 PRIOR LEARNING ASSESSMENT AND RECOGNITION: THEORY AND PRACTICE -- 7.3 PLAR AND THE RECOGNITION OF DIVERSITY -- 7.4 RECOGNIZING LEARNING, ACKNOWLEDGING DICHOTOMY -- 7.5 DIVERSITY AND DICHOTOMY: A BIGGER PICTURE -- 7.6 CONCLUSION -- NOTES -- REFERENCES.

Chapter 8 Open Schooling -- 8.1 THE DEVELOPMENT OF OPEN SCHOOLING -- 8.2 OPEN SCHOOLING IN AUSTRALIA -- 8.3 OPEN SCHOOLING IN CANADA -- 8.4 OPEN SCHOOLING IN INDIA -- 8.5 OPEN SCHOOLING IN SUB-SAHARAN AFRICA -- 8.6 OPEN SCHOOLING IN CONFLICT SITUATIONS -- 8.7 COMMENTARY -- REFERENCES -- Chapter 9 Social Software Technologies in Distance Education: Maximizing Learning Freedoms -- 9.1 THE TECHNOLOGIES OF DISTANCE EDUCATION -- 9.2 ISSUES OF ACCESS -- 9.3 DEVELOPMENTS IN TYPE I TECHNOLOGIES -- 9.4 DEVELOPMENTS IN TYPE C TECHNOLOGIES -- 9.5 TECHNOLOGIES, DESIGNS, AND PARTICIPANT FREEDOM -- 9.6 FREEDOM OF SPACE AND RELATIONSHIP -- 9.7 EDUCATIONAL SOCIAL TECHNOLOGY -- 9.8 THE COMPONENT TOOLS OF EDUCATIONAL SOCIAL SOFTWARE -- 9.9 PEDAGOGY OF EST -- 9.10 LEARNING ACTIVITIES USING EST -- 9.11 CONCLUSION -- REFERENCES -- Chapter 10 Vocational Education and Training at a Distance: Transformation to Flexible Delivery -- 10.1 FOCUS OF THIS CHAPTER -- 10.2 HISTORICAL CONTEXT OF VET IN AUSTRALIA -- 10.3 ECONOMIC IMPERATIVES AND CHANGES IN VET -- 10.4 DEVELOPMENT OF THE TRAINING MARKET -- 10.5 COMPETENCY-BASED TRAINING AND ASSESSMENT -- 10.6 SITUATED LEARNING AND WORKPLACE LEARNING -- 10.7 RECOGNITION OF STAKEHOLDERS -- 10.8 FOCUS ON LEARNERS -- 10.9 A TRANSFORMATION TO FLEXIBLE DELIVERY -- 10.10 CONCLUSION -- REFERENCES -- Chapter 11 Naming the Issues -- 11.1 TECHNOLOGY -- 11.2 COST -- 11.3 LEVEL -- 11.4 CULTURE -- 11.5 CONCLUSION -- NOTES -- REFERENCES -- WEBSITES -- Section II The Transformation of Teaching and Learning at a Distance -- Introduction -- Chapter 12 Transforming Distance Education Through New Technologies -- 12.1 INTRODUCTION -- 12.2 THE IMPACT OF TECHNOLOGY ON THE ORGANIZATION OF DISTANCE EDUCATION -- 12.3 DEFINING MEDIA AND TECHNOLOGY IN DISTANCE EDUCATION -- 12.4 COMPARING TECHNOLOGIES.

12.5 THEORIES OF TEACHING AND LEARNING AND CHOICE OF TECHNOLOGY IN DISTANCE EDUCATION -- 12.6 A GENERAL THEORY FOR MAKING DECISIONS ABOUT TECHNOLOGY IN DISTANCE EDUCATION -- 12.7 SOCIO-ECONOMIC FACTORS INFLUENCING THE USE OF TECHNOLOGY IN DISTANCE EDUCATION -- 12.8 WHEN WILL IT ALL END? -- 12.9 CONCLUSIONS -- REFERENCES -- Chapter 13 Transforming Learning and Teaching in Practice: Where Change and Consistency Interact -- 13.1 TEACHING AND LEARNING UP TO MID-1990S -- 13.2 PRE-ONLINE TECHNOLOGIES -- 13.3 TEACHING AND LEARNING IN ONLINE CONTEXTS -- 13.4 PERCEPTIONS OF CHANGE -- 13.5 CHANGES IN TECHNOLOGIES -- 13.6 THE FUTURE EVOLVES - AS ALWAYS -- REFERENCES -- Chapter 14 From Chautauqua to Correspondence to Computers: Non-Formal Education in Transformation -- 14.1 INTRODUCTION -- 14.2 A MATTER OF DEFINITION -- 14.3 NON-FORMAL EDUCATION OF THE PAST AND THE TECHNOLOGIES UTILIZED -- 14.4 NEW USES OF OLDER TECHNOLOGIES AND NEW TECHNOLOGIES IN NON-FORMAL LEARNING -- 14.5 TRANSFORMATION OF DISTANCE EDUCATION AND NON-FORMAL LEARNING -- 14.6 NON-FORMAL LEARNING AS TRANSFORMATION -- 14.7 THE CONDITIONS NECESSARY FOR TRANSFORMATIVE LEARNING -- 14.8 EXPLOITING THE POTENTIAL FOR TRANSFORMATIONAL NON-FORMAL LEARNING -- 14.9 A DEARTH OF EXAMPLES AND RESEARCH -- 14.10 ADDRESSING CHALLENGES AND DEVELOPING CAPACITY -- 14.11 SUMMARY -- REFERENCES -- Chapter 15 Transformation Through Open Universities -- 15.1 INTRODUCTION -- 15.2 ORIGINS -- 15.3 MANDATES -- 15.4 ORGANIZATION -- 15.5 TECHNOLOGICAL STRUCTURE -- 15.6 PEDAGOGICAL STRUCTURE -- 15.7 ACADEMIC EXCELLENCE -- 15.8 STUDENTS -- 15.9 FACULTY -- 15.10 ECONOMICS -- 15.11 HISTORICAL CONTEXT -- 15.12 PERSPECTIVES -- REFERENCES -- Chapter 16 Transforming Doctoral Education Through Distance Education -- 16.1 INTRODUCTION -- 16.2 OFF-CAMPUS DOCTORAL EDUCATION -- 16.3 RISKING DOCTORATES AT A DISTANCE.

16.4 DOCTORAL STUDIES IN EDUCATION AT DEAKIN UNIVERSITY -- 16.5 CONCLUSION -- NOTE -- REFERENCES -- Chapter 17 Innovating with Technology and Structures of Indifference in Distance Education -- 17.1 INTRODUCTION -- 17.2 THE CONTEXT -- 17.3 TEACHING WITH CRITICAL INTENT -- 17.4 CONCEPTIONS OF AGENCY AND STRUCTURE -- 17.5 ACADEMIC AGENCIES OF DISENGAGEMENT -- 17.6 CONCLUDING COMMENTS -- NOTES -- REFERENCES -- Chapter 18 The Evolution of Assessment in Distance Education -- 18.1 ASSESSMENT AS CULTURE: TRANSFORMING PRACTICE -- 18.2 ASSESSMENT-AS-CULTURE: CONSTRUCTIVIST APPROACHES AND TOOLS -- 18.3 FINAL WORDS -- NOTE -- REFERENCES -- TOOLS -- Chapter 19 The Transformation of Information and Library Services -- 19.1 INTRODUCTION -- 19.2 CONTEXTUALIZING LIBRARY SERVICES FOR DISTANCE EDUCATION -- 19.3 THE CONVERGENCE OF ON-CAMPUS AND OFF-CAMPUS LIBRARY SERVICES -- 19.4 THE TRANSFORMATION OF INFORMATION SEEKING -- 19.5 INFORMATION LITERACY INSTRUCTION FOR ALL LEARNERS -- 19.6 CONCLUSION -- REFERENCES -- Chapter 20 Engaging the Digital Natives -- 20.1 MEDIA CONSUMPTION BY YOUNG PEOPLE -- 20.2 THE TECHNOLOGY -- 20.3 THE INTERNET PROTOCOL -- 20.4 THE SEARCH FOR NEW PRODUCT -- 20.5 HIGHER EDUCATION'S ENGAGEMENT WITH NEW MEDIA -- 20.6 DIGITALLY MEDIATED LEARNING IS HERE TO STAY -- 20.7 CAPTURING THE AUDIENCE -- 20.8 CONCLUSION -- NOTES -- REFERENCES -- Chapter 21 Transforming Distance Education: In Whose Interests? -- 21.1 INTRODUCTION -- 21.2 HOW INTERESTS WORK -- 21.3 SOME ILLUSTRATIONS -- 21.4 TEACHING AND COURSE DESIGN -- 21.5 ASSESSMENT -- 21.6 (EDUCATIONAL) TECHNOLOGY -- REFERENCES -- Section III Leadership in Distance Education -- Introduction -- Chapter 22 New Technology, New Learners and New Challenges: Leading our Universities in Times of Change -- 22.1 INTRODUCTION -- 22.2 ACCOMMODATING A NEW GENERATION OF STUDENTS -- 22.3 ROLE OF THE UNIVERSITY.

22.4 RESPONSIVE INSTITUTIONAL STRATEGIES.