Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume One)
Keywords:
Distance education, higher education, e-learning, researchSynopsis
This book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. 'Distance education' in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing contexts, borrowing from their wealth of experience, discuss research trends in distance education in their milieu, identifying the gaps and how this mode of delivery can be strengthened. By so doing, their passion for quality which has been a major area of concern in the field was brought to the fore. They have reiterated the fact that it is possible to enhance quality in this mode of delivery by not only conducting research but also applying its findings to theory, practice, and policy. The book is the first of two volumes.
Chapters
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Acknowledgements
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Foreword
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Preface
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Chapter 1Setting the Scene – Why Research Distance Education?
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Chapter 2Tracing Distance Education Research: The Influence of Technological and Pedagogical Developments
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Chapter 3Philosophy and Theories as Prerequisites for Distance Education Research
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Chapter 4Towards a Theoretical Framework for Teaching and Learning in Online Distance Education
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Chapter 5Building Theory into Practice
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Chapter 6Contextualising Student Support Services in Distance Education for Effectiveness: Guidelines for Producing Evidence
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Chapter 7Driving Innovation and Excellence in Distance Education Practice through Practitioner Enquiry
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Chapter 8Learning, Teaching, and Assessment Methodologies in Distance Education Research: A Meaningful Self-Directed Learning Approach
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Chapter 9Learner Support in The University of Rwanda’s Distance Training Programme: Current Practices and Future Perspectives
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Chapter 10Facilitator Support Services in Distance Education: Benefits, Developments and Disparities
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Chapter 11Student-Student Online Discussions: Testing Anderson’s Interaction Equivalency Theorem (Equiv) in an Open Distance Learning University
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Chapter 12Approaches to Continuing Professional Development for Open Education Practices in Africa
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Chapter 13Measuring Implementation of UNESCO’s OER Recommendation: A Possible Framework
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Conclusion and Biographies
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Index
