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https://hdl.handle.net/2142/80231
Description
Title
Theory and Practice of Distance Education
Author(s)
Barrett, Nancy F.
Issue Date
1998
Doctoral Committee Chair(s)
Farmer, James A., Jr.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ed.D.
Degree Level
Dissertation
Keyword(s)
Education, Technology of
Language
eng
Abstract
While the respondents described the dilemma in the interviews, the potential resolution of the dilemma came from the literature. By using concepts from organizational and learning theory, the dilemma can be explored and the competing values of learning versus technology can be reframed. What was once a paradox can be better understood in terms of an emerging value for distance education. This emerging value is characterized by a consideration of risk, situated learning, instructional design, learning communities, technology, outreach, internal structures, and adaptive leadership. These characteristics of the emerging value suggest a template which serves both as a tool to evaluate current programs as well as a way to plan future distance education efforts.
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