Global Perspectives on E-Learning: Rhetoric and Reality

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Edited by: Alison A. Carr-Chellman

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  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Part I: Online Education in Asia: An Analysis of China, Taiwan, and India

    Part II: Online Education in Europe: An Analysis of Ireland, the United Kingdom, Turkey, and International Study Circles

    Part III: Online Education in North America: An Analysis of the U.S. and Canadian Contributions

    Part IV: Online Education Down Under: An Analysis of Aotearoa/New Zealand and Australia

    Part V: Online Education in Africa: An Analysis of Namibia and Sub-Saharan Africa

  • Dedication

    To my parents, Dr. and Mrs. Richard D. Carr, who taught me to question, and my husband, Davin Carr-Chellman, who helps me find answers.

    Copyright

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    Acknowledgments

    I would like to acknowledge the help of many people who have assisted in the preparation of this book including all of the authors whose hard work made this critique of e-learning possible. I am deeply appreciative of the assistance of Diane McDaniel and everyone at Sage who helped me through this first book project. I am grateful for the help of my colleagues at Penn State who have read and reviewed this work at various stages in its development and have helped me to formulate a much stronger critique as a result of their feedback. I also acknowledge the assistance of the following reviewers, who were invaluable in their help to improve this work:

    Roberto Muffoletto, Appalachian State University

    Paul Gathercoal, California Lutheran University

    Chris Zirkle, Ohio State University

    Don Ely, Syracuse University

    Mike Hannafin, University of Georgia

    Finally, I would also very much like to thank Brain Loader and the people at Information, Communication & Society journal who helped us get started on this project by publishing earlier versions of the chapters on the United States, China, Ireland, and International Study Circles in 2000. I am deeply grateful for their early assistance in this important work.

  • About the Editor

    Alison A. Carr-Chellman is Associate Professor of Education at Pennyslvania State University, where she is in charge of the Instructional Systems program in the Department of Learning and Performance Systems. She taught elementary school and worked in business and industry prior to joining the academy as a faculty member. Her research interests include critiques of distance education and e-learning, systems theory and thinking, educational systems design, critical systems, and user-design. She received bachelor's and master's degrees in education from Syracuse University, and she earned her doctorate at Indiana University-Bloomington, where she studied instructional systems technology with an emphasis in educational systems design.

    About the Contributors

    Bill Anderson is a Senior Lecturer at Massey University in New Zealand. His teaching interests lie in the areas of distance education and teacher education, with a specific focus on the use of information technologies in education. His research interests lie in the area of online education. Current projects include inquiry into interaction and control in computer-mediated communication and investigation of the impact of distance-delivered teacher education programs on subsequent teaching practice.

    Paul Conway is a College Lecturer in the Education Department in the National University of Ireland (NUI), Cork. He has been a Visiting Scholar each summer since 2000 in the Department of Counseling, Educational Psychology and Special Education (CEPSE) at Michigan State University, where he teaches in the master's program in educational technology. He previously served as Assistant Professor of Educational Psychology and Human Development at Cleveland State University. He is currently coeditor of Irish Educational Studies. His research interests include ICT policy in education, teacher learning, and learning theories.

    Diane Dechief is a master of arts candidate at Concordia University in Montreal. She has worked in the fields of IT training and language training for newcomers to Canada. Her thesis research focuses on the social impacts of online access to information, particularly among recent immigrants.

    Sarah FitzPatrick is Deputy Chief Executive of the National Council for Curriculum and Assessment (NCCA) in Ireland. She has taught in primary, post-primary, and third-level settings in Ireland and in the United States. She has also worked with a nonprofit educational organization providing in-career professional development support to teachers using ICT. Her current work involves re-envisioning curriculum and assessment in the digital age/knowledge society and developing appropriate supports for teachers and students.

    Husra Gursoy is a doctoral candidate in the Instructional Systems Program at Pennsylvania State University. She earned a bachelor of science degree in mathematics from Uludag University, Turkey, and a master's degree in instructional systems technology from Indiana University, where she held a full academic scholarship from the Turkish Ministry of Education. Her research interests lie in instructional design of constructivist learning environments, problem-based learning, and educational systemic design.

    Jia Qi Jiang is a doctoral student in the quantitative methods research program in the Department of Educational Psychology at the University of Texas at Austin. She previously taught public school for a number of years in Taiwan, where she integrated multimedia and technology in teaching of English as a second language in K-12 levels. Her passion for the gap of educational accessibility and computer literacy through information technology grew out of this teaching experience. Her research interests include evaluation and measurement in education, educational technology, and distance education.

    Colin Latchem has more than 30 years of experience encouraging and supporting educational development in higher education. He has worked in the United Kingdom and Australian higher education systems and served as president of the Open and Distance Learning Association of Australia (ODLAA). Since retiring in 1997 from a professorial level position as head of the Teaching Learning Group at Curtin University of Technology in Australia, he has been involved in open and distance education research and consultancy in China, Hong Kong, Brunei Darussalam, Philippines, Japan, the South Pacific, the West Indies, the United Kingdom, Canada, and the United States. He has written extensively on open and distance education, and one of his books, Leadership for 21st Century Learning (with Donald Hanna), received the 2002 Charles Wedemeyer Award for the best book of the year on distance education in the United States.

    Wayne Mackintosh is Associate Professor and director of the Centre for Flexible and Distance Learning at the University of Auckland. Prior to his current position, he spent eleven years working at the University of South Africa, an open learning and distance education institution and one of the mega-universities of the world. He is actively involved in the theory and practice of open distance learning and has participated in a range of international consultancies and projects, including work for the Commonwealth of Learning, the International Monetary Fund, UNESCO, and the World Bank. He is a member of the editorial board of Open Learning and publishes regularly in the field of flexible and distance learning. His current research interests focus on strategy innovation and organizational transformation associated with establishing new pedagogy now possible through contemporary advances in digital communication technologies.

    William F. Massy is Professor Emeritus of Education and Business Administration at Stanford University and president of the Jackson Hole Higher Education Group, Inc. In the 1970s and 1980s, he held senior administrative positions at Stanford University, where he pioneered the use of financial management and planning tools that have become standards in higher education. After founding the Stanford Institute for Higher Education Research (SIHER) in 1988, his research focused on institutional strategy, faculty roles and responsibilities, resource allocation processes, and universities as systems, including the development of a full-scale computer simulation of university behavior released by the Alfred P. Sloan Foundation in the fall of 2000 under the title Virtual U. His current research concerns academic quality, productivity, and quality assurance; technology utilization in teaching; resource allocation processes; and universities as economic entities.

    Ben Salt is a Research Fellow at the University of Plymouth's Social Research and Regeneration Unit in the United Kingdom. He completed his doctorate in adult education at the University of Georgia and is a recipient of the American Association for Adult and Continuing Education Okes Award for Outstanding Research. His research interests include neoliberal globalization, spacial praxis, popular education, and the impact of publicly funded education initiatives.

    Leslie Regan Shade is Associate Professor in the Department of Communication Studies at Concordia University, Montreal. Her research and teaching interests focus on the social, political, and ethical dimensions of ICTs.

    Priya Sharma is Assistant Professor of Instructional Systems at Pennsylvania State University. Prior to this appointment, she worked in corporate multimedia training design and development in India and the United States for more than 5 years. Her research interests include appropriate uses of technology for learning environment design and the enabling roles of technology in contributing to self-organized learning.

    R. Kavena Shalyefu is a Lecturer at the Department of Adult and Nonformal Education at the University of Namibia and is a doctoral candidate in education at the University of Massachusetts. She holds a bachelor of pedagogics degree from the University of Fort Hare, a bachelor's of education (postgraduate) degree from the University of South Africa (UNISA), a master's degree in education in adult and nonformal education from the University of Massachusetts. She is especially interested in improving teaching and learning, the design of effective and efficient instructional learning environments, and program planning and evaluation.

    Ormond Simpson is Senior Lecturer in Institutional Research at the Institute of Educational Technology at the United Kingdom's Open University. He has worked in distance learning for more than 25 years, primarily in the area of student support, and previously taught in Africa and the United States. He is the author of books in this field: Supporting Students in Online, Open, and Distance Learning (2002) and Student Retention in Online, Open, and Distance Learning (2003).

    Robert Zemsky is chair of the Learning Alliance for Higher Education at the University of Pennsylvania, which is a major experiment in bringing just-in-time strategic expertise to college and university presidents. He was founding director of the University of Pennsylvania's Institute for Research on Higher Education. The research for which he is best known has centered on how colleges and universities, in a world increasingly dominated by market forces, can be both mission-centered and market-smart. His writings have regularly appeared in Policy Perspectives and in a series of pioneering articles and analyses in Change. In 1998, Change named him as one of higher education's top 40 leaders for his role as an agenda-setter.

    Ke Zhang is Assistant Professor of Instructional Technology in the Department of Educational Psychology and Leadership at Texas Technology University in Lubbock, Texas. Her research specialities are computer supported collaborative learning/work; problem solving; online collaborative learning; cognitive and meta-cognitive strategies for (online) collaborative problem solving; media behaviors in online learning environments; courseware design, development, and evaluation; courseware copyright; and social impacts of collaborative technologies.


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