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The Handbook of Online Learning is a comprehensive reference text for teachers and administrators of online courses and programs. It presents a discussion of the conceptual and theoretical foundations of online learning along with an exploration of practical implementation strategies.
New and Ongoing Features
- Emphasizes interactive teaching/learning strategies – challenging readers to think differently about pedagogy
- Provides a strong theoretical base before discussing applications: Part I first presents the changing philosophies and theories of learning, while Part II covers implementation or the practice of online learning
- Offers several chapters that deal with the issues related to the growing corporate online learning environment
- Includes twelve NEW articles on the latest issues such as psychology of online learning, training faculty, digital libraries, ethical dimensions in online learning, legal issues, course management systems and evolving technologies. key articles retained from current edition are revised and updated to reflect current trends and changes in the field
Praise for the First Edition
"The Fielding Institute authors apply an impressive wealth of organizational management theory and experience in their analyses of computer-mediated teaching and learning. The result is an enjoyable-to-read, fresh and lively book, delivering an abundance of ideas about how to establish a supportive learning environment, design a well structured course and manage electronically mediated dialog, -- in other words, how to successfully facilitate learning in the new context of on-line distance education."
―Michael G. Moore, Pennsylvania State University and Editor, The American Journal of Distance Education
"This book is a fascinating, comprehensive, revealing array of information about online learning. It is full of practical applications and significant implications for a future where online learning will play an increasingly larger role. It is essential for any library keeping up on online learning innovations."
―Dr. Bernard J. Luskin, President and Co-CEO, GlobalLearningSystems, Inc. Visiting Professor, Claremont Graduate University
"This book not only is that rare breed that addresses online learning in both higher education and corporate environments but every chapter is intriguing, informative, and accurately grounded. This book provides a comprehensive, timely, and informative look at online learning in higher education and corporate training settings. For an update on the state of e-learning in educational and training environments, simply read this book."
―Curtis J. Bonk, Ph.D., Indiana University and Courseshare.com
"Business and Learning have enjoyed a symbiotic relationship in our culture. The pace of change, however, has created separation between these two vital elements. The "Handbook of Online Learning" showcases the latest thinking and applications in learning delivery, and offers real promise that the gap is being bridged."
―D.M. Verkest, AT&T Wireless Services, Vice-President-National Operations
"The authors of this book are all experienced distance educators who know what the issues are: How are people engaged in teaching and learning at a distance "present" to one another? How do you create a community in the class? How can a teacher deal with an obstreperous student? What are the teaching/learning environments in universities and corporations as they affect distance education? The essays in this book inhabit the border where the idea of distance education meets the reality. The give practical advice and provide examples informed by both theory and experience."
―Stanley Chodorow, Professor Emeritus, University of California, San Diego & Former CEO, California Virtual University
- Sales Rank: #1132546 in Books
- Brand: Brand: SAGE Publications, Inc
- Published on: 2009-05-15
- Original language: English
- Number of items: 1
- Dimensions: 9.90" h x .90" w x 6.90" l, 1.75 pounds
- Binding: Paperback
- 520 pages
- Used Book in Good Condition
About the Author
Kjell Erik Rudestam is Professor of Psychology at Fielding Graduate University, Santa Barbara, California, where he served as Associate Dean of Academic Affairs for many years. He was previously a psychology professor at York University, Toronto, and Miami University, Oxford, Ohio, after receiving his PhD in Psychology (Clinical) from the University of Oregon. He is the author of Your Statistical Consultant: Answers to Your Data Analysis Questions, 2nd edition (also with Rae R. Newton), Handbook of Online Learning, 2nd edition (with Judith Schoenholtz-Read), and eight other books, as well as numerous articles in professional journals on topics including suicide, psychotherapy, and family and organizational systems. He is a Fellow of the American Psychological Association (Division 12), a Diplomate of the American Board of Examiners in Professional
Psychology (Clinical), a Diplomate of the American Academy of Experts in Traumatic Stress, and holds an Honorary Doctorate of Science from The Professional School of Psychology.
Judith Schoenholtz-Read, Ed.D., is a member of the Psychology Program at The Fielding Graduate Institute, Santa Barbara, California. In 1999, she coauthored "Group Supervision Meets Technology: A Model for Computer Mediated Group Training at a Distance" (with Dean Janoff) for the International Journal of Group Psychotherapy. She is a fellow in the Canadian Group Psychotherapy Association and is Secretary of Division 49 (Group Psychology and Psychotherapy) of the American Psychological Association. Her research interests include feminist theory and practice, group psychotherapy, non-verbal methods of psychotherapy, psychotherapy integration, and narrative research methods.
Most helpful customer reviews
7 of 7 people found the following review helpful.
Academic but understandable overview of e-learning
By Tom W.
Some e-learning handbooks provide essentially a cookbook step-by-step guide to using a particular software package the teach little about education, whereas others are so full of pedagogy jargon that they are all but unintelligible. This work is at the latter end of the scale, with free use of terms and numerous references. However, it is readable and provides useful ammunition for those (such as myself) defending e-learning against the charge that it is shallow and lacking in academic rigour. The introduction provides a good overview of where adult e-learning is at and how we got there. It should be noted that this book is about adult learning (that is androgogy), not teaching children.
After the introduction, the chapters can be read in any order, being grouped into themes but largely independent. I found "Revisiting the Design and Delivery of an Online Graduate Program" by Judith Stevens-Long and Charles Crowell, of particular value. This discusses the use of online discussion for small groups of mature students. This is how I teach and it was very useful to find the history and intellectua underpinnings of this approach, derived from the UK's Open University, so well laid out.
The book is not perfect, in particular Moodle is mentioned several times, but the description of its origins a little odd. It acknowledges Martin Dougiamas as having created Moodle. But it suggests that he was only vaguely aware of the pedagogy it related to. Anyone who has read the Wikipedia entry for Moodle will see that Martin set out to write a PHD thesis on "The use of Open Source software to support a social constructionist epistemology of teaching and learning within Internet-based communities of reflective inquiry" and that there was a very clear theory underpinning Moodle. As to if Moodle actually depends on any such theory is a separate issue. ;-)
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