Titlebook: Open and Distance Education Theory Revisited; Implications for the Insung Jung Book 2019 The Author(s), under exclusive licence to Springer

Awning

misanthrope

Introduction to Theories of Open and Distance Education, mediated by various media and technologies. Several theories of ODE have been developed or borrowed to help ODE researchers organize, summarize, and explain knowledge, develop meaningful research questions and carry out empirical studies needed in the field, and to support educators to develop opti

CAMEO

Independent Study, Transactional Distance, Guided Conversation and Adult Learning,cation: independent study, transactional distance, guided conversation, and adult learning. The first three of these theories have their roots in the education of the Greco-Roman world in which one of the primary goals was to inculcate the skills of learning in the learners in order to enable them t

Exclaim

Antigen

The Theory of Transactional Distance,nnovations. However, as a theory, we must constantly be asking if it is still valid today. Dron (Journal of Educational Multimedia and Hypermedia 14(4):321–342, .) would argue that broadly the theory is an immutable fact. However, given the technologies and the range of pedagogical approaches in use

MORPH

Openness, theory and practice. It is argued that openness has been discovered as a useful instrument throughout the various stages of ODE development, which will be summarized briefly. On the other hand, open movements concerning access to research data, educational resources and entire online courses have e

Nonconformist

演繹

Social Construction of Knowledge and the Community of Inquiry Framework,in such settings as supported by three interacting presences: cognitive presence, the extent to which learners are able to construct and confirm meaning in a virtual community of inquiry; social presence, the ability of participants in an online class to project themselves socially and emotionally a

SEMI

Extended Space and Time in E-education,r ways to support diverse learners and instructors. The chapter begins with the review of an e-education model, which focuses on extended teaching and learning spaces in a virtual environment. Then, it discusses the recent studies on online learner competences, teachers’ understanding of instruction

insipid

,The Pedagogy–Andragogy–Heutagogy Continuum and Technology-Supported Personal Learning Environments,One approach is to strive toward developing self-determined, autonomous learners who are capable of acquiring and building upon their knowledge through online personal learning environments (PLEs). With its rich history of educating self-directed adults, online and distance education (ODE) is unique