Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning

Distance education system is forcing the universities to rethink their foundations and shift their paradigms. This book discusses many challenges presented in the distance education environment, describes innovative approaches for meeting these challenges. It shares some experiences. In this respect the book is a useful guide for who are interested in distance education especially after paradigm shift.

Distance Learning and University Effectiveness: Changing Educational Paradigms for Online learning challenges the university administrators and faculty by making a case that new technological capabilities necessitate the pedagogical, research, and administrative changes in distance education. It engages the readers in the discussion that the existing pedagogies, reward systems, organizational structures, procedures and policies in higher education are not supporting today's distance education in the form of online learning. Furthermore, the book proposes a need for change in traditional and conventional face-to-face methods of education to take advantage of technologies used for distance education. Overall, the book intends to support the premise that while technology is one of the transformational causes for colleges and universities, it is also one of the primary enablers of the needed changes. The chapter authors, representing a broad spectrum of international expertise, present their perspectives on the idea that new and innovative educational paradigms and learning models are needed for online learning. While the majority of the chapter authors have backgrounds and experiences in information systems, information technology, information management, and business and public administration, there are some who extensively work as educators and instructional designers. Thus, even though the stronger focus of the book is on planning, developing, organizing and controlling the quality of distance education programs, pedagogical changes and challenges are also discussed. Using several examples of their own distance education programs, the chapter authors provide both conceptual and the practical points for consideration. In an attempt to provide coverage of instructional, structural and organizational issues, the editors also organize the book into three sections. The first section focuses on pedagogical changes, while the second and third sections concentrate on structural and organizational issues. This framework positions the chapters of the book so that they form one organized structure, enabling better understanding of the interconnections between pedagogical and organizational issues. The following is a brief section-by-section review of the book. In sum, the book is impressive in many respects. It aims to offer new and innovative ideas on the structure and organization of distance education in form of online learning. Although the book does not cover all issues related to online learning, it contains a wealth of useful ideas and approaches. The many examples, cases, guiding questions, figures and tables provide excellent practical ideas and guidelines for planners and developers of online learning programs. The insights presented in the book also reflect both richness and diversity. The book is not an introductory book. It also cannot be described as 'everything you wanted to know about e-learning', but it might help in answering some of the questions that should be asked about e-learning. For readers who are relatively new to the field of e-learning and who are looking for a straightforward introduction, this book is probably not the best choice. But it will no doubt be a great source of inspiration and innovation for those who are actively involved in the design, development, implementation and organization of Web-based distance education. The size of the book and the concepts presented make it difficult to review, however, I have read most of its chapters with interest and pleasure. - Mahnaz Moallem, Educational Technology & Society, Volume 7, Issue 2, 145-147, 2004. For complete review, please visit http://ifets.ieee.org/periodical/7_2/18.pdf "Administrators and faculty with some experience in distance education will find this book a valuable resource..."