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Identification, Evaluation, and Perceptions of Distance Education Experts

Book Description

Instructional quality can make or break the learning experience, especially in digital environments where the expressional nuances of interpersonal communication are lost. The most effective distance education instructors and experts are those who recognize the educational needs of students and are able to address those needs through creative use of the technological tools available to them. Identification, Evaluation, and Perceptions of Distance Education Experts explores the current and future trends, needs, and priorities that affect the development of distance education in a postmodern world. This premier reference work will be of significance to those interested in online learning, teaching and training, communication, and education across multiple sectors such as universities, colleges, schools, profit/non-profit e-organizations, and e-commerce.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
    2. List of Reviewers
  6. Foreword
  7. Preface
  8. Acknowledgment
  9. Section 1: Introduction
    1. Chapter 1: Well-Recognized Experts in Distance Education
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE
      4. THEORETICAL BACKGROUND
      5. THE EXPERTS WHO PRODUCE DISTANCE LEARNING APPLICATIONS
      6. THE EXPERTS WHO PRESENT DISTANCE LEARNING APPLICATIONS FOR DISTANCE LEARNERS
      7. THE EXPERTS WHO ARE RESPONSIBLE FOR THE CONTINUING OF THE DISTANCE LEARNING APPLICATION
      8. THE EXPERTS WHO ARE RESPONSIBLE FOR THE CLIENTS AND DISTANCE EDUCATORS
      9. THE EXPERTS WHO FOCUS ON RESEARCH AND DEVELOPMENT ACTIVITIES IN THE DISTANCE LEARNING APPLICATIONS
      10. THE EXPERTS WHO HAVE BENEFICIAL OUTCOMES FROM THE DISTANCE LEARNING APPLICATIONS
      11. DISTANCE EDUCATION EXPERTS
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
  10. Section 2: Who are Distance Education Experts?
    1. Chapter 2: Integrating Field of Communication to the Distance Education (DE)
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. DISTANCE EDUCATION EXPERTS: ROLES, COMPETENCES, QUALIFICATIONS, AND RESPONSIBILITIES
      5. THE FIELD OF DISTANCE EDUCATION AS AN APPLIED COMMUNICATION SCIENCE
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 3: The Academic Views from Moscow Universities on the Future of DEE at Russia and Ukraine
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. ADDITIONAL READING
      10. KEY TERMS AND DEFINITIONS
    3. Chapter 4: Understanding of Leadership in Distance Education Management
      1. ABSTRACT
      2. INTRODUCTION
      3. LEADERSHIP
      4. LEADERSHIP THEORIES
      5. EDUCATIONAL LEADERSHIP
      6. E-LEADERSHIP
      7. DISTANCE EDUCATION LEADERSHIP
      8. QUALIFICATIONS OF DISTANCE EDUCATION LEADERS
      9. FUTURE RESEARCH DIRECTIONS
      10. CONCLUSION
      11. REFERENCES
      12. KEY TERMS AND DEFINITIONS
    4. Chapter 5: Identification of a Distance Education Expert
      1. ABSTRACT
      2. INTRODUCTION
      3. IDENTIFICATION PROBLEMATIC AS RONDO CAPRICCIOSO
      4. AFFINITIES OF DISTANCE EDUCATION EXPERT
      5. EPILOGUE
      6. FUTURE RESEARCH
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS:
    5. Chapter 6: The Importance of Distance Education Experts in the Organizational Development Process of Distance Education Institutions
      1. ABSTRACT
      2. INTRODUCTION
      3. ORGANIZATIONAL DEVELOPMENT PROCESS OF DISTANCE EDUCATION INSTITUTIONS AND DISTANCE EDUCATION EXPERTS
      4. FUTURE RESEARCH DIRECTIONS
      5. CONCLUSION
      6. REFERENCES
      7. ADDITIONAL READING
      8. KEY TERMS AND DEFINITIONS
    6. Chapter 7: New Communication Technologies' Influence on Distance Education (DE) Environments
      1. ABSTRACT
      2. INTRODUCTION
      3. COMMUNICATION TECHNOLOGIES AND DISTANCE LEARNING: THE CHANGE OF MEDIUM
      4. DISTANCE EDUCATION IN THE AGE OF “NETWORKS”
      5. THE SKILLS OF DISTANCE EDUCATION EXPERTS IN THE AGE OF NETWORKS: INSTRUCTION, DESIGN, AND LEADERSHIP
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    7. Chapter 8: The Experts in Design of Distance Nursing Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. THE DESIGN OF DISTANCE NURSING EDUCATION PROGRAMS AND IMPORTANCE ISSUES FOR EXPERTS
      5. SOLUTION AND RECOMMENDATION
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    8. Chapter 9: Economic Importance of the Distance Education Expert
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. KNOWLEDGE ECONOMY
      5. ECONOMIC IMPORTANCE OF THE DISTANCE EDUCATION EXPERT
      6. FUTURE RESEARCH DIRECTION
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
  11. Section 3: Research and Theory Related to Distance Education Experts
    1. Chapter 10: An Action Research on Design, Delivery, and Evaluation of a Distance Course in a Vocational Higher Education Institution
      1. ABSTRACT
      2. INTRODUCTION
      3. PURPOSE
      4. RESEARCH DESIGN
      5. CONTEXT AND PARTICIPANT SELECTION
      6. DATA COLLECTION
      7. DATA ANALYSIS PROCEDURES
      8. TRUSTWORTHINESS OF THE STUDY
      9. RESULTS AND DISCUSSION
      10. DESIGN CHARACTERISTICS FOR THE NEW COURSE
      11. STUDENTS’ ATTITUDE TOWARDS WBI
      12. ACCOMPLISHMENTS OF THE NEW DESIGN
      13. CRITICAL ELEMENTS OF NEW DISTANCE COURSE NEEDED TO BE IMPROVED
      14. IMPLICATIONS FOR FUTURE RESEARCHES
      15. REFERENCES
      16. KEY TERMS AND DEFINITIONS
    2. Chapter 11: Online Instructors as Distance Education Experts
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS
      5. MAIN FOCUS OF THE CHAPTER
      6. SOLUTIONS AND RECOMMENDATIONS
      7. FUTURE RESEARCH DIRECTIONS
      8. CONCLUSION
      9. REFERENCES
      10. ADDITIONAL READING
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 12: Identifying and Examining Degree-Granting Programs for Distance Education Experts
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. FINDINGS
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    4. Chapter 13: Distance Education Experts and the Distance Education Ecosystem
      1. ABSTRACT
      2. INTRODUCTION
      3. DISTANCE EDUCATION ECOSYSTEM
      4. DISTANCE EDUCATION EDUCATORS
      5. THE STUDY ON PERCEPTIONS OF THE ROLE OF DISTANCE EDUCATION EDUCATORS
      6. CONCLUDING REMARK
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    5. Chapter 14: Model in SM of DEE Based on Service-Oriented Interactions at Dynamic Software Product Lines
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. MAIN FOCUS OF THE CHAPTER
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    6. Chapter 15: Faculty Development Needs for Distance Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CONSTRUCTIVIST LESSONS
      5. GUIDES FOR COURSE SET UP
      6. SOLUTIONS AND RECOMMENDATIONS
      7. COURSE OWNERSHIP
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. ADDITIONAL READING
      12. KEY TERMS AND DEFINITIONS
    7. Chapter 16: Information as a Global Public Good and the Role of Modern Educational Technologies in the Creation of the Information Society
      1. ABSTRACT
      2. 1. INTRODUCTION
      3. 2. THE INFORMATION SOCIETY IN THE 21 CENTURY AND THE GROWING IMPORTANCE OF “INFORMATION”
      4. 3. INFORMATION AS A GLOBAL PUBLIC GOOD (GPG)
      5. 4. THE PRODUCTION, USE, SPREAD, AND DEVELOPMENT OF INFORMATION AS A GLOBAL PUBLIC GOOD THROUGH EDUCATIONAL TECHNOLOGIES TO ACHIEVE THE STANDARDS OF THE INFORMATION SOCIETY
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
      9. ENDNOTES
  12. Related References
  13. Compilation of References
  14. About the Contributors