International handbook of distance education

Distance education is arguably one of the major developments in education during the 20th Century. From schooling through to university education, distance education blossomed to facilitate frontier expansion in the New World, capacity-building in developing nations, access and equity provision in post-War societies and flexible professional development and workplace training for late-modernity. "The International Handbook of Distance Education" explores the array of distance education theories and practices as they have been shaped by the late-20th Century and then positions these in terms of the contemporary circumstances of the 21st Century. The "Handbook' is intended to be a comprehensive reference work for practitioners, researchers and administrators engaged in forms of distance education in private and public education, from schooling through undergraduate and postgraduate coursework to doctoral research programs. A critical thread runs throughout the "Handbook" to provide the reader with stimulation to critique policy and practice with a view to being creative and responsive in their own policy development and educational work. It discusses lifelong and flexible learning environments.

Margaret Haughey and Terry Evans and David MurphyVeronica McKay and Mandla MakhanyaCharlotte N. Gunawardena and Deborah LaPointeEdith MheheChristopher NewellJean Mitchell and Jennifer O'RourkeDianne ConradMargaret Haughey and Elizabeth Murphy and Bill MuirheadTerry AndersonPeter J. SmithBarbara SpronkTony BatesElizabeth J. Burge and Jody PolecChere Campbell GibsonOtto PetersTerry EvansChristine SprattKaty Campbell and Susan E. GibsonPeter Macauley and Rosemary GreenBrian PaulingDavid HarrisRoss H. Paul and Jane E. BrindleyColin Latchem and Fred Lockwood and Jon BaggaleySantosh PandaAlan TaitRobin MasonJennifer Thompson and Sandi ShillingtonNigel BennettStephen MurgatroydAlan WoodleyInsung JungDavid MurphyChristopher ZigurasMary ThorpeFredric M. LittoOlabisi KuboniSuresh Garg and S.R. Jha and Sanjay GuptaMargaret HaugheyYoni RyanGreville RumbleJohn MitchellJames Fong and Norman "Tut" BaileyMark Bullen and Adnan QayyamEllie Chambers and Kevin WilsonTed NunanTerry Evans and Margaret Haughey and David Murphy

Contributors	p. ix
1 Introduction: From Correspondence to Virtual Learning Environments	p. 1
Section I Diversity in Distance Education	p. 25
IntroductionMargaret Haughey
2 Making it Work for the South: Using Open and Distance Learning in the Context of Development	p. 29
3 Social and Cultural Diversity in Distance Education	p. 51
4 Distance Education and Gender: Women's Experiences at the Open University of Tanzania	p. 71
5 Distance Education: Enabling and Disabling?	p. 87
6 Meeting Diverse Learning Needs	p. 109
7 Recognizing Experiential Learning Through Prior Learning Assessment	p. 131
8 Open Schooling	p. 147
9 Social Software Technologies in Distance Education: Maximizing Learning Freedoms	p. 167
10 Vocational Education and Training at a Distance: Transformation to flexible Delivery	p. 185
11 Naming the Issues	p. 203
Section II The Transformation of Teaching and Learning at a Distance	p. 215
IntroductionTerry Evans
12 Transforming Distance Education Through New Technologies	p. 217
13 Transforming Learning and Teaching in Practice: Where Change and Consistency Interact	p. 237
14 From Chautauqua to Correspondence to Computers: Non-Formal Education in Transformation	p. 259
15 Transformation Through Open Universities	p. 279
16 Transforming Doctoral Education Through Distance Education	p. 303
17 Innovating with Technology and Structures of Indifference in Distance Education	p. 319
18 The Evolution of Assessment in Distance Education	p. 341
19 The Transformation of Information and Library Services	p. 367
20 Engaging the Digital Natives	p. 385
21 Transforming Distance Education: In Whose Interests?	p. 417
Section III Leadership in Distance Education	p. 433
IntroductionDavid Murphy
22 New Technology, New Learners and New Challenges: Leading our Universities in Times of Change	p. 435
23 Leading Open and Distance Learning and ICT-Based Development Projects in Low-Income Nations	p. 453
24 Strategic Planning and Distance Education	p. 477
25 Leadership Development for Distance and E-Learning	p. 499
26 Preparing Teachers and Learners for New Forms of Assessment	p. 513
27 Leading Student Support Services for New Times	p. 529
28 Leaders and Leading in Open and Distance Learning	p. 547
Section IV Accountability and Evaluation in Distance Education	p. 565
IntroductionDavid Murphy
29 Managing for Performance: Quality, Accreditation and Assessment in Distance Education	p. 567
30 But Does it Work? Evaluation Theories and Approaches in Distance Education	p. 585
31 Quality Assurance and Continuous Quality Improvement in Distance Education	p. 609
32 Accountability and Distance Education	p. 625
33 Cultural and Contextual Issues in the Evaluation of Transnational Distance Education	p. 639
34 Accountability and Evaluation in Distance Education: A Critical Overview	p. 655
Section V Policy	p. 669
IntroductionMargaret Haughey
35 Public Policy and Distance Education in Brazil	p. 671
36 Transnational Policies and Local Implementation: The University of the West Indies Distance Education Centre	p. 685
37 Distance Education in India: Policies and Practices	p. 707
38 Framing and Taming Policy	p. 729
Section VI The Business of Distance Education	p. 739
IntroductionTerry Evans
39 Borderless Education and Business Prospects	p. 741
40 Economic Models of Distance Education	p. 765
41 Business Skills for Managing Flexible Learning	p. 783
42 Marketing Distance Education: Strategy and Context	p. 803
43 The Costs and Effectiveness of Distance Education	p. 825
44 International Partnership and Collaboration for Cost-Effective Distance Education	p. 837
45 The Business of Distance Education: Whose Profit, Whose Loss?	p. 855
46 Conclusion: Which Futures for Distance Education?	p. 869
Index	p. 877

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