Cover Image

Handbook of Open, Distance and Digital Education.

Bibliographic Details
Main Author: Zawacki-Richter, Olaf.
Other Authors: Jung, Insung.
Format: eBook
Language:English
Published: Singapore : Springer, 2023.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Preface
  • Acknowledgments
  • Contents
  • About the Editors
  • Section Editors
  • Contributors
  • Part I: Introduction
  • 1 Shaping the Field of Open, Distance, and Digital Education
  • Introduction
  • ODDE Terminology
  • The Structure and Content of the Handbook
  • Macrolevel: Theories and Systems
  • Section 1: History, Theory, and Research in ODDE (Section Editor: Junhong Xiao)
  • Section 2: Global Perspectives and Internationalization (Section Editor: Svenja Bedenlier)
  • Meso-level: Institutional Perspectives, Management, and Organization
  • Section 3: Organization, Leadership, and Change (Section Editor: Ross Paul)
  • Section 4: Infrastructure, Quality Assurance, and Support Systems (Section Editor: Tian Belawati)
  • Microlevel: Learning and Teaching
  • Section 5: Learners, Teachers, Media, and Technology (Section Editor: Vanessa Dennen)
  • Section 6: Design, Delivery, and Assessment (Section Editor: Richard West)
  • An Invitation to Knowledge Sharing and Future Research
  • References
  • Part II: History, Theory, and Research
  • 2 Introduction to History, Theory, and Research in ODDE
  • Introduction
  • Relevance of ODDE History
  • Importance of ODDE Theories
  • Necessity of Rigorous Research
  • Structure of the Section
  • Conclusions and Implications for Theory, Practice, and Research
  • References
  • 3 From Correspondence Education to Online Distance Education
  • Introduction
  • The Correspondence Tradition
  • Radio and Television: A Bridge Between Correspondence Study and the Open Universities
  • The ``Industrialized ́́Tradition and Open Universities
  • Digital Technology: From the Virtual Classroom Back to Independent Study
  • A Note on History of Theory and Scholarship
  • Conclusion: The New Must Be Informed by the Old - Lessons from History
  • References.
  • 4 Open Education as Social Movement? Between Evidence-Based Research and Activism
  • Introduction
  • Social Movement Theory
  • Open Education from the Perspective of SMT
  • Conflict and Protest in Open Education
  • Cultural Representation
  • Values and Collective Action
  • Influence of Social, Political, and Cultural Context
  • Discussion
  • Conclusions
  • References
  • 5 History and Development of Instructional Design and Technology
  • Introduction
  • The Origins and Evolution of Instructional Technology
  • Hard and Soft Technologies
  • Visualizing the Curriculum: The Paradigm of a Concreteness Continuum
  • From Visual to Audiovisual Instruction: The Paradigm of Communication Improvement
  • Educational Radio
  • Instructional Film
  • The Audiovisual Instruction Era
  • Television: Educational and Instructional
  • Behaviorism and Programmed Instruction: The Paradigm of a Technology of Teaching
  • The Origins and Evolution of Instructional Design
  • Tributaries to Instructional Design
  • Industrial Training During Wartime, 1918-1945
  • Military Research and Development, 1941 Through the Early 1950s
  • Programmed Instruction and the Development Process, the Late 1950s
  • From Military Research to Pedagogical Principles, the 1960s
  • Societal Pressures Forge a Synthesis
  • Critiques and the ISD Concept Today
  • Conclusion
  • References
  • 6 The Rise and Development of Digital Education
  • Introduction
  • Digital Developments
  • The Web
  • LMS
  • Blogs
  • Social Media
  • MOOCs
  • Conclusions
  • References
  • 7 Artificial Intelligence in Education and Ethics
  • Introduction
  • The Early Days of AI in Education
  • Contemporary AI in Education
  • AI and Learner-Facing Tools
  • Are Learner-Facing Tools Effective and Being Used?
  • AI and Teacher-Facing Tools
  • AI and Administrator-Facing Tools
  • Ethical Issues
  • Ethical Issues Around Education in General.
  • Ethical Issues of AI in Education
  • Learner-Facing Tools
  • Teacher-Facing Tools
  • Administrator-Facing Tools
  • Dealing with Ethical Issues in the Design, Implementation, and Deployment of AIEd Systems
  • Open Questions and Directions for Future Research
  • Implications for Open, Distance, and Digital Education (ODDE)
  • Conclusion
  • References
  • 8 Classic Theories of Distance Education
  • Introduction
  • Classic Theorists of Distance Education
  • Epistemological Constructs of Classical Distance Education Theories
  • Otto Peters ́Distance Education as an Industrialized Form of Education Theory
  • Börje Holmbergś Guided Didactic Conversation Theory
  • Michael Mooreś Transactional Distance Theory
  • Operationalization of the Classical Distance Education Theories
  • A Background to the Emergence of Open and Distance Education Theorizing
  • Interpretations of Classical Distance Education Theories
  • Keeganś Integration Theory of Teaching-Learning
  • Garrisonś Communication and Learner Control Theory
  • Verduin and Clarkś Theory of Dialogue: A Three-Dimensional Theory of Distance Education
  • Concluding Reflections
  • References
  • 9 Newer Theories for Digital Learning Spaces
  • Introduction
  • What Is a Theory?
  • Traditional Learning Theories
  • Toward Newer Theories
  • Newer Theories for Digital Learning Spaces
  • What Is a Theory: Revised
  • References
  • 10 Pedagogical Paradigms in Open and Distance Education
  • Introduction
  • Why Do Physical Technologies Not Seem to Matter for In-Person Learning?
  • Generation 0
  • The Problems that In-Person Learning Has to Solve
  • The Problems that Distance Learning Has to Solve
  • The Three Generations of Distance Learning Pedagogical Paradigms: Objectivist, Subjectivist, and Complexivist
  • Objectivism: A Paradigm of Teaching
  • Subjectivism: A Paradigm of Learning.
  • Complexivism: A Paradigm of Knowledge
  • Blurred Lines and Overlaps
  • Emerging Paradigms
  • Data-Driven Pedagogy: A Theory-Free Paradigm
  • Hologogy: A Cultural Paradigm
  • Bricolagogy: A Theory-Agnostic Paradigm
  • Conclusions
  • References
  • 11 Theories of Motivation and Empowerment in Open, Distance, and Digital Education
  • Introduction
  • Motivated Learners: Empowering Attributes
  • Self-Efficacy
  • Achievement Goals
  • Intrinsic Motivation
  • Self-Regulation
  • Motivating Communities: Empowering Contexts
  • Experiencing Motivation-as-Lived: Empowering Experiences
  • Conclusion
  • References
  • 12 Technology Acceptance and Adoption in Education
  • Introduction
  • Technology Acceptance Theories and Models in Educational Contexts
  • Technology Acceptance Model (TAM)
  • Theory of Reasoned Action (TRA)
  • Emergence of TAM
  • Modifications and Extensions of TAM
  • Prevalence of TAM in Educational Technology Adoption
  • Unified Theory of Acceptance and Use of Technology (UTAUT)
  • Emergence of UTAUT
  • UTAUT2 as an Extension of UTAUT
  • Major Findings in Educational Technology Acceptance Research
  • Major Research Themes and Findings
  • Educational Technologies Validated and Users Involved
  • Most Researched Predictors of Technology Acceptance
  • New Developments in Educational Technology Adoption
  • Integration of TAM
  • Integration of UTAUT
  • Conclusion and Further Research Directions
  • References
  • 13 Research Trends in Open, Distance, and Digital Education
  • Introduction
  • The 3 M-Framework of Research Areas in ODDE
  • Thematic Scope of Academic Journals in ODDE
  • Journal Cluster 1: Educational Technology, Learning, and Computer Science
  • Journal Cluster 2: Educational Technology from K-12 to Higher Education
  • Journal Cluster 3: Distance Education in the Context of Higher Education.
  • Journal Cluster 4: Technology-Enhanced Learning in School Settings
  • Research Trends Emerging in Content Analysis and Systematic Reviews
  • Quantitative Content Analysis and Text-Mining
  • Citation and Journal Network Analysis
  • Systematic Reviews and Meta-analysis Studies
  • Alternating Research Waves
  • The First Wave: Institutional Consolidation and Instructional Design
  • The Second Wave: Quality Assurance and Student Support
  • The Third Wave: Virtual Universities, Online Interaction, and Learning
  • The Fourth Wave: AI, Big Data, and Intelligent Support Systems
  • COVID-19 Pandemic: The Turning Point
  • Conclusions
  • Cross-References
  • Appendix
  • Appendix A: Number of Articles Published in 26 Journals Between 2007 and 2016
  • References
  • 14 Big Science and Little Science in Open and Distance Digital Education
  • Introduction
  • Big Science, Big Data
  • Big Data Defined
  • How Big Is Big Data?
  • Data Deluge
  • Little Science, Little Data
  • Little Data Defined
  • How Small Is Small Data?
  • Data Saturation
  • In Consideration of Big and Little Science for ODDE
  • Conclusion
  • Cross-References
  • Appendix
  • References
  • Part III: Global Perspectives and Internationalization
  • 15 Introduction to Global Perspectives and Internationalization in ODDE
  • Background
  • Global Perspectives on ODDE
  • Globalization and Internationalization Within ODDE
  • Structure of the Section
  • Conclusions and Implications for Theory, Practice, and Research
  • Theory
  • Revisiting Theory
  • Practice
  • Reconciliation of Stakeholder Perspectives
  • Questioning Educational and Technological Hegemony
  • Research
  • Interdisciplinarity
  • Comprehensive Data
  • Locally Bound Research
  • References
  • 16 Assessing the Digital Transformation of Education Systems
  • Introduction
  • Education Systems
  • Digital Transformation
  • Education Digitization Index.
  • Digital Transformation in Education Systems.

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