Table Of ContentHANDBOOK OF DISTANCE EDUCATION
The Handbook of Distance Education, 4th Edition is a comprehensive compendium of research in the
field of distance education. Chapters framed in terms of empirical research explore how technology
can facilitate more effective teaching and learning experiences, and the book’s inclusion of specific
digital tools is thoroughly current. The volume is divided into four sections covering the historical and
theoretical foundations of distance education, attributes of teaching and learning using technology,
management and administration, and different audiences and providers. Throughout, leading scholars
address future research needs and directions based on current research, established practices, and
recent changes to implementation, pedagogy, and policy across contexts.
Michael Grahame Moore is Distinguished Professor Emeritus of Education at The Pennsylvania
State University, USA, and founder and editor of The American Journal of Distance Education, the first
journal in its field. He published the first statement of theory about distance education in 1972 and
has contributed to many other “firsts” in laying the foundations of the field.
William C. Diehl is Coordinator of Online Graduate Programs in Lifelong Learning and Adult
Education and Assistant Professor of Education at The Pennsylvania State University, USA. He is
associate editor of The American Journal of Distance Education and co-director of The American Center
for the Study of Distance Education.
HANDBOOK OF DISTANCE
EDUCATION
FOURTH EDITION
Edited by Michael Grahame Moore
and William C. Diehl
First published 2019
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 Taylor & Francis
The right of Michael Grahame Moore and William C. Diehl to be
identified as the authors of the editorial material, and of the authors for
their individual chapters, has been asserted in accordance with sections 77
and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and explanation
without intent to infringe.
First edition published 2003 by Lawrence Erlbaum Associates, Inc.
Third edition published 2013 by Routledge
Library of Congress Cataloging-in-Publication Data
Names: Moore, Michael G., editor.
Title: Handbook of distance education / edited by Michael Grahame
Moore and William C. Diehl.
Description: Fourth edition. | New York : Routledge, 2019. | Previous
edition: 2013. | Includes bibliographical references and index.
Identifiers: LCCN 2018036230 (print) | LCCN 2018051762 (ebook) |
ISBN 9781315296135 (eBook) | ISBN 9781138238992 (Hardback) |
ISBN 9781138239005 (Paperback)
Subjects: LCSH: Distance education—Handbooks, manuals, etc.
Classification: LCC LC5800 (ebook) | LCC LC5800 .H36 2019 (print) |
DDC 371.35—dc23
LC record available at https://lccn.loc.gov/2018036230
ISBN: 978-1-138-23899-2 (hbk)
ISBN: 978-1-138-23900-5 (pbk)
ISBN: 978-1-315-29613-5 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
CONTENTS
List of Figures and Tables ix
Preface xi
Michael Grahame Moore
Contributors xvii
PART 1
Historical and Theoretical Foundations: An Overview 1
William C. Diehl
1 A History of Scholarship 3
Linda M. Black
2 Charles A. Wedemeyer and the First Theorists 19
William C. Diehl and Leslie Cano
3 The Theory of Transactional Distance 32
Michael Grahame Moore
4 Independent Learning 47
Jon Dron
5 The Community of Inquiry Theoretical Framework: Implications
for Distance Education and Beyond 67
Martha Cleveland-Innes, D. Randy Garrison, and Norman Vaughan
6 Gender Still Matters in Distance Education 79
Edith Gnanadass and Amelia Y. Sanders
v
Contents
7 The State of Research on Distance, Online, and Blended Learning:
Meta-Analyses and Qualitative Systematic Reviews 92
Robert M. Bernard, Eugene Borokhovski, and Rana M. Tamim
PART 2
Teaching and Learning: An Overview 105
William C. Diehl
8 Cognitive Perspectives on Online Learning Environments 107
Richard E. West, Janette R. Hill, and Liyan Song
9 Distance Learning and Student Satisfaction 122
Mike Allen, Kikuko Omori, Andrew W. Cole, and Nancy Burrell
10 Instructional Strategies to Support Student Persistence 133
Tina M. Stavredes and Tiffany M. Herder
11 Motivation in Distance Education 145
Maggie Hartnett
12 The Role of Academic Libraries 158
Elaine Fabbro and Jennifer Rempel
13 Current Research in Blended Learning 173
Charles R. Graham
14 The Ethical Character of Distance Education: Relationship and Responsibility 189
Melody M. Thompson
15 Mobile Learning and Distance Education 207
Zane L. Berge
16 Pressures Impacting Distance Education in Higher Education
and the Use of a Design-Based Instructional Approach 214
Elizabeth Childs and Susan Crichton
17 The Use of Social Media in Higher Education Online and
Blended Courses 228
Priya Sharma, Kimberly Tohill, Philip Tietjen, and Mahir Akgun
18 Frameworks for Designing and Analyzing Learning: Activity
Interactions in Online Courses 244
Vanessa P. Dennen
vi
Contents
19 Theory to Practice in Instructional Design 260
Rick L. Shearer and Eunsung Park
20 Active Learning Strategies for Optimal Learning 281
Rebecca Heiser and Penny Ralston-Berg
21 Is Technology Enabling or Disabling for Diverse Learners
Studying Online? 295
Shelley Kinash, James Birt, and Madelaine-Marie Judd
22 Assessment for Culturally Inclusive Collaborative Inquiry-Based
Learning 311
Linda Barril
PART 3
Management, Policy, and Administration: An Overview 321
William C. Diehl
23 Distance Education Leadership Reconsidered 323
Michael F. Beaudoin
24 Needs Assessment and Strategic Planning in Distance Education 336
Ray Schroeder and Vickie S. Cook
25 U.S. Federal Policy in Distance Education 351
Van L. Davis
26 Future of Work in a Globalized World: Relevance of MOOCs
for Continuous Learning 366
Sheila Jagannathan
27 Assuring Quality in Distance Education: Accreditation, Regulation,
and the Standards Movement 382
Julie Porosky Hamlin and Lori Williams
28 Legal and Recent Copyright Issues 397
Tomas A. Lipinski and Martin J. Brennan
29 Strategies Used to Evaluate Online Education 415
Patrick R. Lowenthal and Gayle V. Davidson-Shivers
30 Teaching Online: Where? What? Who? When? Why? How? 428
Kay Shattuck
vii
Contents
PART 4
Audiences and Providers: An Overview 443
William C. Diehl
31 Online Learning in the Community College Context 445
Shanna Smith Jaggars
32 Trends and Directions in Continuing Professional Education 456
Scott Gibbons, Matthew Yauk, and Kay K. Seo
33 Distance Education in the Armed Forces 473
Peggy L. Kenyon and Timothy Flora
34 Teaching Science at a Distance 486
Dietmar Kennepohl
35 Private and For-Profit Institutions: Evolution and Accountability 499
Shari L. Jorissen
36 Distance Education and Training in the Corporate Sector 507
Saul Carliner
37 The Landscape of K-12 Online Learning: Examining What Is Known 521
Michael K. Barbour
38 Distance Education in Latin America 543
Beatriz Fainholc
39 Distance Education in Asia: Indonesia and Philippines 557
Tian Belawati and Melinda dela Peña Bandalaria
Index 574
viii
FIGURES AND TABLES
Figures
3.1 Relation of course structure and instructor-student dialogue in transactional
distance 37
3.2 Relation of dimensions of transactional distance and learner autonomy 39
4.1 Notional degrees of support for intrinsic motivation in typical in-person vs.
distance learning 53
4.2 Cooperative freedoms 57
5.1 The Community of Inquiry theoretical framework 68
5.2 Practical Inquiry model 71
15.1 Relationships among distance learning, e-learning and m-learning 209
15.2 Characteristics of e-learning and m-learning 211
17.1 Number of articles published between 2006 and 2017 230
18.1 Online learning activity system 253
19.1 The three dimensions of transactional distance 262
20.1 Relationship of instructional strategies 286
21.1 Framework of enabling and disabling effects of technology for diverse
learners studying online 298
24.1 Logic model for strategic planning 340
26.1 Average youth NEET rate by income group 367
26.2 Forces disrupting work 367
26.3 Unpredictability of disruptions vs. “waves” of rewards 368
26.4 OLC’s world-class learning ecosystem 371
26.5 Learners by country (top 10 countries) 375
26.6 Learners by age 376
26.7 Educational background in percentage 376
26.8 What learners wanted to achieve 376
39.1 Internet users and Internet penetration in Asia compared to other
geographic regions 558
39.2 Learning schemes at Universitas Terbuka 562
39.3 Devices for accessing online tutorials 564
39.4 The Philippine Qualifications Framework 566
ix
