CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Going the distance with online education
Tác giả
Larreamendy-Joerns J.; Leinhardt G.
Năm xuất bản
2006
Source title
Review of Educational Research
Số trích dẫn
241
DOI
10.3102/00346543076004567
Liên kết
Tóm tắt
This article charts the promissory notes and concerns related to college-level online education as reflected in the educational literature. It is argued that, to appreciate the potential and limitations of online education, we need to trace the issues that bind online education with distance education. The article reviews the history of distance education through the lenses of three historical themes - democratization, liberal education, and educational quality - and charts the current scene of online education in terms of three educational visions that may inform the development of online initiatives: the presentational view, the performance-tutoring view, and the epistemic-engagement view. The article emphasizes the potential contributions of online education to democratization and the advancement of the scholarship of teaching.
Từ khóa
Conceptions of learning; Distance education; Online education
Tài liệu tham khảo
Agassiz E.C., Society to encourage studies at home, The changing world of correspondence study, pp. 27-30, (1971); Agre P., The Internet and public discourse, First Monday, 3, 3, (1998); Aimeur E., Frasson C., Dufort H., Cooperative learning strategies for intelligent tutoring systems, Applied Artificial Intelligence, 14, pp. 465-489, (2000); Albisetti J.C., American women's colleges through European eyes, 1865-1914, History of Education Quarterly, 32, 4, pp. 439-458, (1992); Alfred P. Sloan Foundation. (2004), (2004); Allen R., Must home study be a stepchild of education?, The changing world of correspondence study: International readings, pp. 85-89, (1971); Anderson L., Fresh ways of learning at the touch of a finger, Financial Times, (2003); Andrew W. Mellon Foundation (2004), (2004); Barrows H.S., Problem-based learning applied to medical education, (2000); Bergmann H.F., The silent university: The Society to Encourage Studies at Home, 1873-1897, New England Quarterly, 74, 3, pp. 447-477, (2001); Bittner W.S., Mallory H.F., University teaching by mail: A survey of correspondence instruction conducted by American universities, (1933); Blasi L., Heinecke W.F., From rhetoric to technology: A transformation from citizens into consumers, Issues in Web-based pedagogy: A critical primer, pp. 81-94, (2000); Blinderman A., Medieval Correspondence Education: The responsa of the Gaonate, History of Education Quarterly, 9, 4, pp. 471-474, (1969); Blumenstyk G., Moving beyond textbook sales: Harcourt plans to open a for-profit university, Chronicle of Higher Education, (1999); Bonk C.J., Cunningham D.J., Searching for learner-centered, constructivist, and sociocultural components of collaborative educational learning tools, Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse, pp. 25-50, (1998); Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse, (1998); Brantlinger P., Professors and public intellectuals in the information age, Shofar: An Interdisciplinary Journal of Jewish Studies, 23, 3, pp. 122-136, (2003); Burbules N.C., Bruce B.C., Theory and research on teaching as dialogue, Handbook of research on teaching, pp. 1102-1121, (2001); Burrell J.A., A history of adult education at Columbia University, (1954); Carnevale D., Congress may end distance-education limit, (2003); Carnevale D., The virtual lab experiment, Chronicle of Higher Education, (2003); Carr G.S., Formulas and theorems in pure mathematics, (1970); Carr S., A university moves to require distance courses, Chronicle of Higher Education, (2000); Cartwright H.M., Valentine K., A spectometer in the bedroom: The development and potential of Internet-based experiments, Computers and Education, 38, pp. 53-64, (2002); Cazden C.B., Classroom discourse, Handbook of research on teaching, pp. 432-463, (1986); Childs G.B., Problems of teaching by correspondence study, The changing world of correspondence study: International readings, pp. 109-119, (1971); Cohen A., Scardamalia M., Discourse about ideas: Monitoring and regulation in face-to-face and computer-mediated environments, Interactive Learning Environments, 6, 1-2, pp. 93-113, (1998); The digital divide: Facing a crisis or creating a myth, (2001); Corbett A.T., Andersen J.R., LISP Intelligent tutoring system: Research in skill acquisition, Computer-assisted instruction and intelligent tutoring systems, pp. 73-110, (1992); Corbett A.T., Koedinger K., Anderson J.R., Intelligent tutoring systems, Handbook of human-computer interaction, pp. 849-874, (1997); Corredor J., General and domain-specific influence of prior knowledge on setting of goals and content use in museum websites, Computers and Education, 47, 2, pp. 207-221, (2006); Crampton J., The political mapping of cyberspace, (2004); Crowley K., Leinhardt G., Chang C., Emerging research communities and the World Wide Web: Analysis of a Web-based resource for the field of museum learning, Computers and Education, 36, pp. 1-14, (2001); Cuban L., Teachers and machines: The classroom use of technology since 1920, (1986); Daugherty M., Grubb A., Hirsch J., Gillis H.L.L., The scholarship of Web-based teaching, Issues in Web-based pedagogy: A critical primer, pp. 183-207, (2000); Davies C.H.J., Student engagement with simulations: A case study, Computers and Education, 39, pp. 271-282, (2002); DeLong B., Attack of the Neo-Luddites, (1998); Derry S.J., Lajoie S.P., A middle camp for (un)intelligent instructional computing: An introduction, Computers as cognitive tools, pp. 1-14, (1993); Duderstadt J.J., The future of the university in an age of knowledge, Journal of Asynchronous Learning Networks, 1, 2, pp. 78-88, (1997); Duffy T.M., Dueber B., Hawley C.L., Critical thinking in a distributed environment: A pedagogical base for the design of conferencing systems, Electronic collaborators: Learner-centered technologies for literacy, apprenticeship, and discourse, pp. 51-78, (1998); Ess C., Liberal arts and distance education: Can Socratic virtue (arete) and Confucius' exemplary person (junzi) be taught online?, Arts & Humanities in Higher Education, 2, 2, pp. 117-137, (2003); Feenberg A., Distance learning: Promise or threat?, Crosstalk, 7, 1, pp. 12-14, (1999); Glaser R., Bassok M., Learning theory and the study of instruction, Annual Review of Psychology, 40, pp. 631-666, (1989); Greeno J.G., On claims that answer the wrong questions, Educational Researcher, 26, 1, pp. 5-17, (1997); Hara N., Bonk C.J., Angeli C., Content analysis of online discussion in an applied educational psychology course, Instructional Science, 28, 2, pp. 115-152, (2000); Hara N., Kling R., Students' frustrations with a Web-based distance education course, First Monday, 4, 12, (1999); Harper W.R., The system of correspondence, The changing world of correspondence study, pp. 5-7, (1886); Henri F., Distance education and computer mediated interaction: Interactive, quasi-interactive or monologue?, Computer supported collaborative learning, pp. 145-164, (1995); Learning together online: Research on asynchronous learning networks, (2005); Hmelo C., Problem-based learning: What and how do students learn?, Educational Psychology Review, 16, 3, pp. 235-266, (2004); Hmelo C., Day R., Contextualized questioning to scaffold learning from simulations, Computers and Education, 32, pp. 151-164, (1999); Hoadley C.M., Fostering collaboration offline and online: Learning from each other, Internet environments for science education, pp. 145-174, (2004); Hoadley C.M., Pea R.D., Finding the ties that bind: Tools in support of a knowledge-building community, Building virtual communities: Learning and change in cyberspace, pp. 321-354, (2002); Holmberg B., Growth and structure of distance education, (1986); Holzen R.V., Rickman J., Determining the costs of online and on-campus courses, Syllabus 2002 Conference, (2003); Quality on the line: Benchmarks for success in Internet-based distance education, (2000); Jacobsen M.M., Transformations of literacy in computer-mediated communication: Orality, literacy, cyberdiscursivity, (2002); Jaffee D., Institutionalized resistance to asynchronous learning networks, Journal of Asynchronous Learning Networks, 2, 2, pp. 21-32, (1998); Kanigel R., The man who knew infinity: A life of the genius Ramanujan, (1991); Katz S., Lesgold A., The role of the tutor in computer-based collaborative learning situations, Computers as cognitive tools, pp. 289-318, (1993); Keats D., Collaborative development of open content: A process model to unlock the potential for African universities, First Monday, 8, 2, (2003); Keegan D., Foundations of distance education, (1990); Kelly T.M., For better or worse? The marriage of Web and classroom, Opening lines: Approaches to the scholarship of teaching and learning, pp. 53-62, (2000); Kimball B.A., Orators and philosophers: A history of the idea of liberal education, (1986); Kirshner D., Whitson J.A., Obstacles to understanding cognition as situated, Educational Researcher, 27, 8, pp. 22-28, (1998); Koedinger K., Aleven V., Heffernan N., Toward a rapid development environment for cognitive tutors, Artificial intelligence in education: Shaping the future of learning through intelligent technologies: Proceedings of AI-ED, pp. 455-457, (2003); Kriger T.J., A virtual revolution: Trends in the expansion of distance education, (2001); Computers as cognitive tools, No more walls, 2, (2000); Computer-assisted instruction and intelligent tutoring systems, (1992); Larkin J.H., Simon H.A., Why a diagram is (sometimes) worth 10,000 words, Cognitive Science, 11, pp. 65-100, (1987); Larreamendy-Joerns J., Leinhardt G., Corredor J., Six online courses: Examination and review, The American Statistician, 59, 3, pp. 240-251, (2005); Lave J., The culture of acquisition and the practice of understanding, Situated cognition: Social, semiotic, and psychological perspectives, (1997); Lave J., Wenger E., Situated learning: Legitimate peripheral participation, (1991); Leinhardt G., Larreamendy-Joerns J., Evaluative portfolio, Opening the door: Improving college education quality through collaborative online course development. Symposium conducted at the annual meeting of the American Educational Research Association, (2003); Leinhardt G., Steele M., Seeing the complexity of standing to the side: Instructional dialogues, Cognition and Instruction, 23, 1, pp. 87-163, (2005); Light P., Colbourn C., Light V., Computer-mediated tutorial support for conventional university courses, Journal of Computer Assisted Learning, 13, pp. 228-235, (1997); Lighty W.H., Correspondence-study teaching, The changing world of correspondence study: International readings, pp. 14-22, (1915); Lovett M., A collaborative convergence on studying reasoning processes: A case study in statistics, Cognition and instruction: 25 years of progress, pp. 347-384, (2001); Lovett M., Greenhouse J., Applying cognitive theory to statistics instruction, The American Statistician, 54, 3, pp. 196-206, (2000); The changing world of correspondence study: International readings, (1971); Mallory H.F., Correspondence-study teaching in the University of Chicago, Proceedings of the Annual Conference of the National University Extension Association, pp. 41-49, (1916); Malloy T.E., Difference to inference: Teaching logical and statistical reasoning through online interactivity, Behavior Research Methods, Instruments, and Computers, 33, pp. 270-273, (2001); Margolis M., Using the Internet for teaching and research: A political evaluation, Issues in Web-based pedagogy: A critical primer, pp. 9-19, (2000); Mayadas F., Testimony to the Kerry Commission on Web-based education, Journal of Asynchronous Learning Networks, 5, 1, pp. 134-138, (2001); Mayer R., Multimedia learning, (2001); Merisotis J.P., Phipps R.A., What's the difference? Outcomes of distance vs. traditional classroom-based learning, Change, pp. 13-17, (1999); Metz J.M., Balancing act: The struggle between orality and linearity in computer-mediated communication, New Jersey Journal of Communication, 4, 1, pp. 61-70, (1996); Miller C.S., Lehman J.F., Koedinger K.R., Goals and learning in microworlds, Cognitive Science, 23, 3, pp. 305-336, (1999); Moulton R.G., The place of university extension in the history of education, Proceedings of the Annual Conference of the National University Extension Association, pp. 55-59, (1917); Murray S., Web-based systems change the MBA landscape, Financial Times, (2003); Murray T., Authoring intelligent tutoring systems: An analysis of the state of the art, International Journal of Artificial Intelligence in Education, 10, pp. 98-129, (1999); Noble D.F., Digital diploma mills: The automation of higher education, First Monday, 3, 1, (1998); Norris P., Digital divide: Civic engagement, information poverty and the Internet worldwide, (2001); Oblinger D., Will e-business shape the future of open and distance learning?, Open Learning, 16, 1, pp. 9-25, (2001); Ohlsson S., Some principles of intelligent tutoring, Instructional Science, 14, pp. 293-326, (1986); Ohlsson S., Cognitive science and instruction: Why the revolution is not here (yet), Learning and Instruction, 21, pp. 561-600, (1990); Ohlsson S., Learning to do and learning to understand: A lesson and a challenge for cognitive modeling, Learning in humans andmachines: Towards an interdisciplinary learning science, pp. 37-62, (1995); Packer M.J., Goicoechea J., Socioculturel and constructivist theories of learning: Ontology, not just epistemology, Educational Psychologist, 35, 4, pp. 227-241, (2000); Palloff R.M., Pratt K., Building learning communities in cyberspace: Effectiveness strategies for the online classroom, (1999); Pera M., The discourses of science, (1994); Picciano A.G., Beyond student perceptions: Interaction, presence, and performance in an online course, Journal of Asynchronous Learning Networks, 6, 1, pp. 21-40, (2002); Reber L.E., The scope of university extension and its organization and subdivision, Proceedings of the First National University Extension Conference, pp. 25-39, (1915); Resnick D.P., Resnick L.B., The nature of literacy: An historical exploration, Harvard Educational Review, 47, 3, pp. 370-385, (1977); Resnick L.B., Williams M., Learning organizations for sustainable education reform, Daedalus, 127, 4, pp. 89-119, (1996); Rury J.L., Vocationalism for home and work: Women's education in the United States, 1880-1930, History of Education Quarterly, 24, 1, pp. 21-44, (1984); Russell T.L., The no significant difference phenomenon as reported in 355 research reports, summaries and papers, (1999); Scardamalia M., Bereiter C., Technologies for knowledge-building discourse, Communications of the ACM, 36, pp. 37-41, (1993); Scardamalia M., Bereiter C., Computer support for knowledge-building communities, Journal of the Learning Sciences, 3, 3, pp. 265-283, (1994); Scheines R., Leinhardt G., Smith J., Cho K., Replacing lecture with Web-based course materials, Journal of Educational Computing Research, 32, 1, pp. 1-26, (2003); Scheines R., Sieg W., Computer environments for proof construction, Interactive Learning Environments, 4, 2, pp. 159-169, (1994); Schoenfeld A.H., Toward a theory of teaching in context, Issues in Education, 4, 1, pp. 1-94, (1998); Schofield J.W., Evans-Rhodes D., Huber B.R., Artificial intelligence in the classroom: The impact of a computer-based tutor on teachers and students, Social Science Computer Review, 8, 1, pp. 24-41, (1990); Schwab J.J., The teaching of science as enquiry, The teaching of science, pp. 3-103, (1962); Seufert T., Supporting coherence formation in learning from multiple representations, Learning and Instruction, 13, pp. 227-237, (2003); Shulman L.S., Teaching as a community property: Essays on higher education, (2004); Shute V.J., A comparison of learning environments: All that glitters, Computers as cognitive tools, pp. 47-74, (1993); Simon H.A., Need teaching be a loner's span?, CIL Distinguished Lecture Series, (1996); Stein L.S., Is home study a stepchild?, The changing world of correspondence study: International readings, pp. 90-103, (1971); Stenning K., The cognitive consequences of modality assignment for educational communication: The picture in logic teaching, Learning and Instruction, 9, pp. 391-410, (1999); Stenning K., Seeing reason, (2002); Storr R.J., Harper's University: The beginnings, (1966); Sumner J., Serving the system: A critical history of distance education, Open Learning, 15, 3, pp. 267-283, (2000); Swaak J., Joolingen W.R.V., Jong T.D., Supporting simulation-based learning: The effects of model progression and assignment on definitional and intuitive knowledge, Learning and Instruction, 8, 3, pp. 235-252, (1998); Tabachnek H.J.M., Simon H.A., One person, multiple representations: An analysis of a simple, realistic multiple representation learning task, Learning with multiple representations, pp. 197-236, (1998); Tabs E.D., Distance education at degree-granting postsecondary institutions, 2000-2001, (2003); Tallent-Runnels M.K., Thomas J.A., Lan W.Y., Cooper S., Ahern T.C., Shaw S.M., Liu X., Teaching courses online: A review of the research, Review of Educational Research, 76, 1, pp. 93-135, (2006); Tolmie A., Boyle J., Factors influencing the success of computer-mediated communication (CMC) environments in university teaching: A review and case study, Computers and Education, 34, pp. 119-140, (2000); Tsui C., Treagust D.F., Genetics reasoning with multiple external representations, Research in Science Education, 33, pp. 111-135, (2003); Twigg C.A., Innovations in online learning: Moving beyond no significant difference, (2001); Twigg C.A., Redefining community: Small colleges in the information age, (2002); Teaching at an Internet distance: The pedagogy of online teaching and learning, (1999); VanLehn K., The behavior of tutoring systems, International Journal of Artificial Intelligence and Education; Vrasidas C., Stock-Mclssac M., Factors influencing interaction in an online course, American Journal of Distance Education, 13, 3, pp. 22-35, (1999); Wein R., Women's colleges and domesticity, 1875-1918, History of Education Quarterly, 14, 1, pp. 31-47, (1974); Wenger E., Communities of practice: Learning, meaning, and identity, (1998); Werry C., The work of education in the age of e-college, First Monday, 6, 5, (2001); White F., Digital diploma mills: A dissenting voice, First Monday, 4, 7, (1999); 2003 Annual report, (2003); Woody T., Ivy online, The Standard, (1999); Yaron D., Freeland R., Lange D., Karabinos M., Milton J., Beiford R., Uses of a flexible virtual laboratory simulation in introductory chemistry courses, online conference CONFCHEM (CONferences on CHEMistry), (2001); Yaron D., Freeland R., Lange D., Milton J., Using simulations to transform the nature of chemistry homework, online conference CONFCHEM (CONferences on CHEMistry): Online Teaching Methods, (2000); Young J.R., Harvard reviews rule for on-campus courses, Chronicle of Higher Education, (2002); Zhu X., Simon H.A., Learning mathematics from examples and by doing, Cognition and Instruction, 4, 3, pp. 137-166, (1987)
Nơi xuất bản
SAGE Publications Inc.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus