Theory and Practice of Distance Education

While the respondents described the dilemma in the interviews, the potential resolution of the dilemma came from the literature. By using concepts from organizational and learning theory, the dilemma can be explored and the competing values of learning versus technology can be reframed. What was once a paradox can be better understood in terms of an emerging value for distance education. This emerging value is characterized by a consideration of risk, situated learning, instructional design, learning communities, technology, outreach, internal structures, and adaptive leadership. These characteristics of the emerging value suggest a template which serves both as a tool to evaluate current programs as well as a way to plan future distance education efforts.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Barrett, Nancy F.

Contributors dc:contributor

• Farmer, James A., Jr.

• Education, Technology of

Language dc:language

eng

Identifier

(MiAaPQ)AAI9904388

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80231