Online Postgraduate Education: Re-imagining Openness, Distance and Interaction
Autor Katharine Stapleford, Kyungmee Leeen Limba Engleză Paperback – 29 ian 2024
Against the backdrop of differing historical origins, which have resulted in multiple, misaligned understandings, applications and interpretations of online and distance education, this book presents an empirical research study which uses a narrative approach to explore the lived experiences of online postgraduate students. It positions two arguments on the (in-)accessibility and (in-)authenticity of online education side by side, effectively demonstrating how they can be conflict and contradict each other. Using narrative data, the authors re-examine the concepts of distance and interaction in order to present a new understanding of the concept of openness relevant to the for-profit postgraduate distance learning sector. This book illuminates the postgraduate distance education experience and presents a set of alternative theoretically informed conceptions which the authors present as three essential pillars of online postgraduate education: openness, distance, and interaction.
Carefully presented and supported using real online higher education scenarios, the book will enable higher educators, practising online education in a range of pedagogical contexts, to re-imagine their practices; further, to create more accessible and authentic learning opportunities for their learners.
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Specificații
ISBN-13: 9780367490256
ISBN-10: 0367490250
Pagini: 142
Ilustrații: 5 Tables, black and white; 4 Line drawings, black and white; 4 Illustrations, black and white
Dimensiuni: 156 x 234 x 12 mm
Greutate: 0.26 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 0367490250
Pagini: 142
Ilustrații: 5 Tables, black and white; 4 Line drawings, black and white; 4 Illustrations, black and white
Dimensiuni: 156 x 234 x 12 mm
Greutate: 0.26 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and ProfessionalCuprins
1. Conceptual foundations
2. Historical Foundations and Conflicting Discourses
3. Creating Narratives of OPE.
4. Introducing twelve OPE students and their narratives
5. Lived interactions in OPE
6. From interaction to transaction in OPE
7. Transactional Distance in OPE
8. Re-conceptualising Openness, Distance, and Interaction
2. Historical Foundations and Conflicting Discourses
3. Creating Narratives of OPE.
4. Introducing twelve OPE students and their narratives
5. Lived interactions in OPE
6. From interaction to transaction in OPE
7. Transactional Distance in OPE
8. Re-conceptualising Openness, Distance, and Interaction
Recenzii
‘I am delighted to welcome this addition to the literature of distance education.
If ever there was an opportune time for a book that stimulates a new conversation about the theory of distance education, the time is now, when so many teachers and educational institutions are coming to terms with the disappointments and disasters of their recent pandemic-induced ventures online.
Those ventures, as pointed out by the authors, employed “curriculum design requirements and teaching policies (that) are modelled on traditional campus-based HE practice”.
Step away from this model, say Stapleford and Lee, and consider, and improve upon, what we already know about distance education. Known in pre-digital times as independent study, the starting point for distance education has always been an understanding of the needs of learners in what the visionary educator Charles Wedemeyer called their “surround”.
I am delighted to see this encouragement to recognize and better understand the potential of programs designed to take into proper account this situational nature of all good distance education.’
Michael G. Moore, Editor, The American Journal of Distance Education and Distinguished Professor Emeritus of Education, The Pennsylvania State University, USA
‘The complex experiences of students in online distance education are arguably often occluded or oversimplified in educational research and practice. In this meticulously researched book, Stapleford and Lee uncover a rich and detailed set of narrative accounts of how students engage, providing nuanced and critical insights into the key concepts of openness, distance, and interaction. I expect this work will be recognised as a key reference point for educators and theorists of the digital in postgraduate higher education and beyond.’
Lesley Gourlay, Professor of Education, Institute of Education, University College London, UK
‘In their opportune and insightful book, Stapleford and Lee transport us back to roots of open and distance education theory and nearly simultaneously teleport us back to the myriad day-to-day issues and challenges repeatedly faced by online learners in the third decade of the twenty-first century. Impressively, they do this in a highly captivating and convincing style that forces the reader to feel the genuine social, emotional, psychological, economic, and technological realities of what open, online, and distance education learners are dealing with in this digital age today that have not always been explained by prevailing theories fashioned in the shadows of correspondence and satellite education.’
Curt Bonk, Professor, Instructional Systems Technology, School of Education, Indiana University Bloomington, U.S.A.
If ever there was an opportune time for a book that stimulates a new conversation about the theory of distance education, the time is now, when so many teachers and educational institutions are coming to terms with the disappointments and disasters of their recent pandemic-induced ventures online.
Those ventures, as pointed out by the authors, employed “curriculum design requirements and teaching policies (that) are modelled on traditional campus-based HE practice”.
Step away from this model, say Stapleford and Lee, and consider, and improve upon, what we already know about distance education. Known in pre-digital times as independent study, the starting point for distance education has always been an understanding of the needs of learners in what the visionary educator Charles Wedemeyer called their “surround”.
I am delighted to see this encouragement to recognize and better understand the potential of programs designed to take into proper account this situational nature of all good distance education.’
Michael G. Moore, Editor, The American Journal of Distance Education and Distinguished Professor Emeritus of Education, The Pennsylvania State University, USA
‘The complex experiences of students in online distance education are arguably often occluded or oversimplified in educational research and practice. In this meticulously researched book, Stapleford and Lee uncover a rich and detailed set of narrative accounts of how students engage, providing nuanced and critical insights into the key concepts of openness, distance, and interaction. I expect this work will be recognised as a key reference point for educators and theorists of the digital in postgraduate higher education and beyond.’
Lesley Gourlay, Professor of Education, Institute of Education, University College London, UK
‘In their opportune and insightful book, Stapleford and Lee transport us back to roots of open and distance education theory and nearly simultaneously teleport us back to the myriad day-to-day issues and challenges repeatedly faced by online learners in the third decade of the twenty-first century. Impressively, they do this in a highly captivating and convincing style that forces the reader to feel the genuine social, emotional, psychological, economic, and technological realities of what open, online, and distance education learners are dealing with in this digital age today that have not always been explained by prevailing theories fashioned in the shadows of correspondence and satellite education.’
Curt Bonk, Professor, Instructional Systems Technology, School of Education, Indiana University Bloomington, U.S.A.
Notă biografică
Katharine Stapleford is a Lecturer in Digital Education at the University of Leeds, UK.
Kyungmee Lee is an Associate Professor in the Department of Education at Seoul National University, South Korea. Previously, she worked at the Department of Educational Research at Lancaster University, UK.
Kyungmee Lee is an Associate Professor in the Department of Education at Seoul National University, South Korea. Previously, she worked at the Department of Educational Research at Lancaster University, UK.
Descriere
Providing a comprehensive examination of the nature of online higher education, this book proposes effective ways in which it can be conceptualised and designed to be more accessible and authentic for adult learners.