Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to design courses, evaluate programs, and identify issues and trends affecting the field.In this text we take the following themes:The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book and has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica.The second theme of the book is the importance of research to the development of effective courses and programs offered at a distance. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb,” but we have always attempted to only include recommendations that can be supported by research.The third theme of Teaching and Learning at a Distance is derived from Richard Clark’s famous quote published in the Review of Educational Research asserting that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education—in other words, we authors do not make the claim that education delivered at a distance is inherently better than other ways people learn. Distance delivered instruction is not a magical approach that makes learners achieve more.Equivalency theory is the fourth theme of the book. Here we present the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face-to-face classroom.The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive—that it should cover as much of the various ways instruction is made available to distant learners as is possible. It can serve as a stand-alone source of information.

Teaching and learning at a distance is now commonplace, and research, when viewed holistically, clearly demonstrates that learning a distance is generally neither bettor nor worse than learning in other situations. The research also indicates that the application of instructional design procedures is mandatory for effective instruction delivered to distant learners—instructors cannot “wing” instruction at a distance (Simonson, Zvacek, & Smaldino, 2019). This article provides an overview of research in and on distance teaching and learning. This manuscript is derived from the textbook Teaching and Learning at a Distance, by Simonson et al. (2019), with permission.

PART I FOUNDATIONS 1. Foundations of Distance Education Chemistry at a Distance? A True Story Distance Education Today and Tomorrow The Effectiveness of Distance Education - In Case You Wonder What is Distance Education? Facts About Distance Education Media in Education: Earlier Debates Status of Distance Education Telemedicine Characteristics of Distance Education: Two Visions 2. Definitions, History, and Theories of Distance Education Defining Distance Education Emerging Definitions A Brief History of Distance Education Theory and Distance Education 3. Research and Distance Education The Focus of Distance Education Research Learning Outcomes Learner Perceptions Learner Attributes Interaction Barriers to Distance Education Distance Education Technology Myths Regarding Distance Education Research 4. Technologies for Distance Education A True Story A Model of Communication The Cone of Experience A Taxonomy of Distance Education Technologies Distance Education Classrooms PART II. TEACHING AND LEARNING AT A DISTANCE 5. Instructional Design for Distance Education Signal Fires? Why Plan for Teaching at a Distance? Principles of Instructional Design Systems Issues to Address in the Planning Process Other Issues to Be Considered Models for Designing World Wide Web Courses Best Practices in Course Design for Distance Education Recommendations for Distance Delivered Instruction - The Unit-Module-Topic Model 6. The Student and Distance Education An Emphasis on the Student Traits of the Distant Learner Attitude Factors Experience Issues Elements for Success Learner Responsibilities Sixty Frequently Asked Student Questions About Distance Education 7. Teaching and Distance Education Quality Instruction at a Distance: Coal Slurry Ponds Teaching the Distant Learner Policy Issues Related to Teaching at a Distance 8. Handouts, Study Guides, and Visuals Printed Media Distance Education Syllabus The Interactive Study Guide Graphic Design Principles Word Pictures Visual Analogies 9. Internet-Based Distance Education The Evolution of Distance Education What Is the Internet, and Why Does It Matter? Foundations of Internet-Based Distance Education Technologies of Internet-Based Distance Educaiton Pedagogies of Internet-Based Distance Education Future of Internet-Based Distance Education 10. Assessment for Distance Education Assessing Learning Gains Purposes for Assessment Assessment and Evaluation Assessment and Instructional Design Assessments and Grading Characteristics of Useful Assessments Objective and Subjective Assessment Measures Assessment Strategies Implementation Strategies Selecting Appropriate Assessment Measures Academic Misconduct What's Ahead for Assessment? PART III. MANAGING AND EVALUATING DISTANCE EDUCATION 11. Copyright and Distance Education Copyright Myths Copyright Essentials Guidelines Recent Copyright-Related Legislation Copyright Applications in Distance Education Obtaining Permission Intellectual Property Rights 12. Managing and Leading a Distance Education Organization The Distance Learning Leader Functions and Roles of a Distance Education Administrator Current Issues in the Administration of Distance Education 13. Evaluating Teaching and Learning at a Distance Research and Evaluation Evaluation and the Open University The AEIOU Approach Program Evaluation: Examples Student Evaluation of Distance Education Courses References Additional Reading Index

The fourth edition of this book updates background information about the definition and supporting theories and updates the glossary with new terms related to distance education and instructional technology.