Table of Contents
Teaching and Learning in the New Millennium . . . 3
1. Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
History of Distance Learning . . . . . . . . . . . . . 4
Distance vs. Distributed Learning . . . . . . . . . . 4
2. How Does an Institution Develop
a Model for Distance Learning? . . . . . . . . . . . 5
Consortium Building—Building
outside the School . . . . . . . . . . . . . . . . . . . . 6
Stakeholder Development—Building
within the School . . . . . . . . . . . . . . . . . . . . . 6
New Institutional Directions . . . . . . . . . . . . . . 7
How to Begin a Distributed Learning
Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3. Professional Education vs.
Liberal Arts Education . . . . . . . . . . . . . . . . . . 9
4. Preparation of Professorate . . . . . . . . . . . . . . .10
5. Course Management and Evaluation . . . . . . . .13
6. E-learning Communities . . . . . . . . . . . . . . . . .14
7. Collaborative Learning . . . . . . . . . . . . . . . . . .16
8. Student Attitudes . . . . . . . . . . . . . . . . . . . . . . .17
9. Student Learning Styles . . . . . . . . . . . . . . . . . .19
10. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
11. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Afterword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Book Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Recommended Citation
Olliges, Ralph and Mahfood, Sebastian
(2003)
"Teaching and Learning in the New Millennium: Transformative Technologies in a Transformable World,"
Communication Research Trends: Vol. 22:
No.
2, Article 1.
Available at:
https://scholarcommons.scu.edu/crt/vol22/iss2/1