Intro -- Preface -- Acknowledgments -- Contents -- About the Editors -- Section Editors -- Contributors -- Part I: Introduction -- 1 Shaping the Field of Open, Distance, and Digital Education -- Introduction -- ODDE Terminology -- The Structure and Content of the Handbook -- Macrolevel: Theories and Systems -- Section 1: History, Theory, and Research in ODDE (Section Editor: Junhong Xiao) -- Section 2: Global Perspectives and Internationalization (Section Editor: Svenja Bedenlier) -- Meso-level: Institutional Perspectives, Management, and Organization -- Section 3: Organization, Leadership, and Change (Section Editor: Ross Paul) -- Section 4: Infrastructure, Quality Assurance, and Support Systems (Section Editor: Tian Belawati) -- Microlevel: Learning and Teaching -- Section 5: Learners, Teachers, Media, and Technology (Section Editor: Vanessa Dennen) -- Section 6: Design, Delivery, and Assessment (Section Editor: Richard West) -- An Invitation to Knowledge Sharing and Future Research -- References -- Part II: History, Theory, and Research -- 2 Introduction to History, Theory, and Research in ODDE -- Introduction -- Relevance of ODDE History -- Importance of ODDE Theories -- Necessity of Rigorous Research -- Structure of the Section -- Conclusions and Implications for Theory, Practice, and Research -- References -- 3 From Correspondence Education to Online Distance Education -- Introduction -- The Correspondence Tradition -- Radio and Television: A Bridge Between Correspondence Study and the Open Universities -- The ``Industrialized�� Tradition and Open Universities -- Digital Technology: From the Virtual Classroom Back to Independent Study -- A Note on History of Theory and Scholarship -- Conclusion: The New Must Be Informed by the Old - Lessons from History -- References.

4 Open Education as Social Movement? Between Evidence-Based Research and Activism -- Introduction -- Social Movement Theory -- Open Education from the Perspective of SMT -- Conflict and Protest in Open Education -- Cultural Representation -- Values and Collective Action -- Influence of Social, Political, and Cultural Context -- Discussion -- Conclusions -- References -- 5 History and Development of Instructional Design and Technology -- Introduction -- The Origins and Evolution of Instructional Technology -- Hard and Soft Technologies -- Visualizing the Curriculum: The Paradigm of a Concreteness Continuum -- From Visual to Audiovisual Instruction: The Paradigm of Communication Improvement -- Educational Radio -- Instructional Film -- The Audiovisual Instruction Era -- Television: Educational and Instructional -- Behaviorism and Programmed Instruction: The Paradigm of a Technology of Teaching -- The Origins and Evolution of Instructional Design -- Tributaries to Instructional Design -- Industrial Training During Wartime, 1918-1945 -- Military Research and Development, 1941 Through the Early 1950s -- Programmed Instruction and the Development Process, the Late 1950s -- From Military Research to Pedagogical Principles, the 1960s -- Societal Pressures Forge a Synthesis -- Critiques and the ISD Concept Today -- Conclusion -- References -- 6 The Rise and Development of Digital Education -- Introduction -- Digital Developments -- The Web -- LMS -- Blogs -- Social Media -- MOOCs -- Conclusions -- References -- 7 Artificial Intelligence in Education and Ethics -- Introduction -- The Early Days of AI in Education -- Contemporary AI in Education -- AI and Learner-Facing Tools -- Are Learner-Facing Tools Effective and Being Used? -- AI and Teacher-Facing Tools -- AI and Administrator-Facing Tools -- Ethical Issues -- Ethical Issues Around Education in General.

Ethical Issues of AI in Education -- Learner-Facing Tools -- Teacher-Facing Tools -- Administrator-Facing Tools -- Dealing with Ethical Issues in the Design, Implementation, and Deployment of AIEd Systems -- Open Questions and Directions for Future Research -- Implications for Open, Distance, and Digital Education (ODDE) -- Conclusion -- References -- 8 Classic Theories of Distance Education -- Introduction -- Classic Theorists of Distance Education -- Epistemological Constructs of Classical Distance Education Theories -- Otto Peters� Distance Education as an Industrialized Form of Education Theory -- B�orje Holmberg�s Guided Didactic Conversation Theory -- Michael Moore�s Transactional Distance Theory -- Operationalization of the Classical Distance Education Theories -- A Background to the Emergence of Open and Distance Education Theorizing -- Interpretations of Classical Distance Education Theories -- Keegan�s Integration Theory of Teaching-Learning -- Garrison�s Communication and Learner Control Theory -- Verduin and Clark�s Theory of Dialogue: A Three-Dimensional Theory of Distance Education -- Concluding Reflections -- References -- 9 Newer Theories for Digital Learning Spaces -- Introduction -- What Is a Theory? -- Traditional Learning Theories -- Toward Newer Theories -- Newer Theories for Digital Learning Spaces -- What Is a Theory: Revised -- References -- 10 Pedagogical Paradigms in Open and Distance Education -- Introduction -- Why Do Physical Technologies Not Seem to Matter for In-Person Learning? -- Generation 0 -- The Problems that In-Person Learning Has to Solve -- The Problems that Distance Learning Has to Solve -- The Three Generations of Distance Learning Pedagogical Paradigms: Objectivist, Subjectivist, and Complexivist -- Objectivism: A Paradigm of Teaching -- Subjectivism: A Paradigm of Learning.

Complexivism: A Paradigm of Knowledge -- Blurred Lines and Overlaps -- Emerging Paradigms -- Data-Driven Pedagogy: A Theory-Free Paradigm -- Hologogy: A Cultural Paradigm -- Bricolagogy: A Theory-Agnostic Paradigm -- Conclusions -- References -- 11 Theories of Motivation and Empowerment in Open, Distance, and Digital Education -- Introduction -- Motivated Learners: Empowering Attributes -- Self-Efficacy -- Achievement Goals -- Intrinsic Motivation -- Self-Regulation -- Motivating Communities: Empowering Contexts -- Experiencing Motivation-as-Lived: Empowering Experiences -- Conclusion -- References -- 12 Technology Acceptance and Adoption in Education -- Introduction -- Technology Acceptance Theories and Models in Educational Contexts -- Technology Acceptance Model (TAM) -- Theory of Reasoned Action (TRA) -- Emergence of TAM -- Modifications and Extensions of TAM -- Prevalence of TAM in Educational Technology Adoption -- Unified Theory of Acceptance and Use of Technology (UTAUT) -- Emergence of UTAUT -- UTAUT2 as an Extension of UTAUT -- Major Findings in Educational Technology Acceptance Research -- Major Research Themes and Findings -- Educational Technologies Validated and Users Involved -- Most Researched Predictors of Technology Acceptance -- New Developments in Educational Technology Adoption -- Integration of TAM -- Integration of UTAUT -- Conclusion and Further Research Directions -- References -- 13 Research Trends in Open, Distance, and Digital Education -- Introduction -- The 3 M-Framework of Research Areas in ODDE -- Thematic Scope of Academic Journals in ODDE -- Journal Cluster 1: Educational Technology, Learning, and Computer Science -- Journal Cluster 2: Educational Technology from K-12 to Higher Education -- Journal Cluster 3: Distance Education in the Context of Higher Education.

Journal Cluster 4: Technology-Enhanced Learning in School Settings -- Research Trends Emerging in Content Analysis and Systematic Reviews -- Quantitative Content Analysis and Text-Mining -- Citation and Journal Network Analysis -- Systematic Reviews and Meta-analysis Studies -- Alternating Research Waves -- The First Wave: Institutional Consolidation and Instructional Design -- The Second Wave: Quality Assurance and Student Support -- The Third Wave: Virtual Universities, Online Interaction, and Learning -- The Fourth Wave: AI, Big Data, and Intelligent Support Systems -- COVID-19 Pandemic: The Turning Point -- Conclusions -- Cross-References -- Appendix -- Appendix A: Number of Articles Published in 26 Journals Between 2007 and 2016 -- References -- 14 Big Science and Little Science in Open and Distance Digital Education -- Introduction -- Big Science, Big Data -- Big Data Defined -- How Big Is Big Data? -- Data Deluge -- Little Science, Little Data -- Little Data Defined -- How Small Is Small Data? -- Data Saturation -- In Consideration of Big and Little Science for ODDE -- Conclusion -- Cross-References -- Appendix -- References -- Part III: Global Perspectives and Internationalization -- 15 Introduction to Global Perspectives and Internationalization in ODDE -- Background -- Global Perspectives on ODDE -- Globalization and Internationalization Within ODDE -- Structure of the Section -- Conclusions and Implications for Theory, Practice, and Research -- Theory -- Revisiting Theory -- Practice -- Reconciliation of Stakeholder Perspectives -- Questioning Educational and Technological Hegemony -- Research -- Interdisciplinarity -- Comprehensive Data -- Locally Bound Research -- References -- 16 Assessing the Digital Transformation of Education Systems -- Introduction -- Education Systems -- Digital Transformation -- Education Digitization Index.

Digital Transformation in Education Systems.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.