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Critical Issues for Educators and Trainers: Developing a Philosophy of Education

Critical Issues for Educators and Trainers: Developing a Philosophy of Education
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Author(s): Kim E. Dooley (Texas A&M University, USA), James R. Linder (Texas A&M University, USA) and Larry M. Dooley (Texas A&M University, USA)
Copyright: 2005
Pages: 15
Source title: Advanced Methods in Distance Education: Applications and Practices for Educators, Administrators and Learners
Source Author(s)/Editor(s): Kim E. Dooley (Texas A&M University, USA), James R. Lindner (Texas A&M University, USA) and Larry M. Dooley (Texas A&M University, USA)
DOI: 10.4018/978-1-59140-485-9.ch002

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Abstract

In our last chapter, we explored the competencies and best practices needed to be successful in distance education. This chapter will continue to lay this foundation with a discussion of critical issues for educators and trainers. One of the first things to consider when creating or taking a new course at a distance is your own philosophy of education. Reviewing research studies can help educators, trainers, and learners understand the applications and practices that work in this setting. The concept of distance education as an innovation and the impact of technology in a global society are important as we consider the audience, access, and impact of distance education. Questions to guide your thoughts for this chapter are: What is the “no significant difference phenomenon” and how does research provide the theory to help guide the design, delivery, and evaluation of distance learning programs?

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