This book examines critical issues in the design of theoretically based and pedagogically sound distance education programs. It integrates theory and pedagogy with practical issues related to practitioners, administrators, evaluators, and policy analysts.

Contents: Preface. Part I: Introduction.T.M. Duffy, J.R. Kirkley, Introduction: Theory and Practice in Distance Education. Part II: Community Building.L. Polin, Learning in Dialogue With a Practicing Community. S. Grabinger, Design Lessons for Social Education. K. Ruhleder, Interaction and Engagement in LEEP: Undistancing "Distance" Education at the Graduate Level. M. Schlager, Enabling New Forms of Online Engagement: Challenges for E-learning Design and Research. Part III: Problem-Centered Learning.T.M. Duffy, J.R. Kirkley, Learning Theory and Pedagogy Applied in Distance Learning: The Case of Cardean University. C.N. Gunawardena, The Challenge of Designing Inquiry-Based Online Learning Environments: Theory Into Practice. J. Stinson, A Continuing Learning Community for Graduates of an MBA Program: The Experiment at Ohio University. R.A. Wisher, Learning in the Knowledge Age: Up-Front or at a Distance. Part IV: Innovative Uses of Technology.J. Bransford, N. Vye, H. Bateman, S. Brophy, R.J. Roselli, Vanderbilt's AMIGO3 Project: Knowledge of How People Learn Enters Cyberspace. T. Anderson, A Second Look at Learning Sciences, Classrooms, and Technology: Issues of Implementation: Making It Work in the Real World. R. Lesh, S.K. Byrne, P.A. White, Distance Learning: Beyond the Transmission of Information Toward the Coconstruction of Complex Conceptual Artifacts and Tools. M.V. Champagne, Embedded Assessment: An Evaluation Tool for the Web-Based Learning Environment. Part V: Scaling Up.J.R.L. Islas, Collaborative Learning at Monterrey Tech-Virtual University. J.R. Kirkley, Using Theory-Based Approaches to Architect Online Collaborative Problem-Based Learning: Lessons Learned From Monterrey Tech-Virtual University. P.J. Shea, E.E. Fredericksen, A.M. Pickett, W.E. Pelz, Faculty Development, Student Satisfaction, and Reported Learning in the SUNY Learning Network. C. Eoyang, Promises and Challenges of Web-Based Education. Part VI: Alternate Views.S.M. Johnstone, A Policy Perspective on Learning Theory and Practice in Distance Education. J. Botkin, P. Kaipa, Pulling It All Together: A Business Perspective on Web-Based Learning.

"This book is written in a readable, professional prose that should be understandable to any intelligent adult with an interest in the topic of distance education, even to one who has no background in learning theory. Learner-Centered Theory and Practice will be of interest to those who would like to read about the learning theory behind distance education programs....and it will find its audience among those working in academic environments."—Journal of Library & Information Services in Distance Learning"This volume emphasizes that preparing to engage learners at a distance involves systematic thought about essential learning outcomes. The authors capably illustrate how these perspective outcomes are the basis for effective design approaches that use the unique capabilities of computer networks and applications to help groups of learners assimilate new ideas into their professional practice. This book should be a part of every distance education programs resource library."—The Quarterly Review of Distance Education"This book is unique in its approach....the editors created an interactive stance which is both interesting and unusual, one not often found in the print page. Fundamentally, they brought together twenty 'diverse...specialists working in distance education'....this book would be a good addition to your private collection of distance learning case studies."—British Journal of Educational Technology