The Virtual University; the Internet and Resource-Based Learning

"A welcome addition to distance learning collections, this book provides sound distance learning practices from an adult learning theory perspective. The authors (specialist practitioners at De Montfort Univ., UK) artfully keep the focus on teaching and learning while showing effective ways the new technologies can be used by facilitator teachers a la Derek Rountree. The book leads from an overview and review of resource-based learning through almost step-by-step planning of effective instruction using the Internet and computers. Relatively jargon-free, clear prose and continued reflection on pedagogical concerns make this book especially helpful to faculty contemplating development of course work using the Internet and computers. Unlike many technology-based learning volumes, lengthy discussion of specific commercial products that relay change within months is avoided, and available technologies and Web sites act as illustrations of combining technological resources into dynamic learning experiences. The book reads easily but has the promise of becoming a bookmarked, underlined companion kept close to the computer to review the many exemplary learning sites and online references. Strongly recommended for senior undergraduates, graduates, faculty, and information systems staff involved with the Internet and resource-based learning." --- S. W. Papenguth, Quinnipiac College, in CHOICE" [this] is a wonderful source of information for individuals or institutions who are considering the prospect of entering the cyber world to offer all or part of their courses. The authors are faculty and staff at De Montford University in England. They are classroom practitioners who employ the variety oftechniques and resources discussed in the book.The book is intended for classroom professors and others engaged in the design and delivery of courses in higher education institutions. An important emphasis of the book is that resource-based courses that rely upon communication through information technology must have a firm foundation in appropriate models of teaching, learning and course development. A useful addition to the book is the Web site that links to all of the resources contained or referenced in the book. The site allows users to connect with up-to-date resources to incorporate into their classes.. The book is easily readable, it allows readers to pick and choose the material that is most useful for their purposes. [It] is a useful and valuable addition to this burgeoning literature." -- US Journal of Effective Teaching" (this book) is written to enable teachers to take full advantage of the communication, information, and teaching opportunities made possible by computer and Internet technologies...(The) authors collaborate to provide the reader with accessible, practical information, including a stimulating view of the role of teachers in the new virtual age.... (it) is a highly recommended addition to any personal, professional, and academic educational resource and reference collection."-- Wisconsin Bookwatch.."[this] is a great book with appeal and coverage far wider than its title implies. For the four authors don't just consider higher education's move towards greater and greater involvement of the Internet in the students' learning process and in its facilitation by their teachers. Rather they expend much ink on the Internet as a virtual learning centre. And theywiden their scope further by giving much careful consideration to the many technological issues involved.... And to the associated management of change and of cultures change. Reviewed last December, this book became for me the most important and useful of the last year of the real millennium." -- British Journal of Educational Technology" Virtual University helpfully explores learning theory and course design through "resource-based learning, or what is variously called "open learning, flexible learning, individualized learning, computer-aided learning, project-based learning, and self-organized learning." It gets specific about using the Internet to develop and deliver a course, how the computer can mediate communication for collaborative learning, how and why to use computer-aided assessment, and how to use integrated systems. Given that most of us have no experience being educated this way, (this) vision for the possibilities is absolutely essential." -- Teaching Theology and Religion