Theory and Practice of Online Learning
I E W I N G O P T I O N S

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Theory and Practice
of Online Learning



Editors:
Te rry Anderson &
Fathi Elloumi




cde.athabascau.ca/online_book

Athabasca University

CONTENTS


Contributing Authors / i
Foreword / ix
Dominique Abrioux
Introduction / xiii
Te rry Anderson & Fathi Elloumi


1 Foundations of Educational Theory Part 1 – Role and
for Online Learning / 3 Function of Theory in
Mohamed Ally Online Education
Development and
2Toward a Theory of Online Learning / 33
Delivery
Te rry Anderson
3Value Chain Analysis: A Strategic
Approach to Online Learning / 61
Fathi Elloumi

4 Developing an Infrastructure
Part 2 – Infrastructure
for Online Learning / 97
and Support for Content
Alan Davis
Development
5Technologies of Online Learning
(e-Learning) / 115
Rory McGreal & Michael Elliott
6 Media Characteristics and
Online Learning Technology / 137
Patrick J. Fahy


7 The Development of Online Courses / 175 Part 3 – Design and
Dean Caplan Development of Online
Courses
8 Developing Team Skills and Accomplishing
Team Projects Online / 195
Deborah C. Hurst & Janice Thomas
9 Copyright Issues in Online Courses:
A Moment in Time / 241
Lori-Ann Claerhout
10 Value Added—The Editor in Design and
Development of Online Courses / 259
Jan Thiessen & Vince Ambrock

11 Teaching in an Online Learning Part 4 – Delivery,
Context / 271 Quality Control, and
Terry Anderson Student Support of
Online Courses
12 Call Centers in Distance Education / 295
Andrew Woudstra, Colleen Huber,
& Kerri Michalczuk
13 Supporting Asynchronous Discussions
among Online Learners / 319
Joram Ngwenya, David Annand
& Eric Wang
14 Library Support for Online
Learners: e-Resources, e-Services,
and the Human Factors / 349
Kay Johnson, Houda Trabelsi, & Tony Tin
15 Supporting the Online Learner / 367
Judith A. Hughes
16 The Quality Dilemma in Online
Education / 385
Nancy K. Parker

8

CONTRIBUTING AUTHORS


Mohamed Ally, Ph.D., is an Associate Professor in the Centre for
Distance Education at Athabasca University. He teaches courses in
distance education and is involved with research on improving
design, development, delivery, and support in distance education.

Vincent Ambrock works as a Multimedia Instructional Design
Editor in the Athabasca University School of Business. He holds a
Bachelor of Arts (Honours) degree from the University of Alberta
and has worked extensively as an editor and writer on an array of
electronic and print-based