This work brings the voice of the learning sciences to the study and design of distance learning. The contributors examine critical issues in the design of theoretically and pedagogically based distance education programmes. Eight distance education programmes are described in enough detail to allow readers with different interests to understand the pedagogical approaches and the implications of implementing those approaches. Issues of theory, pedagogy, design, assessment, communities of practice, collaboration, and faculty development are discussed. Each section of the volume is organized as follows: a primary chapter written by an author or authors involved with a distance education programme that reflects learner-centred principles; a formal reaction to the chapter by a specialist from the learning sciences, educational evaluation and policy, administration, or the corporate sector with expertise in issues of distance learning; and an edited transcript of the authors' discussion of the primary chapter held at a symposium at the Asilomar Conference Center.
A final "summing up" section offers two perspectives - from leading scholars outside the fields of instructional design, evaluation, and the learning sciences - on the approaches and thinking reflected in the rest of the book.