‘… A valuable resource for Instructors in the field of designing e-learning courses… This book provides an in-depth analysis of the principles and successful practices… The structure of the book is very coherent… providing readers with actionable insights into designing compelling online learning experiences.’
Turkish Online Journal of Distance Education

‘a seminal work that illuminates the path towards a connected world of education… it will undoubtedly become a foundational resource for practitioners and researchers in the emerging field of open, distance and online learning specifically and all those engaged in shaping the future of learning generally’
West African Journal of Open & Flexible Learning

‘In an era when interest and participation in digital education continues to grow, Online and Distance Education is affording each university a competitive edge. This may seem surprising because Online and Distance Education normally is associated with Open Universities or Continuing Education Programmes, where online, distance teaching methods have been pioneered. This situation changed during the years of the Covid pandemic, when students and teachers from all kinds of universities experienced the benefits and limitations of online teaching and learning. Now every kind of university has to consider strategically ways of capitalising on the benefits of Online and Distance Education.

This timely book examines the student benefits of Online and Distance Education and how these can be fostered for students at all types of universities, questioning whether and how benefits can be planned, sustained and researched. The arguments move beyond conventional debates around the flexibility online education offers students in terms of place, space and time to study to consider and question novel ways of interacting afforded by the digital, new ways of knowing, as well as future forms of assessment. Although these focal areas do not always fit neatly together, the topics are organised in three broad sections exploring planning, doing and researching and evaluating distance learning where authors raise questions of equity, access and stability against a backdrop of continual socio-economic and geo-political uncertainty.

Chapter authors are experts in Digital Education who associate with the University of London Centre for Online and Distance Education. This Centre has become a hub for experts who value the role education plays in contemporary society and who want to make a tangible difference for students. The book is a must-read for policy-makers, university leaders and practitioners is all kinds of universities, even those who are not considering distance learning, because it points towards new possibilities for higher education providers who wish to engender a compassionate, competitive edge.’
Professor Allison Littlejohn, Director of the UCL Knowledge Lab, IOE, UCL’s Faculty of Education and Society

‘Because of the pandemic, the world learned that online learning was possible and often highly effective. We also learned that well-designed, supported, and practised online learning is distinctive, powerful, and requires expertise. It isn’t easy. This book is timely in the contribution it will make because it assembles an expert group whose discussion starts with student voice, covers fundamental issues of design, assessment and professional development, and also focuses on key topics for the present moment such as student success and inclusive practice. All told, the book draws from a deep well of experience and extends that into thoughtful guidance for the future of digital learning.’
Professor Jeff Grabill, Deputy Vice-Chancellor: Student Education, University of Leeds

‘Online and Distance Education for a Connected World comes at a significant moment as higher education institutions attempt to redefine what education means in a post-pandemic world. Despite the ubiquitous use of online education to ensure continuation of educational provision during global lockdowns, many providers have flipped back to primarily on campus modes of delivery with online and distance offerings often receiving little attention as the focus is on building connection through in person means. What is needed are more models and examples of what distance and online education can be to capitalise on learnings from the pandemic and increase our understanding of how to deliver education more flexibly. Produced by the Centre for Online and Distance Education at the University of London, Online and Distance Education for a Connected World, meets this need by drawing on a wealth of expertise and experience from its contributors to present a comprehensive consideration of different aspects of online and distance education to enable institutions, academics and researchers to design and develop alternative modes of delivery that meet the changing needs of students. The book is divided into three sections which consider planning, delivery and research of online and distance education. This affords a comprehensive consideration of the different aspects of establishing and delivering online and distance programmes. The evidenced based chapters enable a range of issues to be addressed. The book provides much needed inspiration and support for those who wish to develop more flexible modes of delivery that capitalise on technological developments and increased demands for new ways of working and learning.’
Professor Susannah Quinsee, VP Digital and Student Experience, City University of London

‘This great book recontextualises the ‘Great Leap Online’ of 2020-21 within a 150 year history of distance and online education. In doing so, it shows how a thoughtful and strategic approach to online and distance education can inform post-pandemic practice. The book steers a steady course between assumptions that all education is ‘just the same’ or that there is something uniquely different about online and distance, showing instead the ways that good general pedagogical practice must inform digital offers whilst highlighting the ways that online and digital pedagogies may differ from ‘in-person’ approaches, or inform and energise them. The book will be useful alike to policy-makers and university leaders thinking about how to implement strategic change to incorporate more or better digital and online provision, to tutors, librarians, careers advisors and administrators seeking practical ideas and cases studies to inspire their practice, and to educational researchers looking to produce knowledge about online education. It is brimming with ideas and examples from all sorts of practitioners and will be a great source of information and inspiration. Whatever your role in online and distance education, this exhaustive book has you covered.’
Dr Cathy Elliott SFHEA, Vice Dean Education, Faculty of Social and Historical Sciences, UCL

‘This edited collection of chapters explores the relationship between digital and distance education, with attention to the opportunities and implications for learning design. The pivot to online learning during the pandemic has made online teaching the business of everyone, with digital learning embedded in some way in most forms of course delivery. Consequently, this book will be relevant to both distance education and campus-based practitioners, offering valuable insights into the theory, design and practice of digital learning, addressing key stakeholder interests from instructors and educational design responsibilities to the student voice. The lessons learned are transferable to other institutional teaching contexts, particularly the evidence-based strategies for interactive social learning and assessment for learning designs.’
Richard Walker Assistant Director, Programme Design, University of York

‘The book is an open treasure chest of contributions from a wide range of higher education practitioners in diverse roles, disciplines and professional areas and brings together their experiences, expertise and critical inquiries in the field of formal and informal distance and online education. Contributors generously share related historical and pre-pandemic, pandemic and post-pandemic insights, practices and tips through critically reviewing the landscape, acute challenges and fruit-bearing opportunities within it. The important role inventive and participatory design, critical and relational pedagogy, inclusive and personalised support, meaningful and authentic assessment and feedback, focused and immersive staff development play to create flexible and connected learning and teaching experiences beyond borders and boundaries at a distance and online are celebrated. This is a valuable resource for higher education practitioners and students studying on education programmes, leaders, policy makers and others interested in distance and online education.’
Dr Chrissi Nerantzi, PFHEA, NTF, CATE, Associate Professor in Education, School of Education, University of Leeds

‘This is an excellent and timely book. While the COVID pandemic compelled almost all institutions to engage in some of online and distance education through necessity, work to push the boundaries of excellence in the field has been on-going and is captured here. Taking readers through the stages of planning, delivery, and evaluation, the book presents multiple perspectives on how technology and pedagogy can be effectively combined to deliver high quality learning and student outcomes. Chapters exploring topics including student voice, employability, inclusive practice, and academic development, make an important contribution applicable to learning in any setting.’
Professor John Craig PhD, NTF, PFHEA, FRSA, PVC Education, Kingston University, London