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Theoryand Pract
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V I E W I N G   O P T I O N S
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This book and the individual
chapters are copyright by Athabasca
University. However, to maximize
the distribution and application of
the knowledge contained within, the
complete book and the individual
chapters are licensed under the
Creative Commons License. 
In brief, this license allows you to
read, print and share freely the
contents in whole or in part, with 
the provisions listed below.
• Attribution. You must give the 
original author credit.
• Non-commercial. You may not 
use this work for commercial 
purposes. Use for educational 
purposes by public or non-profit 
educational institutions is
permitted.
• No derivative works. You may 
not alter, transform, or build upon 
this work.
The formal, human-readable deed
that outlines the license is available
at http://creativecommons.org/
licenses/by-nd-nc/1.0 
The license in more formal legal
language is available at
http://creativecommons.org/licenses/
by-nd-nc/1.0/legalcode
Athabasca University may be
interested in expanding licensing
provisions beyond the limitations
above, but permission to do 
so must be negotiated by contacting
the editors, Terry Anderson,
terrya
@
athabascau.ca, or Fathi
Elloumi, fathie
@
athabascau.ca.
Editors: Terry Anderson & 
Fathi Elloumi 
Managing editor: Gilda Sanders
Copy editor: David Evans
Visual designer: Ian Grivois
Web site: Ian Grivois & 
Audrey Krawec
Printed at Athabasca 
University, 2004
Athabasca University
1 University Drive
Athabasca, AB B T9S3A3
Canada
Enquiries: 
Toll free in Canada/U.S.
1-800-788-9041
askau
@
athabascau.ca
www.athabascau.ca
Colophon:
Text: Sabon
Numerals: Hoefler Text
Headings: Monotype Lydian
Paper(text): Becket Concept, 
24 lb. writing,  glacier
Paper(flysheet): Via Vellum, 
80 lb. text, sunflower
Paper(cover): Productolith Dull, 
80 lb. cover
ISBN: 0-919737-59-5
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Editors: 
Terry Anderson &
Fathi Elloumi
cde.athabascau.ca
/
online_book
Athabasca University
Theoryand Pract
i
ce 
o
f
On
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ne 
L
earn
i
ng
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C ONT E NT S
Contributing Authors / i
Foreword / ix
Dominique Abriou
x
Introduction / xiii
Terry Anderson & Fathi Elloumi 
1
Foundations of Educational Theory 
for Online Learning / 3
Mohamed Ally
2
Toward a Theory of Online Learning / 33
Terry Anderson
3
Value Chain Analysis: A Strategic 
Approach to Online Learning / 61
Fathi Elloumi
4
Developing an Infrastructure 
for Online Learning / 97
Alan Davis
5
Technologies of Online Learning 
(e-Learning) / 115
Rory McGreal & Michael Elliott
Media Characteristics and 
Online Learning Technology / 137
Patric
k
J. Fahy
Part 1– Role and
Function of Theory in
Online Education
Development and
Delivery
Part 2– Infrastructure
and Support for Content
Development 
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The Development of Online Courses / 175
Dean Caplan
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 Ambroc
k
11
Teaching in an Online Learning 
Context / 271
Terry Anderson
12
Call Centers in Distance Education / 295
Andrew Woudstra, Colleen Huber, 
& Kerri Michalczu
k
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. Par
k
er
Part 4– Delivery,
Quality Control, and
Student Support of
Online Courses
Part 3– Design and
Development of Online
Courses 
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C ON N T T R IBU T IN N G  A A UT H H OR R S
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 publishing projects.
Terry Anderson, Ph.D. (terrya
@
athabascau.ca), is a professor and
Canada Research Chair in Distance Education at Athabasca
University, Canada’s Open University. He has published widely in the
area of distance education and educational technology and has
recently co-authored two new books: Anderson and Kanuka, (2002),
eResearch: Methods, Issues and Strategies; and Garrison and
Anderson, (2002), Online Learning in the 21st Century: A Frame-
wor
k
for Research and Practice.
David Annand, Ed.D., M.B.A., C.A., is the Director of the School
of Business at Athabasca University. His research interests include
the educational applications of computer-based instruction and
computer-mediated communications to distance learning, and the
effects of online learning on the organization of distance-based
universities.
Dean Caplanis an instructional designer at Bow Valley College in
Calgary, Alberta, with a special interest in the design, development,
usability, and usage of multimedia in computer-mediated communi-
cations. He was, until 2002, employed as an instructional designer
at Athabasca University. Mr. Caplan recently designed and oversaw
development of a Web-based course helping older adults learn to
use the Internet.
i
Lori-Ann Claerhout (loriannc
@
athabascau.ca.), is Copyright
Officer in Educational Media Development at Athabasca University.
She holds a Bachelor of Arts (English) degree from the University of
Calgary, and is currently working toward a Master of Arts
(Humanities Computing and English) degree from the University of
Alberta. Lori-Ann has been active in organizing other copyright
professionals from western and central Canada.
Alan Davis, Ph.D., was Vice-President, Academic, at Athabasca
University from 1996 to 2003, and before that he directed programs
at the 
BC
Open University. His original discipline was Chemistry,
and he received his doctorate from Simon Fraser University in 1980.
He has special interests learning assessment and accreditation, the
management of e-learning, and virtual university consortia. Dr.
Davis is now Vice-President, Academic, at Niagra College.
Fathi Elloumi, Ph.D. (fathie
@
athabascau.ca), is an associate
professor of Managerial Accounting at Athabasca University. His
research focuses on corporate governance, and covers all aspects of
effective governance practices. He is also interested in the strategic
and managerial aspects of online learning research from two
perspectives. The first perspective deals with the strategic decisions
of online learning, trying to use the value chain, balanced scorecard,
and performance dashboard frameworks to optimize online
learning decision initiatives and tie them to organizational vision.
The second perspective deals with the operational aspects of online
learning and mainly focuses on the internal processes of the online
learning institution. Subjects such as strategic costing, value chain
analysis, process re-engineering, activity-based management,
continuous improvement, value engineering, and quality control are
the focus of his research program related to online learning.
Patrick 
J
. Fahy, Ph.D. (patf
@
athabascau.ca), is an associate
professor in the Centre for Distance Education (
CDE
), Athabasca
University. His career has included high school and adult education
teaching, and research from basic literacy to graduate levels, private
sector management and training experience, and private consulting.
Currently, in addition to developing and teaching educational
technology courses in the Master of Distance Education (
MDE
)
ii
program, Pat coordinates the 
MDE
’s Advanced Graduate Diploma
in Distance Education (Technology) program and the 
CDE
’s annual
Distance Education Technology Symposium. He is Past-President of
the Alberta Distance Education and Training Association (
ADETA
).
His current research interests include measures of efficiency in
online and technology-based training, and interaction analysis in
online conferencing.
Colleen Huber has worked at Athabasca University since 1994,
when she was the first facilitator in the Call Centre. Since then, she
has moved to the position of Learning Systems Manager where she
is responsible for the systems used to deliver courses and manage
information within the School of Business at Athabasca University.
Now that these systems are available, Colleen spends a great deal of
time presenting them to the Athabasca University community and
running workshops to train staff on their use, as well as presenting
papers and workshops to other educational communities.
Dr. 
J
udith Hughes, Ph.D. (judithh
@
athabascau.ca), Vice-President,
Academic, first came to Athabasca University in 1985, when the
University was moved from Edmonton, Alberta, to the town of
Athabasca, 120 km north of Edmonton. Judith’s history is rooted
in adult education, in teaching and research, as well as
administrative positions. She has lived in a variety of places in
Canada, having completed her bachelor’s degree at Carleton
University (Ottawa), her master’s degree at Queen’s University
(Kingston), and her Ph.D. at University of Alberta (Emonton). 
At Athabasca University, Dr. Hughes oversees all graduate and
undergraduate academic units within the University, including
academic centres, library, educational media development,
counseling and advising, and other student support units. She
previously served as Vice-President, Students Services, at Athabasca
University for seven years, overseeing the development of student
support resources on the Web.
Dr. Hughes also served as Vice-President, External Relations for
a brief period, when she was responsible for executive communi-
cations outside the University, international collaborations,
university development, fundraising, corporate partnerships, etc.
iii
Dr. Hughes’s research interests include the school-to-work nexus,
in which she conducted research at Queen’s University in the 1980s;
access to university education, in which she first undertook research
at the University of Alberta, and in which she continues to work at
Athabasca University; intellectual honesty as institutional culture, in
which she is now working at Athabasca University; and the use of
technology in addressing equality of access to university education,
in which she is conducting research with partners from institutions
such as Indira Gandhi University and the University of the Arctic.
Deborah C. Hurst, Ph.D. (deborahh
@
athabascau.ca), is an
Associate Professor with the Centre for Innovative Management,
Athabasca University in Alberta, Canada. Her area of specialization
is the study of cultural organization change, with an interest in
knowledge work and development of intellectual capital through
on-going competency development and virtual learning. Her work
is a balance of applied and academic research that draws from a
diverse background in her pursuit of this specialization. Her current
research program is concerned the experiences of contingent
knowledge workers, the development, retention and valuation of
intellectual capital, the use of virtual learning environments to
enhance intellectual capital, transmission and alignment of cultural
values, and the de-institutionalization of the psychological
employment contract. For more information regarding Deborah’s
work or background check the Athabasca University Centre for
Innovative Management Web site. 
Kay 
J
ohnson (kayj
@
athabascau.ca), is Head, Reference and
Circulation Services at the Athabasca University Library. Kay
received her Bachelor of Arts (Honours) in History from University
of Ottawa and her Master of Library and Information Studies from
McGill University. In addition to providing reference and
instructional services to Athabasca University learners, she has
been actively involved in the development of the digital library at
Athabasca University, and serves as a consultant for the Digital
Reading Room project.
Kerri Michalczukhas been with Athabasca University since 1984.
For the last five years, as Course Production and Delivery Manager,
she has managed the day-to-day operation of the School of Business
iv
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