Foreword |
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vii | |
Acknowledgments |
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x | |
Introduction |
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xii | |
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Technology as a transforming force |
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Demand for higher education |
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What the knowledge society demands |
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A renewed focus on learning |
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The critical issue: speed |
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Asking questions beyond the Web |
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The Global Education Challenge |
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1 | (20) |
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Lessons from the World Bank |
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Older students: Budget-minder learners |
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What higher education targets |
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The graying demographic trend |
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The Costs/Benefits Equation |
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21 | (12) |
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U.S. higher education meets the bottom line |
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University teacher shortages |
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Worker retraining: An international market |
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Elementary and secondary education |
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International problems, local solutions |
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Distance Education: The Roots of Cyberschools |
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33 | (14) |
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The medium isn't the message |
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Worldwide distance higher education |
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TV: Education direct to your living room |
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Commercial TV' early forays into education |
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Watershed: The Public Broadcasting Act of 1967 |
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Annenberg/CPB and the Star Schools Program |
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The Virtual Classroom of the 21st Century |
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47 | (16) |
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The living room as classroom |
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Virtual classrooms: Better than real? |
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Virtual education visions |
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Jones's virtual library in cyberspace |
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Jones Knowledge Inc. An Entrepreneurial Approach |
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63 | (24) |
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Jones Knowledge's content providers |
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Jones Knowledge's cyberfamily |
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How a Jones education works |
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Paying for a Jones Knowledge education |
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The primary and secondary school dilemma |
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The Internet Comes to School |
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87 | (24) |
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Worldwide learning revolution |
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Livening up K-12 education |
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On-line learning in Canada |
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International connectivity ramps up |
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Distance Learning: Defining the Market |
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111 | (18) |
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A campus for every continent |
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Worldwide electronic corporate education and training |
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Who's delivering distance corporate education? ' |
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U.S. universities tap the market |
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The global course prototype |
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129 | (12) |
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Principles of good practice |
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Accreditation: Who confers it? |
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Worldwide quality standards |
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141 | (14) |
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A how-to guide for distance learners |
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Distance education, not instant education |
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Distance education, not passive education |
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Free Market Fusion: One Path |
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155 | (22) |
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Defining Free Market Fusion |
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Free Market Fusion, entrepreneurs, and institutions |
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Institutions: Inertia versus initiative |
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Risk-taking: The key role |
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Combining risk-taking and caution |
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Modeling Free Market Fusion |
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Structuring the relationship |
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Opportunities for Free Market Fusion |
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The larger arena: Tapping entrepreneurial talent |
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Epilogue |
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177 | (5) |
Appendix A - Principles for Distance Learning |
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182 | (12) |
Appendix B - Principles and Certification Process |
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194 | (1) |
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Global Alliance for Transnational Education (Gate) |
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