Association for Educational Communications and Technology (AECT)
U.S. Distance Learning Association (USDLA)
Fischler College of Education, Nova Southeastern University
Fischler School of Education, Nova Southeastern University
AECT Division of Distance Learning
Association for Educational Communications and Technology (AECT)
Association for Educational Communications and Technology (AECT)
Iowa Distance Learning Association
Department Chair, Instructional Design and Technology, Nova Southeastern University
Professor of Curriculum and Instruction, Iowa State University
Associate Director, Iowa State University
Captain (Communications), United States Marine Corps
Michael R. Simonson is a Professor in the Instructional Technology and Distance Education (ITDE) program at Nova Southeastern University’s Abraham S. Fischler College of Education and School of Criminal Justice. He earned a Ph.D. in Education (Instructional Systems Design) from the University of Iowa in 1975, after B.S. (1967) and M.S. (1972) degrees from Iowa State University. A founding editor of the Quarterly Review of Distance Education and the Distance Learning journal, Simonson has authored/edited major texts including Teaching and Learning at a Distance and Distance Education: Definition and Glossary of Terms. He proposed Equivalency Theory for distance education in 1999, and has produced 200+ scholarly publications and extensive funded projects. Honors include induction into the U.S. Distance Learning Association Hall of Fame (2016) and AECT’s Distinguished Service Award (2020). Prior to NSU (1998–present), he was Professor of Curriculum and Instruction at Iowa State University (1982–1998) and Associate Director of ISU’s Research Institute for Studies in Education (1991–1996). Email: [email protected]. citeturn2view0turn6view0turn18search2
A theory of distance education asserting that the goal is not to duplicate face‑to‑face instruction online but to design appropriate, equivalent learning experiences for learners across contexts so that outcomes are equivalent. Emphasizes tailoring experiences to learner situations and leveraging telecommunications to reduce separation.
Journal of Computing in Higher Education • Journal
Defines distance education and synthesizes research approaches and results, highlighting barriers to adoption and best‑practice summaries. Concludes that distance education is not a distinct form of education with different effectiveness; rather, findings about effective education typically apply to distance contexts when well designed.
TechTrends • Journal
Proposes Equivalency Theory as a response to changing distance education contexts. Rather than duplicating classroom conditions, designers should provide appropriate, equivalent learning experiences for distant and local learners so that outcomes are equivalent. Reviews traditional distance education theories emphasizing autonomy, industrialization, and interaction, and argues for theory responsive to contemporary telecommunications‑based practice.
American Journal of Distance Education • Journal
Reviews classical theories of distance education and the influence of emerging telecommunications on U.S. practice. Introduces and elaborates Equivalency Theory, comparing it to historical models and arguing for the design of equivalent learning experiences across local and distant contexts to achieve comparable outcomes.
Information Age Publishing, Inc. • Book
Introductory text for preservice/in‑service teachers and training programs that addresses definitions, research, technologies, instructional design, teaching, learners, assessment, intellectual property, management, and evaluation in distance education. Themes include a field‑standard definition of distance education, the role of research and evidence‑based best practices, Clark’s “media as vehicles” argument, Equivalency Theory (equivalent, not identical, learning experiences), and comprehensive coverage of modalities and organizational issues.
Information Age Publishing, Inc. • Book
Updated edition covering foundations, research, and practice of distance education, including instructional design, teaching online, student support and visualization, assessment, intellectual property, management, and evaluation. Emphasizes an evidence‑based approach and the use of Equivalency Theory to design appropriate, equivalent learning experiences for distance learners.
Information Age Publishing • Book
A foundational text on distance education covering definitions and history; theories and research; technologies and the Internet; instructional design, teaching, learners, support materials, and assessment; and managing and evaluating distance education. The volume synthesizes scholarship and practice to support high‑quality design, teaching, and administration across modalities. (Description based on publisher/library records of the 6th/7th editions.) citeturn12search1turn14search1
Information Age Publishing • Book
Monograph updating background on the definition of distance education and supporting theories, with an expanded, contemporary glossary and synthesis of research areas (learning outcomes, interaction, learner attributes and perceptions, barriers, myths). Serves as a concise reference for terminology and research foundations in distance education.
Distance Learning • Journal
Reflects on common pitfalls in synchronous online instruction (e.g., last‑minute arrivals, misplaced focus on ROI over quality), urging dedication to high‑quality materials, rigorous standards, uniform expectations, and robust preparation so that live online instruction is an equivalent, respected partner to traditional approaches.
Distance Learning • Journal
Discusses institutional indicators of quality in distance education highlighted by accreditors, including explicit mission statements for distance education, faculty oversight and involvement, robust instructional design and faculty development, 24/7 technology support, advising for distance students, systematic growth and management, clear future planning, continuous evaluation, and incorporation of faculty and student feedback.
Information Age Publishing • Book
Edited volume providing a broad international treatment of current trends and issues in distance education. Includes case studies and analyses from multiple regions and authors, addressing quality, accreditation, research needs, technology platforms, student support, and implementation across varied contexts.
Quarterly Review of Distance Education • Journal
Editorial arguing that leaders in distance education should expose and isolate diploma mills by demanding strong standards, rigorous oversight, transparent practices, and continuous improvement in institutions offering programs to distance learners.
Merrill/Prentice Hall • Book
Comprehensive overview intended to equip educators to use computers professionally. Reviews past, present, and future uses of computers in teaching, learning, and training, summarizing research and techniques pertinent to classroom and training settings.