Includes bibliographical references and indexes.

1. Let the dialogue begin : an introduction / Jan Visser -- 2. Constructive interaction with change : implications for learners and the environment in which they learn / Jan Visser -- 3. The learning sciences, technology and designs for educational systems : some thoughts about change / John Bransford, Mary Slowinski, Nancy Vye, and Susan Mosborg -- 4. Learners in a changing learning landscape : reflections from an instructional design perspective / Jeroen J.G. van Merriënboer and Slavi Stoyanov -- 5. The influence of epistemological beliefs on learners' perceptions of online learning : perspectives on three levels / Christina Rogoza -- 6. Getting to know the feral learner / Mary Hall -- 7. Postsecondary education in the changing learning and living landscapes / Yusra Laila Visser -- 8. Online learning in context / Diana Stirling -- 9. New online learning technologies : new online learner competencies : really? / Ileana de la Teja and Timothy W. Spannaus -- 10. Reflections on seeking the 'invisible' online learner / Michael F. Beaudoin -- 11. Will games and emerging technologies influence the learning landscape? / Deborah LaPointe -- 12. What makes good online instruction good? : new opportunities and old barriers / J. Michael Spector -- 13. Why basic principles of instruction must be present in the learning landscape, whatever form it takes, for learning to be effective, efficient and engaging / M. David Merrill -- 14. We question, we reflect, and we question again, therefore we are... : an analysis of the evolving dialogue around the central themes in this book / Muriel Visser-Valfrey.

"This book is about questions. Learners are no longer what they used to be. Today's learners find themselves in a learning landscape that is constantly and dramatically changing. The modalities through which people learn; the purposes for which they learn; and the contexts in which learning acquires its meaning, are in permanent flux. Learners must be constantly adaptive as they engage in a learning journey that lasts a lifetime, emphasizing their learner self-efficacy, individually as well as socially. This new reality requires of educators to rethink what it means to teach. Those who develop policies that shape the future of the educational landscape are challenged to take a fresh look at the societal conditions that foster learning. For the research community it means that entirely new questions must be formulated and new ways devised to address them. Because this book is about questions, the fundamental process through which it was created is dialogue. That dialogue took place over a two-year period involving researchers, lifelong learners, educators, and thinkers. The publication of the dialogue in the form of this book addresses the authorsa (TM) peer community: the learners, teachers, researchers and policymakers who will take the dialogue forward and contribute to its further growth." -- Cover.