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dc.contributor.authorCubric, Marija
dc.contributor.authorClark, Karen
dc.contributor.authorLilley, Mariana
dc.date.accessioned2013-12-19T10:00:18Z
dc.date.available2013-12-19T10:00:18Z
dc.date.issued2011
dc.identifier.citationCubric , M , Clark , K & Lilley , M 2011 , An exploratory comparative study of distance-learning programmes . in Procs 10th European Conference on e-Learning : ECEL-2011 . ACPI (Academic Conference Publishing International) , pp. 134-144 , 10th European Conf on e-Learning , Brighton , United Kingdom , 10/11/11 .
dc.identifier.citationconference
dc.identifier.otherPURE: 2543074
dc.identifier.otherPURE UUID: af97fdd1-59f2-41c2-a113-cf9f983d53bd
dc.identifier.otherScopus: 84938585091
dc.identifier.urihttp://hdl.handle.net/2299/12428
dc.description.abstractIn this paper we describe an exploratory study of distance learning practice. We review five different distance learning programme models from five different schools at the University of Hertfordshire, each varying in production and presentation. We situate the programmes in an extension of Weller’s pedagogy-technology space, and we further qualify their pedagogy, using Chickering and Gamson’s principles as a basis for evaluation. The results of our analysis show that while the flexibility offered to students and economics of distance learning are indeed important drivers for implementation and adoption of distance learning, the quality of teaching and students’ learning experience is less well understood and frequently overshadowed by the above-mentioned factors. Moreover, we found that certain principles for ‘good teaching’ become more important than in the face-to-face scenarios, some principles assume different meaning in distance learning situations and new principles related to effectiveness and ‘affordability’ of on-line communication emerge and gain in importance. The study aims to help develop a framework for analysis to be a tool for programme planners in a dynamic education environment. It is already helping in formulating implementation of the ambitious distance learning strategy at University of Hertfordshire but can also help other higher education institutions that aspire to provide quality distance learning education in the future as well as in informing other providers of distance learning materials and toolsen
dc.language.isoeng
dc.publisherACPI (Academic Conference Publishing International)
dc.relation.ispartofProcs 10th European Conference on e-Learning
dc.rightsOpen
dc.titleAn exploratory comparative study of distance-learning programmesen
dc.contributor.institutionHertfordshire Business School
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.contributor.institutionCentre for Research on Management, Economy and Society
dc.contributor.institutionLearning in Business Research Unit
dc.contributor.institutionDepartment of Management, Leadership and Organisation
dc.contributor.institutionHertfordshire Law School
dc.contributor.institutionSchool of Computer Science
dc.contributor.institutionScience & Technology Research Institute
dc.contributor.institutionCentre for Computer Science and Informatics Research
dc.relation.schoolHertfordshire Business School
dc.relation.schoolHertfordshire Law School
dc.relation.schoolSchool of Computer Science
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2011
rioxxterms.versionAM
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


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