Abstracts
Keynotes
Hedberg, J.G. Creating, growing and sustaining learning environments
Now that we have gone “online and virtual” what lessons have we learned about the models of design that support educational interactions in learning environments. Contemporary designers are faced with challenges such as creating comprehensible visual design, embodying the best ideas of changing learning theories, and emphasising effective pedagogical encounters in a world where online interactions are the norm for professionals rather than the exception. Enthusiastic advocates seek resources such as learning objects and other technology-based options that do not necessarily employ any pedagogical or theoretical underpinnings. This paper will review the good and bad of a number of learning designs, extract what are good and not-so-good illustrations of best practice and discuss the problems of creating and maintaining learning communities.
Oliver, R. Exploring benchmarks and standards for assuring quality online teaching and learning in higher education
With the current level of interest in, and exploration of, quality and standards as they apply to teaching and learning in higher education, it is important to know and understand benchmarks that can be applied in the quality assurance process. This paper explores the development of benchmarks and a benchmarking process undertaken at Edith Cowan University for teaching and learning in general. The paper explores those elements that are relevant to online learning and explores quality indicators and benchmarks that arise from these.
Papers
Andrews, T. Sustaining a quality learning environment: Reviewing the development of a new flexible learning campus
Throughout the last decade flexible learning approaches, at least in part, have been considered a viable means of improving the quality of teaching and learning practices in higher education and have been widely adopted by the tertiary education sector. In particular, they have been considered advantageous in fostering the development of generic skills and deeper approaches to teaching and learning. In 1999, the University of Queensland opened a new campus at Ipswich. This campus was designated, amongst other things, as a centre for innovation in teaching and learning with a particular focus on flexible learning. The intention of the University was to improve the quality of teaching and learning at the University through the deliberate adoption of flexible teaching and learning strategies and approaches for students. This paper looks back over four years of development at the Ipswich campus and explores the extent to which sustaining quality learning through the adoption of flexible learning at a new campus has been achieved.
Batt, D. i-support! A Smart State approach to supporting students at risk online
The Queensland Government’s Smart State agenda includes a package of education and training reforms. This package includes a commitment to Information and Communication Technologies that recognises their role as fundamental tools for learning. Since its establishment in 2000, the Virtual Schooling Service in Queensland has continued to expand, offering greater subject choice to students in schools across the state. The new and emerging online technologies used by the Virtual Schooling Service are new being applied to the area of student support with the introduction of the program i-support. Teachers and students across the state are now able to access online support materials and use technology to work in partnership with other Education Queensland learning communities. The Queensland Government’s Smart State commitment is becoming a reality in the classroom for every student and every teacher under the Education and Training Reforms for the Future package This paper will discuss this initiative in relation to its impact on the expansion of the Virtual Schooling Service to students at risk of disengaging with learning and the research that will inform its continuation and success.
Batt, D. The communicative orientation of virtual language teaching in schools
The aim of this study was to investigate the communicative orientation of classroom interaction in Japanese language lessons that are conducted in the virtual environment of synchronous (real-time) telematics. Specifically, the study examined Japanese telematics classrooms in upper primary and junior secondary schools in Western Australia. This study focused on whether the interaction in the classes studied, evident in the virtual learning mode of telematics, was facilitative of second language acquisition. Although recent studies have recommended improvements to telematics delivery, no other known study has specifically investigated whether the interaction evident in the delivery of Japanese via telematics is of the type that promotes successful second language acquisition. Through the use of the Communicative Orientation of Language Teaching (COLT) Observation Scheme, this study was able to capture and measure features of second language classroom interaction in these telematics environments. The form of telematics used in this study was synchronous communication between teacher and students using telephone and computer links, sometimes also referred to as “audiographics”.
Brown, J. Online Counselling - The OTEN Experience and Implications for the Future
Students studying by distance also seek to access support, including counselling support, by distance. Once the availability of the OTEN counselling email address was widely known, students were keen to use this method of accessing support, and currently over 20% of client contacts are made by email. The provision of online counselling raises a number of professional issues, including issues relating to ethical practice. The experience of online counselling highlights the need for counsellors to develop skills and techniques to facilitate effective therapeutic communications in a text only environment. As further technological developments occur, student demands for accessible support services are expected to increase. Organisations considering offering online counselling need to ensure adequate resources including the provision of training for counselling staff.
Buchan, J.F. & Buchan, A.J. Lessons from nature-developing an adaptive management model for sustaining quality learning environments
If there is to be change in the way learning environments are perceived and managed, we need to shift the boundaries on the thinking genre for educational management. We need to explore the opportunities for alternative educational management models. Experiences from natural resource management are used to both define the learning environment, and to develop appropriate methods for managing the quality of education. An Adaptive Management Model is introduced to guide decision making in the learning environment. Educators at all levels, from the classroom to a national level, can use the model. The four-step model involves benchmarking using indicators to assess the current state of the learning environment; application of a management strategy to inform decisions; action to invoke changes to the learning environment and monitoring to assess the action’s effectiveness. One may not be able to actively control the external factors influencing the learning environment, but must at least learn to manage for them. A case study is outlined to demonstrate the potential use of the model in developing an online learning strategy for Charles Sturt University. The roles and responsibilities of educators and educational managers in sustaining quality learning environments are discussed and future directions for the model suggested.
Campbell, C. Using role plays to stimulate reflective online discussion participation
Previous online experiences, motivation and discussion confidence levels can all impact on the way tertiary education students interact in class discussion. When discussion contributions are reviewed, elements of pessimism, optimism, social chatter, depth of thought and reflection are all present in varying degrees. There does not appear to be any recognition by some students of the way their contributions are framed and/or received by classmates. While feedback and feedforward to students can highlight these aspects it is still challenging for some people to understand how they communicate online., The assigning of particular roles, once discussion group members are familiar with each other, appears to impact on the student’s discussion contributions in new and different ways. This paper describes some work in progress using role playing to stimulate student reflection about what they are saying in their groups’ discussion and how they present their ideas to their classmates.
Clark, J., Searle, G, Batt, D. Sustaining an authentic online learning environment: The virtual schooling service
The rapid adoption of new technologies in the education sector has opened up new opportunities for the way traditional schooling is delivered. Virtual schooling is a new model of schooling that transcends geographical locations and resource deficiencies to offer a technologically savvy learning environment. Due to the infancy of this area, research that focuses on virtual schooling models is currently limited. In fact, creating a quintessential definition of virtual schooling is like attempting to hit a moving target. The particular significance of the Virtual Schooling Service in sustaining quality learning environments has been with the services’ ability to provide rural and remote school students with subject options that would not otherwise be available because of the small numbers of students electing to take them in a single school. By aggregating student numbers across schools, the Virtual Schooling Service model has not only addressed an equity issue to enhance students’ completion of secondary schooling, but also has provided a new type of learning environment a feature of which is student to student interaction across schools. This paper explores the concept of virtual schooling within the Queensland context and offers a useful polarisation of the literature. Relevant to practitioners and researchers alike, this paper presents a case study of a fully operational Virtual Schooling Service.
Clouston, J. & Wenmoth, D. Mailbox to modem: Making eLearning sustainable in a traditional correspondence education environment
The development of eLearning has often occurred within the domain of an enthusiast, to add an extra dimension to a particular course, or as part of a ‘one-off’ project. Adopting eLearning as part of a systemic change within an organization requires considerably more planning and management. After eighty years of existence as a provider of distance education to compulsory sector students in New Zealand, The Correspondence School has begun to adopt eLearning strategies for some of its students. With around 20,000 students studying with the School each year, managing the transition to eLearning has required careful planning and implementation to ensure that it is both successful and sustainable. This paper provides an insight into the strategies that are being used and the thinking that informs them, from two perspectives. The first provides an overview of the context for this development, addressing pedagogical issues, appropriate technology choice and cultural change. The second provides a more intimate look at the work of a teacher and her students, creating insights into both the opportunities and barriers to successful eLearning. The writers combine to provide useful summaries of key issues and strategies from lessons learned over two and a half years of program development.
Dennis, C., Aaron, R., Kim, B. Sharing resources to build a learning community: A curriculum integration proposal
Australian Catholic University (ACU), in Sydney Australia, and Indiana University Bloomington (IUB), in the USA, have formed a partnership which aims to infuse technology into an existing face-to-face course in order to enhance the learning experience. Through the use of the technology, the new course will become a blended learning community consisting of face-to-face and online interactions. This paper will outline the parameters of the online learning community in the following terms. First it introduces and describes the nature of this project. Second, the literature of social constructivism as it relates to learning communities is discussed. Third, the paper describes the structure of the proposed online learning environment, and how it can relate to the curriculum that is already in place; this will be discussed from both the student and the facilitator points of view. Future evaluation will be focused on how students react to blended learning communities and early indicators of successful online learning using this curriculum approach. The paper concludes with a discussion of the implications of infusing the online learning community into the existing educational environment.
Deo, B. & Nabobo, U. Reflections on mixed mode and multimode teaching: USP case study
Planning for regional needs initiated face to face and extension (distance) modes of study at the University of the South Pacific. More recent economic and security issues forced the implementation of a mixed mode of study for full time students. In this paper two lecturers involved in teaching a core unit ‘Education and Society’ reflect on the advantages and disadvantages of each mode in their course, and report on early student feedback regarding the value of mixed mode study. Regional needs and cultural preferences are noted.
Donnan, P. & Veness, D. Moving off-campus at the University of Canberra: Establishing sustainable flexible delivery practice
In the contemporary Australian higher education sector, many universities are becoming increasingly involved in off-campus delivery of courses. Traditionally this has been the preserve of specialist distance education institutions that have well-established cultures, multi-media educational development units, student liaison and support systems, as well as the technical infrastructure that commonly includes a printery. With advances in modern telecommunications and educational technology, is it now a reasonably straightforward process for new entrants to compete successfully in this educational arena? How can institutional change management and leadership initiatives contribute to sustainable flexible delivery practice within a smaller institution that has been principally committed to on-campus teaching? This case study focuses on the establishment of the Flexible Delivery Development Unit (FDDU) and the Flexible Delivery Support Unit (FDSU) at the University of Canberra, the critical issues which have arisen during the first three semesters and how these continue to be addressed.
Foxwell, A.R. & Norris, R..A. Sustaining quality learning for environmental scientists
Sustaining quality learning in a time of reduced finances and reforms in the higher education and research sector is a challenge to most disciplines. Educationalists in environmental science at the University of Canberra have formed partnerships with industry to enhance quality and improve flexible delivery of the resources available for learners that has resulted in significant synergies for all involved. This paper describes the challenges and benefits of using partnerships that has used the strengths from teaching, industry and research. Flexibly delivered educational modules, fieldwork and long-term projects have beneficially used cash and in-kind contributions to produce graduates who can gather, synthesise and critically use information and develop robust knowledge through real-life examples. Industry has benefited through, obtaining new knowledge, the renewing and upgrading of skills and experiencing the raw enthusiasm of undergraduate students. The ability for education, industry and research to support each other's needs through providing solutions in a broad community arena will continue to result in sustaining quality learning in the environmental sciences.
Fripp, C., Blakely, J. Macnamarra, D. Collaboration, A Business Imperative for Education
Collaboration, whilst not new, has re-emerged as an imperative across the education sectors, particularly in the areas of resource development and the need to have interoperable systems. The drivers for this imperative result from changes to the environment in which the VET Sector operates. Brian Hawkins also chose collaboration as the theme for the keynote address at the recent EDUCAUSE Australasia Conference 2003, where he reinforced the need to break down silos and share networks, development of product and systems both locally and globally. AEShareNet is taking a strong leadership role in the vocational education sector by providing a facilitative learning bank system for management of training resources which also provides a link to a wide range of national repositories. The ‘AEShareNet Model’ is designed to be a cornerstone for collaboration, sharing and trading resources. A major issue in trying to achieve this collaboration is the need for cultural change and moving the sector from a traditional cottage industry approach into an e-commerce world where new business models are emerging. Where has the collaboration theme emerged from, and what are the implications for resource development in the VET sector?
Gerbic, P. & Stacey, E. Evidence for sustainable e-learning in quality online learning evnironments: A purposive approach to content analysis
This paper examines a methodology for establishing quality in online learning environments. For e-learning to be sustainable in flexible, open and distance learning, its value in learning must be able to be analysed. In the case of computer conferencing, one way to do this is with content analysis. This methodology is discussed with a review of current frameworks. These indicate that while some researchers and evaluators either use or modify existing frameworks, most researchers develop new ones, generally through the adaptation of existing theories, concepts or model, but in some cases through grounded theory approaches. The development and implementation of two frameworks are then discussed in detail. Both were developed to investigate and evaluate both collaborative learning and deep and surface learning as evidenced in computer conferences. Evidence of such learning attributes are precisely the elements of value in e-learning that can be shown through such a methodology. These attributes can then be integrated into courses developed for quality online learning environments.
Hastie, M. & Palmer, A. Real time, real young, real smart. The use of the Internet for real time teaching with 5 to 8 year olds
The project sought to use real time teaching via the Internet to provide direct instruction to geographically, socially and educationally isolated students in the five to eight year age groups. Twelve students enrolled at Brisbane School of Distance Education participated in Netmeetings with their teacher over a period of two years. Despite minor technical difficulties, we found that the students were highly motivated to learn using Netmeetings. The students demonstrated higher levels of cognitive function, enhanced memorisation of new concepts and an increase in attention span. Netmeetings enabled the teacher to use direct instruction to provide an individualised program to the students. It allowed the teacher to monitor the students’ development and collect data for evaluation. Netmeetings helped the students overcome their isolation, and enabled the teacher to support their home tutors. We found that real time teaching via the Internet could become an integral part of the educational programming for students of distance education. The resolution of minor technical and pedagogical issues associated with this innovative mode of delivery, together with the keen and inspired learning outcomes demonstrated by the students, were triumphs that reinforced this project’s finding that real time teaching with real young learners is real smart.
Hughes, R. A strategy to increase participation in online classes
As universities become more accountable and increasing revenue is more important than ever, online teaching increases. Some universities are offering classes solely online, while others are teaching face to face with online support. Regardless of which method is used, participation tends to be lacking in discussion forums and chat boards. After teaching online and being discouraged by the lack of student motivation to participate, a method for increasing participation in class was developed. This paper addresses a number of alternatives, and discusses the assessment strategy chosen. Conclusions based on observation of the students are included with reference to student evaluations of the course. Overall the strategy chosen to increase participation was deemed successful and students felt that their online experience was improved.
Inglis, A. Will Knowledge Management technologies be behind the next generation of e-learning systems?
Universities are starting to show interest in the field of knowledge management. This may have important long-term implications for the field of online learning. To understand why, it is necessary to grasp the way in which the field of knowledge management came into existence and the directions in which it is developing. This paper examines the origins of the field of knowledge management and role that knowledge management systems have played in its development; it discusses the potential applications for knowledge management systems in universities and, in particular, in online learning. The paper concludes by examining some implications of these possible developments for educational and instructional designers in distance, open and flexible learning.
Kerr, S. The 'supported external' mode of delivery: A response to the needs of Indigenous students studying teaching degrees in remote locations
There is a great shortage of Indigenous people qualified to take up teaching positions in Australian schools. Despite a 25 year history of Federal and State policies and programs calling for more Indigenous teachers in Australian schools there are still very few Indigenous students graduating from Education courses. In Western Australia a majority of Indigenous people live in rural or remote towns and communities and there are a multitude of problems associated with relocating to Perth to study at one of the Universities. In response to this situation Edith Cowan University has developed a regional centre program that involves the establishment of centres in various country towns in WA where there is a significant Indigenous population. These centres operate for five years, enough time to deliver an enabling program followed by the Bachelor of Education for a single cohort of students. The Bachelor of Education degree is not offered in external mode by Edith Cowan University so it has been necessary to develop a mode of curriculum delivery to suit the needs and expectations of the Indigenous students, while working within the constraints of location, budget and School of Education requirements. In this case study of the Geraldton Regional Centre, currently in its fifth and final year of operation, key elements of this “supported external” mode of delivery will be identified along with an overview of the students’ outstanding progress.
Lee, Y.L. Using e-learning to enhance the learning of graph transformations
Graphical representation of functions give more meaning to algebraic expressions and is suited to a particular mathematical task. Most of the distance students in Open University Malaysia (OUM) are unable to graph functions and cannot sufficiently understand graph transformations when taught through printed learning materials. Therefore, e-learning is recommended as an aid to enhance the learning of graph transformations for various types of functions. The objectives of the e-learning are to enable students to: 1) visualize graph transformations, 2) simulate graphical representations and 3) sketch functions with guidance. The e-learning develops in a natural progression from an animated presentation to guided and advanced level exercises. The elements of animation and interactivity create an educationally stimulating environment that can enhance the learning of mathematical issues and discovery of mathematical principles. This e-learning will be tested with the students in OUM to verify its effectiveness in the learning of functions and graph transformations.
Lobry de Bruyn, L. Online Communication in dPBL: Can threaded discussion provide social presence and convergence?
A special issue of Distance Education (Volume 23 (1), 2002) had a number of articles exploring as well as developing models for distributed problem-based learning (dPBL). As more units are being delivered by distance education and online mode due to recent educational developments in higher education (such as large class sizes and more students studying remotely) the efficacy of dPBL in an online environment has been questioned. The reservations about dPBL are often about the type of learning environments that are being created and the tools available to support communication when PBL is distributed in a virtual environment. When transferring traditional PBL to an online environment asynchronous computer mediated communication (ACMC) is one avenue to allow students to communicate independently of time and place, and allow small groups to be formed to communicate questions, opinions and queries. The use of threaded, web-based bulletin board discussions (computer conferencing) that allows asynchronous communication has been criticised for not producing the perceived benefits to learners and educators. This paper assesses the use of ACMC and the level of social presence and convergence as indicators of developing highly responsive and interactive learning communities.
McLoughlin, C. & Hollingworth, R. Exploring a hidden dimension of online quality: metacognitive skill development
Several strands of research can be applied to the question of how to provide a quality learning environment that supports higher order thinking skills. The first strand of research relates to the finding that effective problem solving can be fostered by enabling students to apply metacognitive strategies when solving tasks. The second finding is that metacognition is best developed through process-based approaches in which structured forms of social interaction and learning are implemented. A web-based tutorial is described that is based on these two findings, and which helps to develop the metacognitive skills of first year science students. Metacognitive skills are fostered in the tutorial by developing learners’ awareness of the problem-solving approaches of their peers and experts, by offering modeling and coaching in problem solving strategies and by employing pedagogies that enable learners to monitor and self correct their own problem-solving approaches and become more reflective learners.
McLoughlin, C. & Visser, T. Quality e-learning: Are there universal indicators?
The quality of online education is a central issue for the sustainable delivery, development and future of technology-supported learning. With the growing availability of educational technologies, educators want to know how to make the best use of them. With the expansion in e-learning adoption by institutions comes the demand for quality and accountability. A significant issue in this regard is that while there is a free and growing market in e-learning, there is also a proliferation of benchmarks and quality guidelines. This paper presents an overview of the multiple meanings of quality and benchmarks. While there may be different agendas at play, there is also consensus emerging as to what constitutes quality in online education.
McNeill, M. & Lantry P. Supporting distance students online: OTEN initiatives
There are many reasons why students choose distance modes of study, ranging from busy lives, multiple commitments from work and home and a desire for flexibility (Kirkby, 1999). However, the task of supporting and providing ongoing motivation for these students in their studies can be challenging and expensive for educational institutions. This paper provides an overview of some of the strategies used by the Open Training and Education Network to meet this challenge: primarily, the use of the OTEN Learning Support (OLS) site to offer support to both students and OTEN’s many off-site and on-site staff. The OLS was developed to enable students to access information and support, to communicate with other students and teachers and as a central location for other TAFE NSW web-based initiatives. So far this strategy has proven to be effective. For example during May 2003, 13,500 students visited the site and the teachers report a growing sense of job satisfaction in their changing roles.
McNickle, C. The impact that ICT has on how we learn
This paper provides an overview of the impact that ICTs have on learning and some of the limitations. ICTs have been responsible for the transfer of education from passive participation to active participation. The Internet offers the learner opportunities to go beyond boundaries not experienced before – in the terms of subject matter and communication. As a result of ICTs, new learning concepts have evolved, based predominantly on the constructivist mode of learning and knowledge-development. The power that the web allows the self-directed learner is enormous in comparison to the traditional classroom based learner. It has been found that for learners to achieve a level of expertise the learning has to be deep, conceptual and reflective with strong links between concepts and practice. This paper seeks to illustrate some of the research findings addressing these areas.
Moore, C. & Wallace, I. Encapsulating learning objects for learning flexibility: A case study
The case study described in this paper illustrates problems experienced in the transition from a traditional learning material specification, to a learning template model. The new model encapsulates a Learning Object Model approach. The adoption within an educational organisation to provide flexible delivery and online learning, required a fundamental paradigm shift within a discipline. This paradigm shift caused the discipline not only to struggle with the concepts of learning objects but to discover ways of implementing them to support the subject’s individual outcomes.The paper discusses outcomes and presents findings in the context of learning objects for learning flexibility. It explores the context of learning objects and how these should be considered in the design and development of both undergraduate courses, online, and distant learning.
Morgan, C.K. & McKenzie, A.D. Academic workloads and the challenge and burden of 'being there' for distance learners as online delivery raises new expectations of support
This paper explores the desire of university academics trying to ‘be there’ for their off-campus, online students in a climate where students seem to expect their teachers to be on call, but where academics seem not have enough time to meet their various responsibilities. The authors report on a survey of their Faculty colleagues that highlights the workload-induced strains that limit their ability to be there for their students. The disparity between demand for and supply of learning support becomes the launchpad for a reflection that problematises the efforts of online distance educators to nurture their students in their formal studies and in their pursuit of understanding. The authors use this occasion to look beneath the surface of the mainstream discourses around the support of online learners, and even though they do not reach any conclusions in their perambulations, they do not disguise the pleasure to be drawn from taking time to ask some fundamental questions about the practice of higher education.
Nichols, M. Using e-learning tools for assessment
eLearning tools entice instructors with the promise that setting and marking assessment tasks can be more efficient. Unfortunately however it is all too possible to compromise the validity of assessment and to disadvantage students if eLearning tools are applied incorrectly. This paper considers the educational importance of assessment and reveals how the context of cognitive domains can be used to determine which eLearning tools are best suited for particular assessment types. It also suggests a taxonomy of eLearning tools as they apply to assessment.
Philip, R. & Dalziel, J. Implications of COLIS for Course Development: The need for secondary usage meta-data
The second iteration of the Collaborative Online Learning and Information Systems consortium project (COLIS), called the Interaction of IT Systems and Repositories Project (IIS&R,) is an Australian Department of Education, Science and Training (DEST) funded initiative. During this new phase of the project, research is to be conducted into the useability of the COLIS Demonstrator as a testbed for a standards-based, e-learning environment of the future. Part of the research funding is to support investigation of teachers’ and learners’ evaluation of the system: its viability as, amongst other things, a means of improving interoperability between Learning Object Management Systems (LOMS) and information search gateways, between creators of learning objects and teachers wishing to purchase or exchange learning objects. Associated with learning objects will be digital rights (DR) and meta-data. In relating the COLIS Demonstrator to teaching experience in the real world, this paper raises some of the issues that educators now face when setting up the learning context, assembling learning resources and sequencing learning activities. Reflection on the contextual situation of staff raises issues which potentially affect the development of an integrated system such as COLIS.
Quinn, P. & Muldoon, N. An institutional re-positioning of examinations
The emergence of a range of learning and teaching environments beyond the traditional face-to face environments, the increased complexity of academic work, and heightened expectations of students has imposed a new set of challenges on teaching staff. The impact finds focus in the domain of assessment and with that, the traditional invigilated examination assessment type has come under scrutiny. An investigation of examinations and assessments at a large regional university is leading to an institutional re-positioning with alternative and multiple methods of assessment promulgated in subject provision, and in particular a heightened use of examination technologies.
Randolph, C. & Thompson, E. Increasing the value of recorded lectures: An offshore experience
Lifelong learning, information and communication technologies and globalisation have led to a growth in offshore and off-campus study programs. Many students in these programs combine a busy working life with part or full time study. Universities operating in this market must develop sustainable quality learning environments if they are to cater for the diversity of learning styles and study patterns that result from the mixture of cultures and life experiences. This paper reports on the impact of using recorded lectures in an offshore program and discusses options for increasing the value of these recordings in the context of the overall learning experience for students in this program. Lecturers expected that listening to lecture recordings before a block of intensive teaching would free up valuable contact hours for active learning. The student perspective was different. Some reasons for this are explored and recommendations made. One clear conclusion is that providing more modes of delivery and learning resources is not always perceived as better support for students.
Sahab, S.A. Initiating distance education programs at Saudi Arabia using networked learning technology
This article summarizes the current situation and opportunities at King Abdul-Aziz University (KAAU) regarding distance education. ACTION methodology is used to assess the viability of text-based networked learning as the technology of choice to deliver proposed distance education programs in the Kingdom of Saudi Arabia. The article also addresses the key issues of networked learning and the next steps to be taken by KAAU.
Samarawickrema, G. & O'Reilly, J. A converged learning environment to support all learners
Universities face an uncertain future unless they significantly alter their teaching and learning approaches and become more client focused. They need to reach more and more students who do not fit the standard residential degree. This has meant that lecturers have had to facilitate learning for on-campus students on local and overseas campuses as well as for off-campus students based locally and globally. Given the context, flexibility has been recognised as a key idea making it imperative to explore innovative models for flexibility that bring together and accommodate and support all learner groups. This paper describes a project to support students of an undergraduate Business Law unit via the development of such a converged learning environment. It attempts to draw together the different communities of students (on-campus and off-campus based locally and overseas) enrolled in that unit. In order to assist others interested in supporting flexible learning in a similar way, the paper shares details of formative evaluation and planned summative evaluation, together with reflections on lessons learned by the teaching academic and educational designer during its development process.
Sharp, K. Workplace learning profile- a self-evaluation tool
Learners in the workplace share many of the characteristics and issues related to open and distance learning. They can be physically isolated from their trainers and other learners, may have infrequent contact with their trainers, and are required to translate their everyday work activity into learning activities, often alone and in addition to their normal responsibilities. With the continuing surge in numbers of learners based in the workplace, both through formal and informal training agreements, the need to create and maintain quality learning outcomes has become paramount. In 2002, the Institute of TAFE Tasmania initiated a substantial research and evaluation project into workplace learning. A key outcome from this project was the Workplace Learning Profile, a self-evaluation instrument that provides a comprehensive model of effective practice in workplace learning, supported by software which enables teams to map their current practice and identify their own goals for improvement. As a practical tool combining a comprehensive, yet concise map of good practice with an easy-to-use mechanism for self-evaluation and action planning, the profile is most innovative, and unique in Australia.
Spratt, C. Technology innovators and structures of indifference in Higher Education
The revolutionary discourses of information technology have created ‘flexibility’ and ‘going online’ as the dominant policy discourses in higher education in Australia and internationally over the past decade. Policy discourses are not typically ‘critical’ and as such are ‘silent’ regarding problematic areas of universities’ business, for example the often deeply embedded pedagogical conservatism of academic groups. This paper argues that ‘flexibility’ and ‘going online’ as dominant discourses in higher education are ideological. The paper suggests that the praxis and agency of critical academics as technology innovators are threatened by such ideological discourses. The paper draws on recent doctoral research to argue that critical teachers as technology innovators face considerable personal and professional ‘costs’ when they engage in innovative practice in the context of the prevailing managerialism of the contemporary academy.
Sturgess, P. & Kennedy, M. Telementoring and WebCT: Supporting students at a distance
There is a widespread recognition that mentoring programs aimed at first year students will help to reduce student attrition rates and improve academic performance amongst this group. This paper will look at a mentoring program developed to support distance education students enrolled at Central Queensland University. The history of this program and factors that affect its success are discussed. The recent adoption of online technologies provided by the learning management system, WebCT, has provided new opportunities for communication and community building for volunteer mentors in this program. Issues raised and the potential to extend the use of WebCT to other aspects of support for distance education studentsare discussed.
Thompson, E., Baron, P., Newton-Smith, C. Teaching & learning offshore: A framework for sustainable development
Developing quality offshore programs presents some different challenges for both academics and associated professional support to those encountered in a traditional learning environment. The authors (an academic, an instructional designer and a librarian) examined some of the issues relevant to offshore teaching and learning from their multiple perspectives in order to provide a framework to facilitate the development of sustainable programs. Issues included curriculum design, teacher perspectives, student perspectives, cultural variables and learning support. The paper seeks to provide guidance to those who are endeavouring to establish a teaching and learning framework for offshore programs. The paper highlights the need to provide a sound pedagogical basis for offshore teaching and learning and outlines particular issues that may need to be considered in developing an offshore program. The paper also describes the approach that we have taken to address those challenges and concerns.
Turnbull, L. & Gofers, A. eBusiness and education: An evolutionary journey
By late 2000 the Open Training and Education Network (OTEN), the distance education arm of TAFE NSW, had developed an online strategic plan and was well on the way to ensuring an organisation-wide approach to the development and delivery of online courses. However the focus for 2003 has shifted to the adoption of e-business strategies by all functional units of the organisation. This paper explores the journey of a large vocational education and training provider in its holistic adoption of e-business. Due to the strategic approach adopted, the move to e-business has been a natural progression and one that OTEN is seeking to implement in a cost effective and client focused manner. As a quality education organisation (ISO:9001 2002) the commitment to continual improvement and meeting client requirements has facilitated this progression. This paper also examines key considerations OTEN now views as critical in the transition to becoming an e-business organisation – using technology to improve the quality of service provision while maximising efficiencies – considerations that will have relevance to all educational providers.
Ussher, B. Mentor as learner: Furthering professional development through a distance teacher education community
The concept of professional development schools has been promoted since the early 1990s. It is within this context of university-school partnerships that this study explores the experiences of teachers who act as mentors for students in a distance teacher education program through the University of Waikato. This research project aims to assess the impact of the presence of a Mixed Media Program student on the professional and personal growth and development of his/her coordinating teacher. The study will investigate whether there is perceived value for coordinating teachers from a student placement and further research will explore the feasibility of professional collaboration between schools and this university. The paper, a work in progress, outlines this teacher education program for primary school teachers, introduces the initial questionnaire and presents impressions from some initial responses, and then explores issues associated with collaboration between schools in remote and rural areas and university faculty.
Vardanega, L., Hatcher, D., Crombie, K. Maintaining sustaining learning environments in a cross cultural context
For over a decade, staff at an Australian university have been working collaboratively with a university in Hong Kong offering off-shore post-registration and postgraduate programs in health. It is a highly competitive environment that is driven by many competing agendas. There is therefore considerable pressure on academics involved in the grassroots development and delivery of the programs to create an environment where on-going working relationships can be sustained through high quality programs that demonstrate sensitivity to the cultural context where they are delivered. This paper discusses some of the experiences and initiatives taken by academics who are employed both locally and in Hong Kong as they attempt to design and deliver learning programs that are sustainable. In particular, this paper addresses strategies that attempt to create a learning climate that is culturally sensitive and responsive to the needs of students from another culture.
Yates, R. Support systems and retention rates in an online teacher education program
In recent years, the growth of online teaching and learning has been significant for many tertiary institutions. Indeed, it could be suggested that tertiary institutions which do not embrace the notion of presenting classes online, face the prospect of losing students to other institutions which do so. This rapid expansion of online learning has also meant that there are now people studying who would not otherwise have had the opportunity. Such expansion brings the challenge of providing students with a supported learning environment, one which enables the retention of students. This paper describes the commencement of a mixed media primary teacher education program (MMP) at the University of Waikato, Hamilton, New Zealand. It outlines how students are selected for the program, the way support networks have been developed, and comments on the retention rate of the program. By reporting on a research study carried out at the University of Waikato, the paper discusses how students have utilised these support approaches, and developed and utilised their own networks. The paper asks whether the support networks in place are effective and whether other factors may have greater influence on the potential success or failure of students.
© 2003 Open
and Distance Learning Association of Australia (Inc)
ISBN 0-9751326-0-1
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