Cover image for The convergence of distance and conventional education : patterns of flexibility for the individual learner
Title:
The convergence of distance and conventional education : patterns of flexibility for the individual learner
Author:
Tait, Alan.
Publication Information:
London ; New York : Routledge, 1999.
Physical Description:
xi, 192 pages ; 24 cm.
Language:
English
Reading Level:
1440 Lexile.
ISBN:
9780415194273

9780415194280
Format :
Book

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Material Type
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Status
Central Library LC5800 .C67 1999 Adult Non-Fiction Central Closed Stacks
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Summary

Summary

This volume of essays from leading British, North American and Australasian contributors looks at the issues of the convergence of distance and conventional education. The term 'convergence' refers to the breaking down of barriers between open and distance learning and conventional institutions, and the creation of more and more institutions working across a range of modes. Such convergence has been driven by a number of factors, including the new technologies for teaching and learning, the impact of lifelong learning policies, the entry of larger than ever numbers of adult part-time students into tertiary education, and the demands of both employers and individuals for professional and work-related education throughout their working lives.
The fourteen chapters engage critically with a range of aspects of convergence, including:
* how well is open and distance learning carried out by conventional institutions for which it may continue for a lengthy period to be seen as of secondary importance?
* to what extent will open and distance learning be more effectively carried out by conventional institutions able to offer a variety of modes to a wide range of learners?
* how well will the variety of learners be served by systems that are converging?
* what are the managerial issues at institutional level where converging systems are being developed?


Author Notes

Mark Chambers is Director, Centre for Continuing Education at Victoria University of Wellington in New Zealand.
Gail Crawford is an associate professor and instructional psychologist in Athabasca University's Centre for Distance Education.
Vicki Goodwin is Head of Department of Liberal Studies at Totton Community College.
Lee Herman is Mentor/Co-ordinator at the Auburn, New York location of the State University of New York/Empire State College, and co-founder of the ESC Mentoring Institute.
Viktor Jakupec is Senior Lecturer in Education, Faculty of Education, University of Technology, Sydney.
Sue Johnston is a professor in Higher Education and Director of the Teaching and Learning Centre at the University of New England, Australia.
Denise Kirkpatrick is Senior Lecturer in the Centre for Learning and Teaching at the University of Technology, Sydney.
Sharon McGuire (B.Ed, MA, PhD) is a faculty member of the Centre for Information and Communication Studies at Athabasca University.
Alan Mandell is Director of the Mentoring Institute of the State University of New York/Empire State College, and Professor at ESC in New York City.
Di Marks-Maran is Deputy Director of the Wolfson Institute of Health Sciences at Thames Valley University and Head of the Wolfson Institute's Centre for Teaching and Learning.
Roger Mills is currently Director of the Open University in East Anglia
Jennifer O'Rourke is a consultant and researcher in adult and distance education
Rick Powell (BA, MA) is Head of Institutional Studies at Athabasca University.
Kate Stephens is currently Lecturer in Education at the University of Sheffield.
Alan Tait is a staff tutor in the School of Education at the Open University (UK)
Diane Thompson is a senior lecturer with the Deakin Centre for Academic Professional Development and Head of Academic Professional Development for the university.
Ross Vermeer is currently a course designer at the Open University of Hong Kong
Gill Young is Reader in Educational Development and manages the Research Unit in the Centre for Teaching and Learning at the Wolfson Institute of Health Sciences, Thames Valley University.


Table of Contents

Alan Tait and Roger MillsMark ChambersLee Herman and Alan MandellSue JohnstonDenise Kirkpatrick and Viktor JakupecRoger MillsRick Powell and Sharon McGuire and Gail CrawfordJennifer O'RourkeKate StephensAlan TaitDiane ThompsonRoss VermeerGill Young and Di Marks-Maran
List of contributorsp. vii
1 The convergence of distance and conventional education: patterns of flexibility for the individual learnerp. 1
2 The efficacy and ethics of using digital multimedia for educational purposesp. 5
3 On access: towards opening the lifeworld within adult higher education systemsp. 17
4 Introducing and supporting change towards more flexible teaching approachesp. 39
5 Becoming flexible: what does it mean?p. 51
6 Diversity, convergence and the evolution of student support in higher education in the UKp. 71
7 Convergence of student types: issues for distance educationp. 86
8 Canaries in the mine? Women's experience and new learning technologiesp. 100
9 A worthwhile education?p. 110
10 Notes from the margins: library experiences of postgraduate distance-learning studentsp. 124
11 The convergence of distance and conventional education: some implications for policyp. 141
12 From marginal to mainstream: critical issues in the adoption of information technologies for tertiary teaching and learningp. 150
13 Building tools for flexibility: designing interactive multimedia at the Open University of Hong Kongp. 161
14 A case study of convergence between conventional and distance education: using constructivism and postmodernism as a framework to unconverge the mindp. 175
Indexp. 188

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