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Journal of Distance Learning Assessment, v2 n1 Spr 1999

This paper presents a case study of distance education at the University of Southern Queensland (USQ) in Toowoomba, Australia. Begun in 1977, distance education at USQ moved from the correspondence model to the multimedia model, to the telelearning model, and finally to the current flexible learning model characterized by on-line delivery via the World Wide Web. It is noted that as universities move to this fourth model of on-line delivery of distance education, institutions will have opportunities to develop more flexible policies and procedures in regard to student selection, student enrollment and progression, and the teaching and learning processes. The paper then examines current USQ practices, the challenges presented by the on-line environment, and possible solutions in regard to student entry requirements, student enrollment periods, student progression, the nature of study materials, and approaches to student assessment. It is concluded that if flexibility and students' control over their own learning are taken seriously, institutions must devote as many resources to the review and development of academic management strategies, including student support systems and professional development of faculty, as they focus on the development of delivery technologies. (MDM)

Descriptors: Admission Criteria, Case Studies, College Instruction, Computer Assisted Instruction, Distance Education, Educational Attainment, Enrollment, Foreign Countries, Higher Education, Models, Online Systems, Teaching Methods, Universities, World Wide Web

Web site: http://www.westga.edu/~distance/mclendon21.html





Autor: McLendon, Emory; Cronk, Peter

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9201&id=ED432173







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