This book explores the reasons for the trend towards dual and multi-mode provision of distance education, and the arising issues, opportunities, and challenges related to people, policy, and places of teaching and learning. The chapters in the book were originally published in Distance Education.
This book explores the reasons for the trend towards dual and multi-mode provision of distance education, and the arising issues, opportunities, and challenges related to people, policy, and places of teaching and learning. The chapters in the book were originally published in Distance Education.
Tony John Mays is currently Education Specialist for Open Schooling at the Commonwealth of Learning but was formerly Manager of the Unit for Distance Education at the Faculty of Education at the University of Pretoria, South Africa. Folake Ruth Aluko is a Researcher in the Unit for Distance Education at the Faculty of Education at the University of Pretoria, South Africa. M. H. A. Combrinck is Head of Department of the Senior and Further Education and Training Phase at the Faculty of Education at Wellington Campus at Cape Peninsula University of Technology, South Africa.
Inhaltsangabe
Introduction - Deconstructing dual-mode provision in a digital era 1. Opportunities and challenges for campus-based universities in Africa to translate into dual-mode delivery 2. A trend analysis of opportunities and challenges of open and distance learning provision in dual-mode institutions 3. Avoiding to fit a square peg into a round hole: a policy framework for operationalising open distance education in dual-mode universities 4. Demystifying the process of ODL policy development in a dual-mode context: lessons from Zambia 5. The dual-mode provision: successes and challenges. A case study of Women's University in Africa (WUA) 6. To walk invisible: distance students in a dual-mode university 7. Embracing distance education in a blended learning model: challenges and prospects 8. Learning design for multiple modes of provision: the Zambian community school teacher development programme 9. Agile administrative choreographies for multimode education at the University of Pretoria Reflection - On the margins or at the center? Distance education in higher education
Introduction - Deconstructing dual-mode provision in a digital era 1. Opportunities and challenges for campus-based universities in Africa to translate into dual-mode delivery 2. A trend analysis of opportunities and challenges of open and distance learning provision in dual-mode institutions 3. Avoiding to fit a square peg into a round hole: a policy framework for operationalising open distance education in dual-mode universities 4. Demystifying the process of ODL policy development in a dual-mode context: lessons from Zambia 5. The dual-mode provision: successes and challenges. A case study of Women's University in Africa (WUA) 6. To walk invisible: distance students in a dual-mode university 7. Embracing distance education in a blended learning model: challenges and prospects 8. Learning design for multiple modes of provision: the Zambian community school teacher development programme 9. Agile administrative choreographies for multimode education at the University of Pretoria Reflection - On the margins or at the center? Distance education in higher education
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