Full Description
This book explores issues related to people, policy, and places of teaching and learning resulting from the trend towards dual and multi-mode provision of distance education. It explores reasons for the trend as well as some of the opportunities and challenges which may arise.
In many developing countries, demand for higher education provision outstrips the supply of full-time places; while in many developed countries the cost of full-time provision means that distance and online provision may be more accessible than full-time provision. At the same time, the growing use of online learning platforms has generally resulted in more flexible forms of provision. Consequently, an increasing number of higher education institutions now offer dual (contact and distance or online) or multi-mode (contact and distance and online and other) forms of provision. This volume helps to navigate this changing distance education landscape.
The chapters in this book were originally published in Distance Education.
Contents
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
