Lessons from an International e-Learning Project

Hoy traemos este artículo de The International Review of Research in Open and Distance Learning, Vol 8, No 3 (2007), ISSN: 1492-3831

Paul Breen
Holborn College, London
UK

Abstract

This paper offers a critical examination of an e-learning project in the context of a Distance Education training program delivered to teacher trainers by an external university in Rwanda. In examining the successes and failures of the project, it uses a framework based on ideas promulgated by Moore (1995) and strives to provide guidance and reference for future projects in this field.

Introduction

Moore (1995) describes how, in May 1995, The American Center for the Study of Distance Education hosted the Third Distance Education Research Symposium Conference, in which a group of researchers were asked to consider “the effect of research on improving the quality of distance education practice” (p. 1). In setting out a framework for analysis, they identified “four key research areas: course design, instruction, policy and administration, and learners and learning” (p. 4).

By Moore’s (1995) own admission, there is a considerable degree of overlap within these four key research areas, but they serve to offer structure in a field where so much research is autonomous and unconnected. Although all online learning and development projects should be implemented on a case-by-case basis, there is a clear need for comparative studies. This is advocated in the work of Gourley (2004), and Keniston (2001) who in writing about the Indian context, notes that India abounds with pilot projects that rarely form part of any larger plan and which include little thought or consideration of how they might be replicated on a larger scale beyond the boundaries of the individual projects.(leer más…)

Fuente: [The International Review of Research in Open and Distance Learning]

Going the Distance: Towards a new professionalism for full-time distance education faculty at the University of the Philippines

Hoy traemos este artículo de The International Review of Research in Open and Distance Learning, Vol 8, No 3 (2007), ISSN: 1492-3831

Patricia B. Arinto
University of the Philippines, Open University

Abstract

Several constraints influence the formation of a professional identity by full-time distance education faculty at the University of the Philippines. One of these is the marginalisation of distance education (DE) in the academy as a consequence of DE’s identification with low status disciplines, as well as with developments in higher education that are undermining traditional academic identities. There are also constraints arising from the social organisation of distance education itself. The paper offers a (re)conceptualisation of academic professionalism for distance education faculty that is more responsive to the challenges that they face, and more empowering for themselves and the academic and other communities of which they are a part.

Keywords: Distance education faculty; academic professionalism; faculty development

Introduction

How do faculty of distance education (DE) institutions form a professional identity as members of the academic community when their very status as academics is in question and certain conventions of academic life are absent from the DE setting in which they operate? What models of academic professionalism can they look to, and perhaps emulate, when traditional academics norms and values are under challenge and are far from stable? (leer más…)

Fuente: [The International Review of Research in Open and Distance Learning]