영문목차

Foreword=xvi

Preface=xviii

Acknowledgment=xxix

Section 1. Global Issues and Perspectives in Distance and Flexible Education

Chapter 1. Maximising Technology Usage in Research Synthesis of Higher Education Professional Development Research : Research synthesis, a systematic accumulation, analysis, and reflection on a full body of relevant empirical evidence related to a particular research question, is a time-consuming and arduous task requiring the inclusion of multiple research points of view in the analysis process. LeximancerTM, lexical analysis, and concept mapping software has provided a method for reducing vast pools of research literature down to highly desirable research literature portions. It is not the authors' intention to provide an analysis of the documents retrieved for the research synthesis, but rather to articulate a method of content analysis that incorporates the use of technology to assist in the initial steps of a research synthesis. This chapter promotes the use of technology tools to enhance the critical review of evidence-based publications to make the identification of relevant articles more efficient and effective. / Cherry Stewart [University of New England, Australia] ; Stefan Horarik [University of New England, Australia] ; Keith Wolodko [University of New England, Australia]=1

Chapter 2. Equity in Distance Education : This chapter argues that equity issues are concerns for all areas of distance education research, from the macro, the meso, and the micro levels. These range from distance education theories through to choices of technology and curriculum design. As such, as equity issues inform all levels of distance education, this sits at a meta level in the field : a level that encompasses all facets. An understanding of the impact on the social justice issues in distance education is crucial. Equity has implications for all levels of practice, funding, and policy in distance education. / J. Willems [Monash University, Australia]=17

Chapter 3. Beyond the Boundaries : The Future for Borderless Higher Education : This chapter discusses the real benefits to be gained from institutional mobility (Borderless Higher Education). The author points out that establishing a campus in another part of the world provides access to a new talent pool, creates interesting staff and student mobility opportunities, enables new and different research initiatives, and enhances global reputation. / Don Olcott Jr. [University of Maryland University College, USA]=36

Chapter 4. Transnational Distance Education : Cultural and Quality Considerations : This chapter explores the extent to which courses, provision, and pedagogy have truly reflected differences in cultural characteristics and learning preferences. / Colin Latchem [Distance Education Consultant, Australia] ; Yoni Ryan [Australian Catholic University, Australia]=55

Chapter 5. Distance Education Quality Assurance in Ghana : In response to the challenges of enhancing the quality of distance education in Ghana, the National Accreditation Board (NAB), the government agency that is responsible for regulating and monitoring standards of higher education sector, has introduced certain mechanisms or processes to ensure conformity with minimum standards and also to promote the quality of distance education in Ghana. Drawing on an empirical study, this chapter discusses NAB's role in representing Ghana government's efforts to extend quality assurance oversight to transnational educational activities in the country. This chapter discusses how NAB works and comments on the effectiveness and challenges of ensuring the quality of distance education in Ghana. / Godwin Utuka [Victoria University of Wellington, New Zealand]=73

Section 2. Case Studies of Global Responses to Distance and Flexible Education

Chapter 6. Open Universities Australia : The Evolution of Open Access and Online Education Opportunities : The early foundations of Open Universities Australia (OUA) are detailed as being grounded in traditional distance education. OUA's early beginnings were overlayed with a media-centred approach specifically through a developed series of television programs. / Michael Crock [Open Universities Australia (OUA), Australia] ; Janet Baker [Open Universities Australia (OUA), Australia] ; Skye Turner-Walker [Open Universities Australia (OUA), Australia]=83

Chapter 7. Managing Project-Based Workplace Learning at a Distance : University-Health Service Partnership in a Master's Program : This case description outlines the development of a Master's course in Clinical Leadership involving a partnership arrangement between the University of Tasmania and a New South Wales Area Health Service, where partners are based in different states, and course participants complete their studies predominantly in distance mode. Workplace learning through project implementation is core to the course. The university takes responsibility for the development and delivery of online units, while the Health Service partner has major responsibility for the coordination and assessment of workplace learning assignments, with the academic moderation of the university teaching team. The integration of theory-based units with project implementation has been well received by course participants. / Jo Osborne [University of Tasmania, Australia]=99

Chapter 8. Southern Skies Distance Education Academic Exchange Project : Building a Community of Practice : In order to combine forces and experiences to overcome current challenges faced by distance education providers in South America, more specifically in Brazil and Argentina, and in Australia, leading distance education institutions from both worlds decided to develop the Southern Skies Distance Education Academic Exchange project. Funded by the Council on Australia Latin America Relations (COALAR), this project promoted academic exchange amongst four Australian universities collaborating as "DE-Hub" (Distance Education Hub) and four educational institutions in South America, two institutions in Argentina, and two in Brazil. This chapter presents the two stages of this exchange project, where visits to the participating institutions were undertaken. It also highlights some of the challenges faced by the project participants. Finally, it is discusses some of the emerging opportunities for further exchange and collaboration amongst the institutions involved. / Carina Bossu [University of New England, Australia]=107

Chapter 9. Cooperation between a Distance Teaching University and an On-Campus University : The Creation of a Dual-Mode University : There are more and more reasons for combining distance learning with classroom learning not only because of the availability of new technologies but also because of the changes they induce in the students' relationships to knowledge and in their way of life. Nonetheless, there are few instances of dual-mode universities being created by the fusion of a distance university with an on-campus university. This chapter relates the experience of fusing a distance university (TELUQ) with an on-campus university (UQAM), the reasons behind the fusion, and the lessons learned from the experience. / Louise Bertrand [University of Quebec, Canada]=115

Chapter 10. eCampusAlberta : A Story of Strategic Partnership and Collaboration Success in Distance Education : eCampusAlberta is one of the fastest growing online consortia in North America. It currently provides over 60 credentials fully online to learners in hundreds of communities across Alberta, Canada. Developed in 2002, eCampusAlberta is a consortium of 15 publicly funded colleges, polytechnics, and universities in Western Canada. This strategic partnership was developed by senior executives across the institutions in an effort to increase access to online learning opportunities province-wide. The consortium leveraged existing networks of senior executive officers and informed leaders across the member institutions to build a framework to support the implementation of the consortium. Since its inception, eCampusAlberta has inspired collaboration across member institutes and has had a significant transformative effect on the post-secondary landscape in Alberta. To date, over 28,000 learners have participated in courses offered via the consortium. / Tricia Donovan [eCampusAlberta, Canada] ; Janet Paterson-Weir [eCampusAlberta, Canada]=124

Chapter 11. Distance Learning : The "Risk Mitigation" Case for Independent Governmental Performance Measures in New Zealand : For any Independent Tertiary Provider, even those with long and established histories and relative economic viability, it is difficult to predict the future and thus maximise advantage for the organisation to "move ahead" or at least function optimally in a "changing world." This chapter argues that those ITPs who are able to adapt and remain flexible whilst delivering core educational services are those most likely to survive. This chapter demonstrates the key variables of global challenge or "threat" to blended and distance learning ITPs and shows how these variables may be mitigated against for organisational advantage. / Luke Strongman [Open Polytechnic of New Zealand, New Zealand] ; Polly Kobeleva [Open Polytechnic of New Zealand, New Zealand]=137

Chapter 12. Pre-Service Teacher Education for the Management of Actual and Virtual Classes : The development of Internet-based school networks, facilitating the creation of virtual classes, has implications for the professional education of teachers who are increasingly likely to teach both face-to-face and online. In the Canadian province of Newfoundland and Labrador, pre-service teachers are being prepared for networked school environments within which on-site and online teaching and learning are required. Teachers are provided with a structure within which to manage collaboration that includes learning circles and cybercells. Within networked school environments, virtual classes have been developed for teaching an expanding range of subjects at high school level. / Ken Stevens [Memorial University of Newfoundland, Canada]=152

Section 3. Capacity Development

Chapter 13. Supporting Teachers in Optimizing Technologies for Open Learning : This chapter takes an applied approach to supporting teachers in optimising technologies for open learning. The project described in this chapter is the "Learning Design Support Environment for teachers and lecturers" (LDSE), a collection of tools to support learning design and the exchange of ideas on how best to use technology. / Diana Laurillard [University of London, UK]=160

Chapter 14. Community of Practice or Networked Learning : A Matter of Design : This chapter examines the case of an online teacher professional development community. It was designed to facilitate both networked learning, and whole-group activities in cyclical form to support the eventual formation of a Community of Practice overtime beyond the facilitated episode. Participants completed activities with a group (collective) focus in a series of wikis and activities supporting networked learning in discussion forums. The design of the tasks was intentional, with clear identification of the learning purpose, and scaffolding to support desired outcomes. The participation and learning outcomes were evaluated using a range of qualitative and quantitative data collection methods. Overall, valuing the best elements of networked learning and Community of Practice through design aligned with Dron and Anderson's (2007) framework resulted in a design formulation that met the stated outcomes of each activity. / Wendy Fasso [Central Queensland University, Australia]=174

Chapter 15. Shifting Mindsets Within : Self-Study of Professional Learning : In an educational environment focused on providing flexible learning options to diverse student groups―rural and remote, cross-cultural, mature-aged, and second-chance learners―there need to be effective capacity building strategies for the professionals who provide these educational services. People do not resist change ; they resist being changed. This chapter describes the capacity building of early childhood educators redesigning curriculum for distance learning. / Brenda Wolodko [University of New England, Australia] ; Cherry Stewart [University of New England, Australia] ; Nicole Green [University of Southern Queensland, Australia] ; Helen Edwards [University of New England, Australia] ; Margaret Brooks [University of New England, Australia] ; Roz Littledyke [University of New England, Australia]=191

Chapter 16. The Casual Academic in University Distance Education : From Isolation to Integration―A Prescription for Change : Contextual changes in Australian universities, such as the growth of the Internet, a new student population, and an emphasis on re-education and lifelong learning are manifest in a repositioning of distance education from the margins to the centre of concern. In addition, recent reform imperatives have future implications for distance education as it is considered integral to delivering on Australian Government policy in terms of increased socially inclusive engagements in university education. However, there is scant policy conversation of the experiences of academics who deliver distance education programs. In addition to this, the delivery of distance education is often undertaken by academics employed within a casual capacity. / Katrina Higgins [Central Queensland University, Australia] ; R. E. (Bobby) Harreveld [Central Queensland University, Australia]=202

Chapter 17. An Associate Dean's Community of Practice : Rising to the Leadership Challenges of Engaging Distance Students using Blended Models of Learning and Teaching : Associate Deans (Learning and Teaching) face a number of challenges in successfully retaining and progressing students in their faculties. The first challenge involves identifying strategies to assist students in actively engaging with their studies. This challenge escalates if the primary mode of delivery involves distance learning. The second challenge stems from the need for Associate Deans to empower their staff to design, develop, and deliver curricular that achieves student retention. This chapter conceptualises blended learning and describes how an Associate Dean's Community of Practice facilitates an institutional approach to student engagement, both in terms of supporting students and supporting staff. These initiatives include a whole-of-institution approach to learning and teaching polices, practices and infrastructure, and professional development activities, incorporating an assessment week, university presentations, and peer review activities. This chapter outlines the success of these initiatives in building the learning and teaching capacities of both students and staff at a regional Australian university. / Jill Lawrence [University of Southern Queensland, Australia] ; Lorelle Burton [University of Southern Queensland, Australia] ; Jane Summers [University of Southern Queensland, Australia] ; Karen Noble [University of Southern Queensland, Australia] ; Peter Gibbings [University of Southern Queensland, Australia]=212

Chapter 18. The Problem of Analysis of the Temporal Dimension in e-Learning Research : E-learning is a complex phenomenon that includes technological, pedagogical, social, and management dimensions. The importance of multiple variables and temporal dimensions for evaluating changes and development are crucial elements that are not taken into account in the methods and orientation of most studies. Most well established methods of research are notable to analyze complex situations adequately. This chapter describes the problems, which arise when standard methods are applied, and explores the use of methods that support the analysis of multiple variables and temporal dimensions for evaluating changes and development. / Begoña Gros [Universitat Oberta de Catalunya, Spain]=223

Chapter 19. Applying STREAMS to the Management of Organizational Change in Distance Education : Strategic Resource for Educational and Management Success (STREAMS) was developed during a series of developmental projects over a fifteen-year period. It has grown out of the dual influences of commercial and education strategic planning practices. It was intended to make the complex task of strategic planning simpler so that non-professionals could use it as a guide to manage the process, involve stakeholders, follow its logically progressing path, and rely on it as a template for the completed and published product. In this chapter, STREAMS is suggested as an important tool for managing the organisational change process for implementing technology for distance education. / Eugene Willems [MENTOR Education and Business Management Solutions, Australia] ; Julie Willems [Monash University, Australia]=231

Chapter 20. A Whole of University Approach to Embedding Graduate Attributes : A Reflection : This chapter reflects on the processes in managing a curriculum mapping exercise aimed at integrating graduate attributes across CQUniversity's undergraduate programs. Most of these programs are offered via distance education. Due to the complexity of program offerings and the dispersed campus locations, a whole of university approach was needed to address quality and consistency of graduate outcomes. In order to achieve this, an audit of existing course graduate attributes was conducted using an online mapping tool. While the whole of university approach served to provide cohesion within the project, there were some challenges regarding the perceived top-down approach. This chapter serves to inform senior management of the complexities of managing resistance to change within an academic community. It is envisaged that this reflection will assist with future projects that require a whole of university approach. / Julie Fleming [CQUniversity, Australia] ; Robyn Donovan [CQUniversity, Australia] ; Colin Beer [CQUniversity, Australia] ; Damien Clark [CQUniversity, Australia]=246

Chapter 21. Epilogue : Directions for Future Research : The final chapter in this volume is the Epilogue. It flags current gaps in research and practice in flexible and distance education. In so doing, it also highlights potential future research areas that colleagues might wish to pursue as we progress into in the 21st century. / B. Tynan [University of Southern Queensland, Australia] ; J. Willems [Monash University, Australia]=258

Compilation of References=262

About the Contributors=286

Index=295