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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.
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.
Quality assurance and its management are common practices in higher
education. However, they have only recently become a major concern
in open and distance learning (ODL), especially in developing
contexts. South Africa has identified ODL as a strategic avenue for
expanding access to higher education, and has recently transformed
a policy on ODL practices. However, having a policy will not
necessarily assure quality unless practices on the ground are
aligned with such a policy. The ODL mode of delivery in developing
contexts needs to consciously build quality into its management and
practices. While internationally there have been attempts to
address quality management issues through journal articles and
books, generally the literature in this area remains scanty with
respect to ODL. This is especially the case in terms of closing the
gap between policy propositions and implementation. Assuring
Institutional Quality in Open Distance Learning (ODL) in the
Developing Contexts seeks to bridge this gap between policy
propositions and implementation of ODL in developing contexts, with
a focus on South Africa.
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