Planning & Management in Distance Education

Planning & Management in Distance Education

Planning & Management in Distance Education

Planning & Management in Distance Education

Synopsis

Online distance education and training is being adopted throughout the world as a cost-effective, flexible answer to widening access for all. This enthusiasm has led to many initiatives and policies from governments to encourage online learning at international, national, regional and institutional levels. Also, changes in distance learning continue to take place as a result of educational discourse and innovations in ICT. Distance learning courses are therefore under pressure to reform, and successful management of external policy planning and internal change management is key to the implementation and maintenance of reforms.World-class leaders, researchers and practitioners share their experiences, research and critical reflection in this book, providing guidance on how to balance quality management with quality learning. Subjects covered include policy and planning, institutional management, management of processes, quality assurance and accreditation, and internationalization.This book will aid anyone involved in running or wanting to implement distance education to effectively manage an online learning program.

Excerpt

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The context

Distance education has evolved from traditional correspondence courses to online and networked learning-from the first generation to the fifth (Taylor, 2001, 2002). Today, a host of educational and training forms and processes are presented under the banner term 'distance education'. It is practised through single-mode distance teaching institutions, distance learning/educational development/flexible learning centres of higher and further education institutions and business enterprises, individual courses of academic programmes and schools of studies, and national/ regional/international alliances and consortia. Not all mega universities (Daniel, 1996) are single mode, and as Harry and Perraton (1999) remark, both open universities and dual-mode institutions are now major players. Distance education today includes an array of organizational and delivery structures. This book takes the position that distance, open, flexible, distributed and online learning are all major forms in the emerging scenario, and therefore addresses planning and management issues and imperatives within this framework.

The management of distance education operations is as much the responsibility of organizational leaders as that of the staff, with staff responsibility varying across organizational types. For example, in the single-mode institutions the course team may include dozens of staff; an electronically delivered course in a conventional university may involve one staff member who is responsible for all aspects of production and delivery. Irrespective of variations in provision and organization,

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