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The International Review of Research in Open and Distributed Learning

Aug 21, 2009 Volume 10, Number 4

Editors

Rory McGreal; Dianne Conrad

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Table of Contents

Number of articles: 14

  1. The Impact of an Advanced Certificate in Education (ACE) Program on the Professional Practice of Graduates

    Ruth Aluko, University of Pretoria

    This paper examines the impact of a distance education program offered by the University of Pretoria, South Africa, on the professional practice of teachers. A pilot study was conducted using a... More

  2. A Snapshot of Distance Education in Africa

    Rashid Aderinoye & Richard Siaciwena; Clayton Wright, Canada, Canada

  3. Distance Learning and Teacher Education in Botswana: Opportunities and Challenges

    Anne Sikwibele, Mulungushi University, Zambia; Judith Mungoo, Molepole College of Education, Botswana

    This paper reports on a study at Molepolole College of Education (MCE) involving teachers and tutors in the Diploma in Primary Education (DPE) program by distance mode, an in-service program aimed ... More

  4. An Evaluative Study of a Distance Teacher Education Program in a University in Ghana

    Kwasi Sampong, Central University College, Ghana

    The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in... More

  5. Policy Deficit in Distance Education: A Transactional Distance

    Sushita Gokool-Ramdoo, University of South Australia

    This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range... More

  6. Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa

    Jayshree Thakrar, Freda Wolfenden & Denise Zinn

    The challenges to teacher educators in sub-Saharan Africa are acute. This paper describes how the Teacher Education in Sub-Saharan Africa (TESSA) consortium is working within institutional and... More

  7. Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action

    Alison Mead Richardson

    This paper reports on a longitudinal, ethnomethodological case study of the development towards flexible delivery of the Botswana Technical Education Programme (BTEP), offered by Francistown... More

  8. Exploring Blended Learning for Science Teacher Professional Development in an African Context

    Bopelo Boitshwarelo, University of Botswana

    This paper explores a case of teacher professional development in Botswana where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in... More

  9. The Global Internet Pandemic

    Deborah Carter, Athabasca University

  10. Online Communication in Language Learning and Teaching and Telecollaborative Language Learning

    Nataly Tcherepashenets, SUNY, Empire State College

  11. Designing to Promote Access, Quality, and Student Support in an Advanced Certificate Programme for Rural Teachers in South Africa

    Jill Fresen, Oxford University, UK, United Kingdom; Johan Hendrikz, University of Pretoria

    This paper reports on the re-design of the Advanced Certificate in Education (ACE) programme, which is offered by the University of Pretoria through distance education (DE) to teachers in rural... More

  12. Teaching and Learning Against all Odds: A Video-Based Study of Learner-to-Instructor Interaction in International Distance Education

    Jean-Marie Muhirwa

    Distance education and information and communication technologies (ICTs) have been marketed as cost-effective ways to rescue struggling educational institutions in developing countries,... More

  13. Mobile Learning: Transforming the Delivery of Education and Training

    Olaf Zawacki-Richter, FernUniversität in Hagen

  14. China’s Radio & TV Universities and The British Open University: A Comparative Study

    David Brigham, State University of New York, Empire State College