LOL--Limitations of Online Learning--Are We Selling the Open and Distance Education Message Short?
ARTICLE
Barrie Todhunter
Distance Education Volume 34, Number 2, ISSN 0158-7919
Abstract
The thesis of this paper is that the open and distance education sector is based on a framework of terminology that is typologically inconsistent and which lacks clarity, and open and distance education teaching and learning models are examined to explore these concerns. The findings of this analysis are then used to assist in the articulation of a strategic direction for a regional dual-mode Australian university and to identify appropriate branding for its off-campus model of education. Concerns are raised as to the appropriateness of an "online" message to prospective students given possible adverse perceptions of a learning environment that may not align with the needs and expectations of distance learners.
Citation
Todhunter, B. (2013). LOL--Limitations of Online Learning--Are We Selling the Open and Distance Education Message Short?. Distance Education, 34(2), 232-252. Retrieved August 15, 2024 from https://www.learntechlib.org/p/157390/.
![](https://editlib-media.s3.amazonaws.com/sources/eric.png)
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
Keywords
- blended learning
- Computer Networks
- Cooperative learning
- EDUCATIONAL ENVIRONMENT
- Educational Research
- electronic learning
- Enrollment
- Flexible Progression
- Foreign Countries
- Interpersonal Relationship
- Large Group Instruction
- online courses
- Open Education
- student attitudes
- student evaluation
- STUDENT SCHOOL RELATIONSHIP
- Student Surveys
- Teacher Student Relationship
Cited By
View References & Citations Map-
Experience with Massive Open Online Courses in Slovakia
Zuzana Melicherikova & Andrej Piovarci
Journal of e-Learning and Knowledge Society Vol. 12, No. 1 (Jan 25, 2016)
-
Community of Inquiry and Perceived Learning: The Impact of Blended Learning among High School Students
Kyleigh Harrell, Liberty University, United States; Jillian Wendt, University of the District of Columbia, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 501–508
-
Online Learning in a South African Higher Education Institution: Determining the Right Connections for the Student
Dorothy Queiros, University of South Africa; Mary de Villiers, University of Africa
The International Review of Research in Open and Distributed Learning Vol. 17, No. 5 (Sep 26, 2016)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.