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In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by the wide scale uptake of Internet based learning approaches and an expanding distance education market, amongst many other trends. As competition within the sector increases because of access to the WWW and other in-country socio-political influences, the push to attract and retain students is becoming a key issue for institutions. Understanding the distance student's voice in relation to these trends and developing appropriate responses to ensure a satisfactory learning experience is of critical importance. This paper reports on a recently completed study that explored the distance learners' experience at one dual-mode Australian institution. The paper outlines a rationale for investigating the student voice to meet the unique needs of the distance learner. It describes the approaches that were adopted to undertake the research and discusses some of the main themes that emerged from the study -individualness, connectedness, quality, mobility, and resourcefulness. The paper concludes with considerations for policy and practice in relation to utilising the distance learners' voice in enhancing distance leaners' experiences.

<span>The current trend of globalisation is one that is having a marked impact on society and the area of education in particular is feeling the impact. The dramatic changes that are taking place as a result of globalisation means that the demand for education is increasing significantly. There is growing recognition of not only the need for skills development but also reskilling and a requirement for lifelong learning (Duguet, 1995). Additionally, the increasing availability and stability of communications technologies along with the economic rationalisation that is characteristic of the nineties, means that educational institutions are rethinking the ways in which they deliver teaching and learning activities to an increasingly diverse and dispersed clientele.</span><p>This article describes a video conferencing project at Central Queensland University which was implemented to deliver simultaneous interactive instruction in first year chemistry to three campuses - Rockhampton, Mackay, Bundaberg. The article discusses some of the issues of implementing video conferencing as a tool for teaching in a distributed, multi-campus institution and the challenges in developing an interactive teaching and learning model. This includes the need for intensive ongoing staff development and the recognition that staff development for teaching with technology is a long term process of skills acquisition. It also recognises the importance of appropriate student preparation and the part this plays in successfully adopting technologically mediated teaching and learning programs.</p>

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Utilizing students' own mobile devices and rich media: Two case studies from the Utilizing students' own mobile devices and rich media: Two case studies from the health sciences health sciences