Beauty Lies in the Eye of the Beholder

Abstract

Best practice can be defined as that combination of structure, educational technology and content of a learning opportunity, which, in certain contexts and for particular groups of learners, is most likely to achieve the purposes of the main stakeholders. However, the rate of change of technological, political, economic, social and cultural contexts suggests that best practice may become a redundant concept, in that what is judged as best one day may not be so judged the next. This article considers what some significant contributions to the literature on open and distance learning practice have to say about the development and provision of best practice and about the place of critical reflection by stakeholders. It also considers the challenges facing the development of best practice presented by change, concluding with the identification of the most significant areas of development yet to be made.

Increased technology provision and learning: Giving more for nothing?

“…This paper does not aim to study the impact of a change in the technology to enhance learning for a specific resource, but rather considers a technology and a learning resource as a bundle, with the chosen technology assumed to be the most appropriate for a given learning resource under both time and technological constraints. This paper does not study the teaching pedagogies behind This study also highlights the importance of the (distance learning) module design for the effective use of resources potentially associated with effective learning (Calder, 2000;Bray et al, 2008). It contributes to the current academic literature by describing a module organisation adapted to time-constrained students.…”

“…• the paradigm shifts toward student-centred learning and teaching in relation to student demands and toward blended learning (e.g., Beaudoin, 1990;Calder, 2000).…”

“…Distance learning can be simply defined as (higher) education that is not delivered on a face-to-face basis, (i.e., education that is necessarily fully provided off-campus) (Calder, 2000). It is interactive, with email exchanges and discussions mostly on an asynchronous basis (Cheaney & Ingebritsen, 2005).…”

“…Distance learning also requires independent study of the material compared to an equivalent face-to-face setting (Bray, Kumiko, & Dlugosh, 2008). This form of education has been promoted as being more inclusive through widening participation (Calder, 2000). Distance learning attracts students who have very heterogeneous learning styles and who are different from those involved in campus-based edu- 180 cation (Berenson, Boyles, & Weaver, 2008).…”

“…Three components for effective learning based on underlying modes of interaction have been identified in the literature: (i) technological tools as the basis for the type of educational content supply, (ii) student-centred delivery (i.e., in relation to demand), and (iii) teacher-centred teaching (i.e., in relation to supply) (Anderson & Garrison, 1998, cited by Anderson, 2003Calder, 2000;Bray et al, 2008). In this framework, the current push for increased technology provision would seem based on supply only (i and iii), ignoring students' needs and demands (ii).…”