‘Open learning’, ‘distance learning’, and the misuse of language

Rumble, Greville

doi:10.1080/0268051890040206

Cited by 94 publications

(25 citation statements)

References 4 publications

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“…Its concern for disconnecting contiguity and proximateness from the education process during preceding modem times has rendered it potent, both for adapting to late-modernity, and for accommodating to its educational demands, It is probably important to note here that terms such as "open education" "open learning" "flexible learning" "distributed training" are floating around in the educational stockpot of late-modernity, however, for our purposes distance education and its antecedents can best be regarded as the "stock" itself. Once one probes beneath the surface of these terms what is meant by "open" turns out to be problematic and beyond the scope of this article (Evans, 1994a ;Jakupec & Nicoll, in press ;Rumble, 1989) . Forms of distance education, from schooling through to postgraduate levels, are embracing the communications and media technologies of late modernity to "construct" the new students of the times.…”

Section: Distance Education and Late Modernitymentioning

confidence: 99%

Matters of modernity, late modernity and self-identity in distance education

Evans

1995

Eur J Psychol Educ

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Open and distance education represents contemporary forms of education which are responding to the shift to late-modernity, especially in the forms of technology and media employed, but also in terms of the attenuated relationships between teachers and students. It is argued that distance education can be seen as a creature of modernity which has provided important foundations for the ways open education is constructed. Drawing on the work ofAnthony Giddens, the author uncovers some ofthe relationships between distance education, late-modernity and the self Issues are raised concerning the personal risks and benefits involved in emerging forms ofopen and distance education.

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Section: Distance Education and Late Modernitymentioning

confidence: 99%

Matters of modernity, late modernity and self-identity in distance education

Evans

1995

Eur J Psychol Educ

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“…This wide range highlights strong underlying differences in the way modules were designed. Some modules primarily relied on traditional methods of distance learning and course delivery via books and readers, with limited interactions in the LMS [24]. Other modules provided most or all of their course materials, tasks and learning activities exclusively online and expected students to engage actively in the LMS during the week.…”

Section: Relating Learning Design With Lms Behaviormentioning

confidence: 99%

"Scaling up" learning design

Rienties

Toetenel

Bryan

2015

Proceedings of the Fifth International Conference on Learning Analytics and Knowledge

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While substantial progress has been made in terms of predictive modeling in the Learning Analytics Knowledge (LAK) community, one element that is often ignored is the role of learning design. Learning design establishes the objectives and pedagogical plans which can be evaluated against the outcomes captured through learning analytics. However, no empirical study is available linking learning designs of a substantial number of courses with usage of Learning Management Systems (LMS) and learning performance. Using cluster-and correlation analyses, in this study we compared how 87 modules were designed, and how this impacted (static and dynamic) LMS behavior and learning performance. Our findings indicate that academics seem to design modules with an "invisible" blueprint in their mind. Our cluster analyses yielded four distinctive learning design patterns: constructivist, assessment-driven, balanced-variety and social constructivist modules. More importantly, learning design activities strongly influenced how students were engaging online. Finally, learning design activities seem to have an impact on learning performance, in particular when modules rely on assimilative activities. Our findings indicate that learning analytics researchers need to be aware of the impact of learning design on LMS data over time, and subsequent academic performance.

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“…And as Colin Latchem reflects on the "memes of open and distance education" in this issue of the journal, the term used to refer to this kind of organized educational activity had much to do with the educational tradition of the organization that was offering the programs and how those ideas around open and distance education were manifested. In fact, the term Distance Education, perhaps more widely used than others, has often been questioned as an adequate description of the various organizational models that have been emerging under that banner (Rumble, 1989).…”

Section: Influence Of An Educational Organizationmentioning

confidence: 99%

Looking back, looking forward: the invention and reinvention of distance education

Naidu

2014

Distance Education

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‘Open learning’, ‘distance learning’, and the misuse of language

Cited by 94 publications

References 4 publications

Matters of modernity, late modernity and self-identity in distance education

Matters of modernity, late modernity and self-identity in distance education

"Scaling up" learning design

Looking back, looking forward: the invention and reinvention of distance education

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