This book explores issues related to people, policy, and places of teaching and learning resulting from the trend towards dual and multi-mode provision of distance education. It explores reasons for the trend as well as some of the opportunities and challenges which may arise.
In many developing countries, demand for higher education provision outstrips the supply of full-time places; while in many developed countries the cost of full-time provision means that distance and online provision may be more accessible than full-time provision. At the same time, the growing use of online learning platforms has generally resulted in more flexible forms of provision. Consequently, an increasing number of higher education institutions now offer dual (contact and distance or online) or multi-mode (contact and distance and online and other) forms of provision. This volume helps to navigate this changing distance education landscape.
The chapters in this book were originally published in Distance Education.
Table of Contents
Introduction – Deconstructing dual-mode provision in a digital era
Tony John Mays, Folake Ruth Aluko and M. H. A. Combrinck
1. Opportunities and challenges for campus-based universities in Africa to translate into dual-mode delivery
A. S. Kanwar, A. Carr, K. Ortlieb and R. Mohee
2. A trend analysis of opportunities and challenges of open and distance learning provision in dual-mode institutions
Bogadi Nage-Sibande and Bantu Lulu Morolong
3. Avoiding to fit a square peg into a round hole: a policy framework for operationalising open distance education in dual-mode universities
4. Demystifying the process of ODL policy development in a dual-mode context: lessons from Zambia
Francis Simui, B. Namangala, G. Tambulukani and D. Ndhlovu
5. The dual-mode provision: successes and challenges. A case study of Women’s University in Africa (WUA)
Leonorah Tendayi Nyaruwata
6. To walk invisible: distance students in a dual-mode university
Lorraine Delaney and Mark Brown
7. Embracing distance education in a blended learning model: challenges and prospects
Jill W. Fresen
8. Learning design for multiple modes of provision: the Zambian community school teacher development programme
Alan Amory, Maryla Bialobrzeska and Tessa Welch
9. Agile administrative choreographies for multimode education at the University of Pretoria
Tony John Mays and Folake Ruth Aluko
Reflection – On the margins or at the center? Distance education in higher education
Tony John Mays is currently Education Specialist for Open Schooling at the Commonwealth of Learning but was formerly Manager of the Unit for Distance Education at the Faculty of Education at the University of Pretoria, South Africa.
Folake Ruth Aluko is a Researcher in the Unit for Distance Education at the Faculty of Education at the University of Pretoria, South Africa.
M. H. A. Combrinck is Head of Department of the Senior and Further Education and Training Phase at the Faculty of Education at Wellington Campus at Cape Peninsula University of Technology, South Africa.