Kember Reconsidering Open and Distance Learning in the Developing World

Meeting Students' Learning Needs
Erscheinungsjahr 2007
ISBN: 978-1-134-14466-2
Verlag: CRC Press
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 224 Seiten

Reihe: Open and Flexible Learning Series

Distance learning is now more prevalent in the developing world than ever before. This book reconsiders the suitability and success of established modes of distance learning for current contexts in the developing world. It examines what adaptations are necessary to suit shifting needs including:

- the move from elite to mass higher education

- increased emphasis on knowledge base economies

- greater demand for lifelong learning and professional development

- the effects of technical and societal changes

- demand for post-secondary education.

Drawing upon research into students' conceptions of, and approaches to learning, this critical analysis of the state of open and flexible learning examines the characteristics, needs and learning approaches of students, considering whether or not current provision is successful, what changes are necessary, and, crucially, how student retention can be improved.

Autoren/Hrsg.

Kember, David

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Privatschulen, alternative Schulformen
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen

Inhaltsverzeichnis

Introduction 1. Modes of Learning in Post-Secondary Education 2. Major Themes in Student Learning 3. Open Access 4. Need for Open Entry in Developing Countries 5. Other Elements of Openness 6. Pedagogy and Andragogy 7. Open Universities Expect Andragogy but Schools Teach Pedagogy 8. The UKOU Model: How Appropriate is it for the Developing World? 9. Dual Mode: The Separation of the Modes 10. The US Model: Transmissive Teaching by Another Medium 11. The Loneliness of the Distance Learner 12. E-Learning Course Management Systems 13. Flexible Learning: But How Flexible? 14. Conclusion

Über Autor(innen)

David Kember is Professor of Learning Enhacement in the Centre for Learning Enhancement and Research, at the Chinese University of Hong Kong.He has held previous educational development positions on Australia and Papua New Guinea, and teaching positions at the University of the South Pacific and in the UK.