The Quality and Reputation of Open, Distance and E-Learning: What Are the Challenges?

Autor/inn/en	Gaskell, Anne; Mills, Roger
Titel	The Quality and Reputation of Open, Distance and E-Learning: What Are the Challenges?
Quelle	In: Open Learning, 29 (2014) 3, S.190-205 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2014.993603
Schlagwörter	Educational Quality; Reputation; Open Education; Distance Education; Electronic Learning; Online Courses; Credibility; Barriers; Instructional Effectiveness; Outcomes of Education; Access to Education; Student Attitudes; Teacher Attitudes; Employer Attitudes + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Glaubwürdigkeit; Unterrichtserfolg; Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Lehrerverhalten; Arbeitgeberinteresse
Abstract	Distance education institutions, students and staff have often had to overcome negative perceptions about the overall quality of their programmes and qualifications. In this paper, we identify four of the major challenges cited as undermining the credibility and effectiveness of open, distance and e-learning (ODeL): the quality of teaching, learning and quality assurance processes; outcomes; access; and the perceptions of students, staff and employers. We conclude with reflections on current and future developments in ODeL, including the impact of massive open online courses (MOOCs): how far do they have the potential to address the challenges identified? We argue that some of these have been, or can be, resolved in many contexts, and are now the same as those faced by all teaching and learning programmes. We should shift the main focus of distance teaching and learning programmes from inputs such as media adopted, to outcomes, in terms of students successfully achieving their intended goals in education, employment and future livelihoods. This will impact on employers' and others' perceptions of ODeL. Examples are drawn from all sectors and are, therefore, necessarily selective, and, unless specified, are relevant to all modes of ODeL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01