Distance Learning for Information Professionals: A Practical, Reality-Driven Model for Postgraduate Education

Autor/inn/en	Gauld, Craig; Whatley, Patricia
Titel	Distance Learning for Information Professionals: A Practical, Reality-Driven Model for Postgraduate Education
Quelle	In: Education for Information, 33 (2017) 2, S.121-133 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8329
DOI	10.3233/EFI-170993
Schlagwörter	Distance Education; Teaching Methods; Foreign Countries; Information Science Education; Decision Making; Instructional Materials; Communities of Practice; Information Technology; Graduate Study; Archives; Information Management; Program Descriptions; Program Development; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Informationstechnologische Bildung; Decision-making; Entscheidungsfindung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Community; Informationstechnologie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Archivwesen; Archiv; Procurement of information; Informationsbeschaffung; Programmplanung
Abstract	The expansion of distance learning and an understanding of the benefits it can offer to both the university and the individual has led to the growth of methodologies, pedagogies and models aimed at diversifying and maximising the student experience and increasing student numbers. This paper will address these issues in relation to the establishment of a flexible, but complex, distance learning model developed for the international market by the Centre for Archive and Information Studies (CAIS) at the University of Dundee. It will argue that the role of technology can be overplayed for an educational programme seeking to provide professional, online qualifications to information professionals and will provide a practical, reality-driven example of providing education at a distance that will assist fellow educators to make informed decisions in the implementation process. Based on experience, the authors will argue that effective online instruction is dependent upon (1) high-quality and easily accessible learning materials; (2) expert tuition; (3) student support; (4) flexibility; (5) the creation of an online community; (6) and reliable technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01