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

Naidu, Som

doi:10.1080/01587919.2014.961671

Cited by 14 publications

(11 citation statements)

References 8 publications

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“…These technologies also brought with them initiatives and developments such as OERs and MOOCs, which would revolutionize educational provision and promote distance education into the mainstream from an existence on the periphery of educational opportunity (see Naidu, 2014). And while developments in relation to OER and MOOCs are still evolving (cf.…”

Section: Phase 3 the Virtual University And Online Interaction And mentioning

confidence: 99%

Mapping research trends from 35 years of publications inDistance Education

2016

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This article maps out trends in distance education research and scholarship from 35 years of publications in the Distance Education journal. Titles and abstracts of 515 full papers were analyzed using the text-mining tool Leximancer TM to identify and describe themes in distance education research covered by these publications in the journal over the period 1980-2014. Analysis of titles and abstracts over 5-year periods reveals the following broad emerging themes over the seven time periods: professionalization and institutional consolidation (1980)(1981)(1982)(1983)(1984), instructional design and educational technology (1985)(1986)(1987)(1988)(1989), quality assurance in distance education (1990)(1991)(1992)(1993)(1994), student support and early stages of online learning (1995)(1996)(1997)(1998)(1999), the emergence of the virtual university (2000)(2001)(2002)(2003)(2004), collaborative learning and online interaction patterns (2005)(2006)(2007)(2008)(2009), and interactive learning, MOOCs and OERs (2010-2014). The place of these themes within waves of alternating institutional and individual research is discussed.

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Section: Phase 3 the Virtual University And Online Interaction And mentioning

confidence: 99%

Mapping research trends from 35 years of publications inDistance Education

2016

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“…Distance learning began in the early 1800s with correspondence courses delivered by mail (Naidu, 2014). Although innovative for the time and helpful to those who could not physically attend a university, there were limitations to the approach, such as slow mail service and feelings of isolation (Naidu, 2014). Correspondence courses remained an option for many years.…”

Section: Historymentioning

confidence: 99%

The Experiences of Counselor Educators Transitioning to Online Teaching

Hale

Bridges

2020

JERAP

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A growing trend in counselor education is to accommodate technological change with more online academic opportunities. Slow to emerge in the counselor education literature is information about how instructors have negotiated the change. This study highlights the experiences of six counselor educators from across the United States who transitioned from teaching counseling courses in the classroom to teaching them online. Four themes of common experience emerged from the data: (a) high expectations and low support from university leaders, (b) limits to transitional enthusiasm among counseling faculty, (c) solutions for transitional success, and (d) support essential for the transition. Results of this study confirm a need for greater attention to the transitional process and increased opportunities for experience and university support.

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“…The threat comes from the potential for "unbundling" in higher education (Christensen et al, 2011;Barber et al, 2013) an issue we return to later. The promise has long been upheld and explored, especially in distance education (Archer et al, 1999;Naidu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Leading entrepreneurial e-learning development in legal education

Trevitt

Steed

Moulin

et al. 2017

TLO

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Purpose The study aims to review the entrepreneurial and educational innovations in technology-enabled distance education in practical legal education (PLE) accomplished by a unit “on the periphery” of a strong research-led university. It also aims to examine the learning organisation (LO) attributes associated with this initiative. Design/methodology/approach This is a longitudinal case study based on interviews and reflective analysis, and reviewed using three “models” drawn from the literature: breaking the “iron triangle” (containing costs; widening access; enhancing quality); a tailored version of distance education appropriate for research-intensive universities; a strategy for successful adoption of disruptive technologies in higher education. Findings Entrepreneurialism yielded growth (PLE student numbers went from 150 to 2,000 in 15 years) and diversification (two new programmes established). The PLE programme advanced in two “waves”: the first centred on widening access and the second, on enhancing quality. Costs were contained. Both the presence and absence of LO attributes are identified at three different organisational levels. Research limitations/implications Challenges to academic identity may act to inhibit educational change, especially in research-strong settings. Practical/implications Business logic, and the creation and institutionalisation of educational development support – an “internal networking” group, were keys to success. “Organisational learning” in complex institutional environments such as universities involves understandably lengthy timescales (e.g. decades or more). Practical/implications Technology-enabled disruption in higher education appears relentless. While institutional and individual performance metrics favour research, proven cases of “how to do things differently” in education may well not get exploited, thus opening the market to alternative providers. Originality/value This is the only empirical example of a tailored version of distance education appropriate for research-intensive universities that we know about.

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

Cited by 14 publications

References 8 publications

Mapping research trends from 35 years of publications inDistance Education

Mapping research trends from 35 years of publications inDistance Education

The Experiences of Counselor Educators Transitioning to Online Teaching

Leading entrepreneurial e-learning development in legal education

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