Operational Infrastructure for Quality Distance and Online Geospatial Programs

McDougall, Kevin; Young, Frank R.; Apan, Armando

doi:10.1080/00690805.2003.9714232

Cited by 6 publications

(3 citation statements)

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“…This is important as research suggests that a multimedia approach will be most effective for the delivery of training in technical areas. Nonetheless, indications are from other research (McDougall et al, 2003) that, for a small minority, the web may not be the most appropriate or effective technology to use for the delivery of training and alternative strategies may need to be put in place. Furthermore, it has been suggested that students learn best when a variety of teaching methods are used (Bell and Fogler, 1995).…”

Section: Discussionmentioning

confidence: 99%

Are equipment simulators effective when used for technology‐based training?

Gibbings

McDougall²

2005

Journal of Spatial Science

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Section: Discussionmentioning

confidence: 99%

Are equipment simulators effective when used for technology‐based training?

Gibbings

McDougall²

2005

Journal of Spatial Science

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“…In its simplest form, DE management in the pre-Internet era consists of two main elements of activities: course materials development [and delivery] and student support services (Mcdougall & Apan, 2003). It is those two main elements that make the pre-Internet distance education usually requires substantial initial capital investment for producing and delivering the print-based course materials and for providing face-to-face and in-person support services, as well as for administering pencil-paper student assessment.…”

Section: Infrastructure For Course Materials Development and Student ...mentioning

confidence: 99%

Introduction to Infrastructure, Quality Assurance, and Support Systems of ODDE

Belawati

2022

Handbook of Open, Distance and Digital Education

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Distance education (DE) has evolved over numerous generations, from correspondence study to the most recent online education, which is classified as open, distance, and digital education (ODDE). DE advances in line with technological advancements, and DE generations often correspond to the pre- and post-Internet eras. This classification also affects and prescribes the learning environment required to ensure the educational and learning process’ effectiveness.The pre-Internet period of DE was marked by a vast physical infrastructure, including a physical network of regional, local offices, and learning centers, as was widely implemented by distance teaching universities. Soft infrastructure, such as a digital learning environment, characterizes the ODDE in the Internet era. Despite the differences in ODDE infrastructure before and after the Internet, library services and a quality assurance system have always been essential components of the ODDE system. The global open movement has had an impact on ODDE practice, expanding learning resources beyond those generated by ODDE providers. The open education movement has given ODDE more supporting infrastructures, allowing it to become more powerful and cost-effective. Finally, the burgeoning metaverse appears to be destined to become the future ODDE platform, elevating ODDE practice to new heights. This chapter discusses some trends and debates about the nature of institutional infrastructure before and after the Internet era, a cross-generational supporting infrastructure related to quality assurance, as well as learning resources particularly those related to the open educational resources (OER) and open licenses, and some thoughts on the metaverse as an emerging trend in education.

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“…This inflates its enrolment figures as many students complete degrees over 8 years rather than 4. At any rate, the model has been highly successful in attracting students and is discussed in McDougall et al (2003) and Young (2005). In relation to Melbourne, the reasons for the 2006/07 drop remain unclear, however, the significant drop in 2007/08 was due to the implementation of a new degree structure: there was no first year undergraduate intake.…”

Section: A Snapshot Of Spatial Science Education In Australiamentioning

confidence: 99%