Understanding Practitioners Perspectives of Course Design for Distributed Learning

Prof. Frank Rennie [frank.rennie@lews.uhi.ac.uk],
Lews Castle College, UHI Millennium Institute [http://www.lews.uhi.ac.uk],
Isle of Lewis, Scotland


This paper presents the findings from a study investigating current practice in course design at the UHI Millennium Institute in the Highlands and Islands of Scotland. The issues considered include choice of communications media, limitations in use, and course design approaches. The paper concludes that a model utilising five dimensions of flexibility is a good conceptual base for the analysis of distributed learning courses. A mix of educational technologies is the preferred model in the survey and is an essential component of good teamwork when the course designers are not co-located. There was general agreement amongst respondents that a mix of technology-based education encourages flexibility in accessing resources and promotes self-directed learning by students.

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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, interaction, learning management system, LMS,

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