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Bruce King The distinctiveness of Australian Distance Education – the present and the next decade
Plus ça change ... “The Australian education scene has been subject to almost continuous change over the last decade, and distance education has been affected as much as any sector” Keith Harry, 1999 – government policy  Equally true 2011 – technological change Predicting 2021 – defensible guesses, likely to fall short of actuality Question: Should we be optimistic or pessimistic?
Distance education? Totality of arrangements made by institution For students separated from teachers For whom some resources & arrangements have to be prepared in advance These might involve special systems & processes Students require well-organised support Includes institutional attention to logistics of communication
My bias ... Distance education is a purposeful, values-driven enterprise “The arrangements” should follow the purposes of the program They should not undermine values base of what we do DE not synonomous with online or e-learning although they have enormous potential to enhance what we do
Distinctive? Any distinctiveness is product of a set of characteristics: ,[object Object]
Strong equity rationale
Almost exclusively dual mode
No national DE specialist institution
Small but hugely dispersed student population
Early involvement with transnational education
Parity with on-campus provision
Limited engagement with notions of openness

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The distinctiveness of australian distance education – the

  • 1. Bruce King The distinctiveness of Australian Distance Education – the present and the next decade
  • 2. Plus ça change ... “The Australian education scene has been subject to almost continuous change over the last decade, and distance education has been affected as much as any sector” Keith Harry, 1999 – government policy Equally true 2011 – technological change Predicting 2021 – defensible guesses, likely to fall short of actuality Question: Should we be optimistic or pessimistic?
  • 3. Distance education? Totality of arrangements made by institution For students separated from teachers For whom some resources & arrangements have to be prepared in advance These might involve special systems & processes Students require well-organised support Includes institutional attention to logistics of communication
  • 4. My bias ... Distance education is a purposeful, values-driven enterprise “The arrangements” should follow the purposes of the program They should not undermine values base of what we do DE not synonomous with online or e-learning although they have enormous potential to enhance what we do
  • 5.
  • 8. No national DE specialist institution
  • 9. Small but hugely dispersed student population
  • 10. Early involvement with transnational education
  • 12. Limited engagement with notions of openness
  • 13. Limited use of face to face support
  • 14. Losing ground to flexible delivery for all
  • 15.
  • 16. Changes in context of universities Changing government attitudes Massification Accountability and standards Internationalisation and competition Resources and staffing Impact of technology
  • 17. Is there a distinctive role in future? If there is, it will be because of we refocus on the needs of off-campus and regional students Need to understand and accommodate their learning milieu Should not just be good followers of technological developments but investigate potential to support distinctive needs of students Focus should be less on teaching and more on student support
  • 18. Will we retain parity? Only if we avoid cost saving strategies that diminish DE experience Must avoid disaggregation of academic functions, especially assessment Will be faced with real competition over performance
  • 19.
  • 20. A sense of personal deficiency impacts on all professional functions
  • 21. In mixed mode, too few have teaching qualifications on-campus and DE adds to personal difficulties
  • 22. Rate of change of technologies can compound sense of under-performance
  • 23.
  • 24.
  • 25. Private challenges to monopoly on professional accreditation
  • 27. End of dual mode & sense of identity
  • 28. Potential demise of OUA - less flexibility
  • 29. For-profits exploiting customer relationship expertise
  • 30. Danger that we privilege teaching over supportBusiness as usual is just not an option