The Potential Cost Effectiveness Of Tertiary Open And Distance Learning

Recoge: 1. Introduction - 2. Origins and development of tertiary ODL - 3. The comand for open and distance learning - 4. Institucional models of tertiary level ODL - 5. Cost aspects - 6. Significant cost factors- 7. Student costs and benefits - 8. Conclusions - 9. Appendix: Distance Education Cost Models.

Dissecting in detail the arguments underlying the costs and economics of open and distance learning, this text should give the reader an insight and the confidence to cost their own open and distance learning projects.

This book provides a comprehensive overview of the organizational models of distance and online learning from an international perspective and from the point of view of economic planning, costing and management decision-making. The book points to directions for the further research and development in this area, and will promote further understanding and critical reflection on the part of administrators, practitioners and researchers of distance education. The experiences and perspectives in distance education in the US are balanced with those in other areas of the world.

Interactive classrooms for distance teaching and learning are part of a new revolution in education. They allow teachers, students and institutions to be linked together in a powerful network so that information can be transmitted rapidly to where it is needed, thereby maimising the use of teaching resources. Importantly, they also offer remote students a 'telepresence' - the feeling of being present in a classroom with a teacher and other students for intellectual and social interaction during the teaching and learning process. This handbook provides a step by step guide to setting up a classroom for telepresence learning. Its comprehensivecoverage includes chapters on testing it works, guidelines for the full range of users, together with troubleshooting and reference sections. There are also detailed case studies of the five distinctive learning scenarios developed by the handbook's pan-European authors, which include sites for teaching remote learners, remote and local learners, group presentation and interaction, a single learner, and a learning centre group. The handbook is a BLUEPRINT, to be read cover to cover, or dipped into for specific information as you strive to set up or fine tune your own version of an interactive classroom for distance teaching and learning.

Policy for Open and Distance Learning considers the questions that planners and policy makers in open and distance learning need to address at any level of education. Starting by analysing the range of purposes for which open and distance learning is used, the book places the issues in context and examines experience in both the public and private sector. As well as discussing in detail new agenda set by new information and communication technologies, the book covers: * Inputs * Processes * Outcomes. The editors, Hilary Perraton and Helen Lentell, have drawn together an international team of contributors who have examined the varied roles of the new technologies as well as low-technology approaches to open and distance learning throughout the world. This book will be invaluable to policy makers in education and those planning or managing open and distance learning programmes. It will also be of interest to students and teachers of education and anyone concerned with comparative education.

Dissecting in detail the arguments underlying the costs and economics of open and distance learning, this text should give the reader an insight and the confidence to cost their own open and distance learning projects.

How can open and distance learning and information and communications technology (ICT) provide us with more - and better - teachers? Open and distance learning is increasingly used in teacher education in developing and developed countries. It has the potential to strengthen and expand the teaching profession of the twenty-first century and to help achieve the target of education for all by 2015. Teacher Education Through Open and Distance Learning examines the case for using open and distance learning and ICT to train our educators. It describes and analyses the ways in which these methods and technologies are used for: *initial teacher training and continuing professional development *training principals and school managers *training those who provide non-formal adult and community education *communities of practice and sharing of knowledge and ideas within the teaching profession It also discusses the policy-making, management, technology, costing, evaluation and quality assurance aspects of this work. The contributors are outstanding practitioners in the field. The first review in over a decade, Teacher Education Through Open and Distance Learning draws on wide-ranging and international experience to summarise the strengths and weaknesses of new approaches to the education of teachers. It offers invaluable guidance to policymakers, planners, headteachers and teachers.