Index

Abrioux, Dominique, 7
actor-network theory (ANT), 279–80
administration/administrators: and Blackboard, 129–130
- and constraints on flexibility, 332–334
- and Dublin City University, 154–156
- support services for, 163
- and UT TeleCampus, 111–12, 117–18. See also faculty; institutions
adult learners, 100–101, 123, 164–65, 199, 220
Al-Harthi, Aisha S., 85
Altbach, Philip G., 80
Anadolu University, 81
Anderson, Bill, 104–5
Asia, 80–88, 214
assessment: ethical questions about, 267
- implications of technology on, 288–89, 292–93
- inflexibility in 279–80
- students’ view of, 36–37
Athabasca University, 1–2
audio blogging, 252
audio conferencing, 249
Australia, 3, 231–36

Baggaley, Jon, 87
Batson, Trent, 183
Belenky, Mary F., 85
Bird, Jenny, 36
Blackboard (AUTonline): implementation of, 130–32
- maintenance of, 135–36
- operation of, 132–35
- opposition to, 129–30
- setting up of, 127–29
blended learning, 32, 58, 131, 203, 237
blogs, 133–34, 164, 251, 252, 306
Boettcher, Judith V., 245
Bologna process, 151–52
books: advantages of, 307
Bourdieu, Pierre, 277
Brown, Phillip, 281–282
Bugeja, Michael, 25
Burge, Elizabeth, 12–13, 260
Butterfield, Shona, 95

capacity development framework, 67–68
Chambers, John, 179, 181
Chat software, 46
Chen, Der-Thanq (Victor), 49–50
choice: inassessment, 36–37
- in Blackboard AUTonline, 135
- and conflict with quality assurance, 62
- modern abundance of, 4, 20, 236, 338
- and OERs, 142–45
- and portability, 34–35
Clarke, Julia, 280–81
Cloonan, Martin, 4
cloud computing, 23–24
collaboration: assessment of, 292–93
- in defining flexibility, 212
- and ethical practice, 263–64
- and implementing e-learning, 170–71, 204–7, 222–23
- implications of technology on, 287, 288
- librarians and, 192–93
- negative effect of, 319
- in setting up virtual university, 115–18, 122–23
- between students, 23, 250–51, 306
Collis, Betty, 8, 30
commercial education, 178, 180–81, 234–36, 238–39
commodification, 321–22
Confucius, 301–2
constructivist approach, 30, 183, 243, 276, 288
correspondence education, 231–33, 300–301. See also distance education
costs: of e-learning, 307–8
- and efficiency, 73
- methods of reducing, 246–48, 250–51
- in New Zealand, 95
- of Open University education, 304–5
- in South Africa, 62–63
- of student support, 249–50
- students’ view of, 34
- of technology, 20, 87, 243, 253
- tracking and analysing, 252–53. See also funding
course-management systems (CMSs), 266
Cranfield University: barriers to flexibility at, 162–68
- implementing e-learning strategy, 168–71
- level of e-learning at, 161–62
Creanor, Linda, 101
crowdsourcing, 252
Crowther, Geoffrey, 93
cultural diversity, 53–54, 83–86, 88, 96–97
culture as barrier to change, 163–64
Cunningham, William, 115, 116–17
curriculum planning, 100

Daniel, John, 251, 307
Daweti, Milly, 65
democratization, 202
dialogic approach, 168, 249
digital technologies: inAsia, 84, 86–88
- in Blackboard AUTonline, 133–34
- choices made for OERs, 142–45
- cost of, 20, 87, 243, 253
- and digital divide, 202, 221, 277, 306
- false prophets of, 338
- history of, 176–82
- implementation of, 128–29
- implications for assessment, 288–89, 292–93
- implications for student-focused learning, 286–90
- implications for teachers/teaching, 133, 134–35, 164, 279, 290
- improved choice from, 4, 236
- influence of Web 2.0, 21–27
- in libraries, 188–96
- and meaning of flexibility, 203–4
- in New Zealand, 97–98
- at Open University (UK), 305–7
- quality assurance of, 24, 25–26, 251–52
- questions to ask about, 265–66, 294–95
- and shaping of human cognition, 208
- in South Africa, 63
- and student collaboration, 251–52
- and support staff for, 22, 132–33, 134, 135
- unrealized potential of, 182–84
- used incorrectly, 69, 293–94
- on UT TeleCampus, 119–20
- workload challenges of, 243–46
disciplinary knowledge, 317–19
distance education: early examples of, 199, 200
- history of, 99, 175–76, 200, 299–302
- history of, inAustralia, 231–33
- multiple terms for, 237–38
- and politics, 233–35
- in South Africa, 56–57
distributive-leadership model, 71
Dublin City University (DCU): attitudes to e-learning, 151–56
political pressures on, 156–57
as traditional university, 149, 150
Duke, Jon, 71

e-learning: inAsia, 83–86, 214
- barriers to, 70–74
- costs of, 307–8
- creation of MBA program at University of Wisconsin–Madison, 217–19
- cultural opposition to, 163–64
- Dublin City University commits to, 151–56
- and history of digital technology, 176–82
- implementing, 168–71, 204–7, 222–23
- for librarians, 187–96
- organization of, 161–62
- Oscail consultation over, 152–54
- Oscail recommendations for, 154–56
- quality assurance of, 20–21, 153, 306–7
- students’ view of, 31–32, 35–37
- unrealized potential of, 182–83
- workload challenges of, 155, 243–46, 250. See also digital technologies; faculty; flexible learning; funding; quality assurance; students; support services; teachers
e-University (UK), 181
Economist Intelligence Unit (EIU), 86–87
EdNA (Education Network Australia), 183
educational models, 291–92
Edwards, Richard, 280–81
Eisenstadt, Marc, 306
entry requirements, 81
ethical practice: and curricula decisions, 264–67
- decision-making frameworks for, 260–63
- general considerations of, 257–64, 267–68
Evans, Terry, 102, 241

faculty: infavour of change, 220
- managing flexibility for, 334–36
- in opposition to change, 129–30, 133, 162, 163–64, 221, 279
- restraints on flexibility, 277–78
- role insetting up virtual university, 112–15, 121–22
- support services for, 74, 100, 134, 135–36, 154
- time spent developing e-learning, 243–46. See also administration/administrators; teachers; support services
flexible learning: criteria for evaluating, 224
- different conceptions of, 327–30
- evolution of, 176–82
- questions to ask about, 339–41
- recent definitions of, 7–8, 42–43, 80, 201–4, 212, 330–32
- and social change, 313–24. See also digital technologies; e-learning
Force Field Analysis, 211
forums, 143–44
Fox, Seamus, 159–60
Fraser, Peter, 94
funding: inAsia, 82
- in New Zealand, 94, 95, 96
- of online system, 131, 204, 206
- of Oscail, 109, 150–51
- in South Africa, 56, 71, 73
- using politics to acquire, 213, 214–15
- and UT Telecampus, 112
- of virtual universities, 181. See also costs

Garrison, D. Randy, 102
Gatta, Mary L., 31, 36
Gibson, Chère Campbell, 6, 225
Gibson, Terry, 225–26
Gilbert, Alan, 180, 181
globalism, 281
Gonzalez, Mario, 113
Gorard, Stephen, 277
grassroots involvement, 70–71, 220, 332
Gunn, Cathy, 77, 224–25

Hall, Cedric, 95
Hardy, Darcy W., 126
Harris, David, 284
Higgins, Andrew, 137
Higher Education Academy, 3
Higher Education Funding Council, 2
Hill, Janette, 278
Hofstede, Geert H., 83
Hofstede, Gert Jan, 83
Hopper, Earl, 302
Horton, Douglas, 67, 68
Hülsmann, Thomas, 247

Indira Gandhi Open University, 81
information literacy, 165, 193
institutions: inAsia, 81–82
- barriers to implementing flexibility in 5, 70–74, 332–34
- collaboration between, 115–18
- costs of, 34
- decisive factors inflexibility of, 98–102, 215–19
- false promises of, 336–37
- history of, inNew Zealand, 94–95
- implementing e-learning strategy, 168–71
- program-based focus of, 99–100
- research at, 95–96
- responsibilities of, 20–21
- student policies of, 96–97
- and use of Web 2.0, 26–27
- valuing teaching, 32, 95–96. See also Cranfield University; Dublin City University; Open University (UK); UT TeleCampus; virtual universities
intellectual property control, 153

Japan, 82–83, 86, 214
Jordan, Andy, 71
Jung, Insung, 91, 214

Kanuka, Heather, 102
Kanwar, Ashwar, 251
Kearns, Lorna, 270
Khafagi, Bassem, 87
Khan, Badrul, 8
Kirkpatrick, Denise, 28, 279
Kirkwood, Adrian, 297
knowledge, effects of flexibility on, 317–19
Kolowich, Steve, 181
Korea, 82, 86, 214
Korean National Open University, 85
Kramarae, Cheris, 101

labour market, 62
Lane, Andy, 147
Latchem, Colin, 32, 90–91, 214
Lauder, Hugh, 281–82
Leach, Linda, 96
learner control/autonomy, 33–34
learner styles, 36–37, 85, 86, 101, 275–76
learning objects, 87–88, 248, 293
Lefoe, Geraldine, 71
legacy thinking, 273, 291–92, 318
Liang, Rose, 50
librarians, 187–96
lifelong learning, 7, 167, 281–82, 320–22
logistical flexibility, 30–35

MacKeogh, Kay, 159
Margaryan, Anoush, 30
mash-ups, 23, 24, 252
Massachusetts Institute of Technology (MIT), 139
McCarthy, Sally A., 246, 253
Milliron, Mark D., 32
Mitchell, Jean, 65–66
m-learning (mobile learning), 87, 179
Moonen, Jef, 8
Moore, Michael G., 6–7
Morgan, Chris, 36
Morris-Matthews, Kay, 95

Nation, Daryl, 102
Needham, Gill, 197
New Zealand, 70–74, 93–98
Nicoll, Katherine, 326
Nolan, Gerry O., 180
Northover, Mark, 137–38
Nunan, Ted, 5, 7–8, 258

Oblinger, Diana G., 35, 37
online learning, 237. See also digital technologies; e–learning; flexible learning
online systems, 127–29
open courseware, 87–88, 247–48, 306
open distance learning (ODL), 56–57
open educational resources (OERs): design decisions for, 140–42
- lack of demand for, 182–83
- outcomes and lessons learned from, 142–46
- possibilities of, 139–40
Open University (UK): and conversational learning, 279
- employment policies, 246
- future of, 308–10
- mission statement, 17, 285
- secrets of success, 188, 303–5, 308
- use of open educational resources, 139–46
- and Web 2.0, 305–7
Open University of Israel (OUI), 81–82
- Osborn, Marilyn, 302
- Oscail: background of, 150–51
  - consultations regarding e-learning, 152–54
  - and Dublin City University, 149–50, 151–52
  - future of, 158
  - recommendations for implementing e-learning, 154–56

Parrish, Dominique, 71
Pask, Gordon, 279
Perkins, David, 98
Phillips, Caleb, 301
podcasting, 133–34, 179, 252
politics: and acquiring funding, 213, 214–15
- and Asian education, 82–83
- and Australian education, 233–35
- and ethical considerations, 258
- and future education, 281–82
- and implementing online education, 129–30, 204–7
- institutional politics and flexibility, 332–34
- and Irish education, 156–57
- and New Zealand education, 94–95
- and South African education, 56, 57, 59–60
- and use of flexibility discourse, 320–21
Popkewitz, Tom, 319
portability, 34–35
Powell, Bob, 71
The Power of Nice—How to Conquer the Business World with Kindness (Thaler and Koval), 114–15
Powers, Susan M., 31–32
professional development programs, 32

quality assurance: and digital technology, 24, 25–26
- of e-learning, 20–21, 153, 251–52, 306–7
- for entire student experience, 166
- and establishing virtual universities, 113–14
- at Open University (UK), 304, 308
- overcoming conflicting ideas of, 166–68
- questions to ask about, 340–41
- and reducing costs, 250–51
- in South Africa, 59–60, 62
- and student collaboration, 251–52
- through managerialism, 278

recognition of prior learning (RPL), 61
research: value of, 95–96, 193–94, 222
re-versioning resources, 293
Rogers, Everett, 130
Rossiter, Darien, 173
Rumble, Greville, 255, 307
Ryan, Yoni, 186

Salmon, Christine, 31–32
Samors, Robert J., 246, 253
Sanchez, Tony, 115, 118–19
Scantlebury, Non, 196–97
School of the Air, 175, 232
Second Life, 24
Selwyn, Neil, 277
Simpson, Mary, 104
Smigiel, Heather, 71
Smith, Peter, 4, 241
social benefits, 33
social networking, 22–23, 133–34, 155, 195–96, 251–52
South Africa, 55, 56–64
Sparkes, John J., 244
Spender, Dale, 180, 181
standards. See quality assurance
structure/agency: conflicts between, 41–42
- as dialectic, 45–46
- in social sciences, 43–44
structured flexible learning (SFL), 41, 45–46, 47–48
student-centred learning, 30, 164, 184, 221, 286–90
students: and architecture of normalization, 317, 318
- as barrier to flexibility, 220–21
- collaboration between, 23, 250–52, 306
- and identity implications, 276–77, 280–81
- implications of e-learning on, 285
- inability to handle flexibility, 337–38
- institutional policies on, 96–97
- and labour costs, 247–48
- managing flexibility for, 334–36
- and quality assurance, 166, 251–52
- reaction to Blackboard AUTonline, 134–35
- support services for, 164–65, 249–50
- use of open education resources, 140, 141, 142–45
- used as marketing tool, 223
- view of e-learning, 30–37. See also adult learners; learner styles
- support services: for administration, 163
  - for faculty, 74, 100, 134, 135–36, 154
  - managing flexibility for, 335–36
  - for open educational resources, 141–42
  - setting up for online system, 130, 131
  - for students, 164–65
  - for technology, 22, 132–33, 134, 135. See also tutors/tutorials
- Swann, Will, 305
- Swift, Jonathan, 299–300

Te Tari Matauranga Maori, 97
teachers: attitudes to e-learning, 47, 152–54, 155–56, 182–83
- and ethical decisions on curricula, 264–67
- hiring on contract, 182, 246–47
- implications of e-learning on, 130–31, 222, 249, 250, 290, 318
- and libraries, 188–89
- managing flexibility for, 334–36
- and open educational resources, 140, 141
- role ine-learning strategy, 72–73, 170
- role insetting up virtual university, 113–15
- in South Africa, 57–58
- students’ contact with, 251
- support for, 74, 100, 135–36, 154
- and use of technology, 133, 134–35, 164, 279, 290
- valuing, 95–96. See also faculty; tutors/tutorials
team teaching, 222
technology. See digital technologies
teleconferencing, 200
telephone teaching, 249
testing, 288–89. See also assessment
Thomas, iz 96
Thompson, Melody, 270
Thompson Learning, 180
Tight, Malcolm, 93
Toates, Frederick, 307
Transparent Approach to Costing (TRAC), 252
tutors/tutorials, 63, 73, 85, 165, 249, 280, 304

Universitas 21Global, 180–81
University of Illinois Global Campus, 181
University of South Africa (UNISA), 56–57, 62–63
UT TeleCampus: closing of, 124–25
- collaboration insetting up, 115–18
- described, 111
- lessons learned insetting up, 121–23
- overcoming faculty objections to, 113–15
- stakeholders in 118–20
Uvalic-Trumbic, Stamenka, 251

video conferencing, 42, 84, 143, 178–79
virtual learning environment (VLE), 141
- virtual universities: challenges with faculty over, 112–14
- developing UT TeleCampus, 111–12
- failure of, 180–181
- importance of collaboration in 115–18
- influence of stakeholders in 118–20
- lessons learned insetting up, 121–23
Vista University, 57–58
visual communication, 35
vocational education, 232, 235–37
Wang, Yu-mei, 50
Web 2.0: influence of, 19, 21–27
- at Open University (UK), 305–7
- and quality assurance, 251–52
- resistance to, 134, 164
- students’ view of, 35. See also digital technologies

Wedemeyer, Charles (Chuck), 6, 299
Weston, Anthony, 268
wikis, 21, 133–34, 164, 248, 251–52, 306
Willems, Julie, 39–40
Williams, Sara, 277
Wilson, Arthur L., 209
Woodley, Alan, 312
work experience, 81
workload challenges: and assessment, 37
- in developing e-learning, 243–46
- and e-learning, 155, 250
- for students, 32
wraparound courses, 247

Zepke, Nick, 96