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table of contents
Index
- Abrioux, Dominique, 7
- actor-network theory (ANT), 279–80
- administration/administrators: and Blackboard, 129–130
- 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
- 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
- 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
- Clarke, Julia, 280–81
- Cloonan, Martin, 4
- cloud computing, 23–24
- collaboration: assessment of, 292–93
- 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
- course-management systems (CMSs), 266
- Cranfield University: barriers to flexibility at, 162–68
- 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
- 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
- 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
- Force Field Analysis, 211
- forums, 143–44
- Fox, Seamus, 159–60
- Fraser, Peter, 94
- funding: inAsia, 82
- 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
- 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
- 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
- Open University (UK): and conversational learning, 279
- Open University of Israel (OUI), 81–82
- 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
- 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
- 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
- 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
- Zepke, Nick, 96