Published
on Tuesday, March 04, 2003 - 10:28 PM PST
Source: ERIC Clearinghouse on Information & Technology
In recent months the number and quality of full text articles posted in ERIC Clearinghouse on Information & Technology www.ericit.org has increased. Some of these articles are one or two years old. However, we will bring them to your attention because of the quality of their scholarship, and importance to the field.
Farhad Saba, Ph. D.
Editor-in-Chief
Distance-Educator.com
Catherine McLoughlin
Teaching and Learning Centre
The University of New England, Australia
mcloughlin@metz.une.edu.au
Joe Luca
Communications and Multimedia
Edith Cowan University, Australia
j.luca@ecu.edu.au
While a great deal has been written on the advantages and benefits of online teaching, and research continues to proliferate, many practitioners are seeking guidelines that can be applied to the design of assessment in online environments. The last decade has seen the convergence of traditional distance education with on-campus modes of delivery and work-based training signalling new models of flexible delivery. In addition, demand driven education accentuates the learner’s role and needs while the teacher has become a manager, mediator and motivator of student learning. Issues raised by national and international bodies and quality assurance agencies now seem to be addressing the same questions. How can a teaching and learning process that differs so markedly from what has been practiced for hundreds of years maintain and support quality? Who will be the guardians of quality and the innovators of learning and assessment design?Read the Full Article In PDF Format
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