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Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective

Wiesenberg, Faye and Stacey, Elizabeth 2005, Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective, Distance education, vol. 26, no. 3, pp. 385-404, doi: 10.1080/01587910500291496.

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Title Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective
Author(s) Wiesenberg, Faye
Stacey, Elizabeth
Journal name Distance education
Volume number 26
Issue number 3
Start page 385
End page 404
Publisher Routledge
Place of publication Abingdon, England
Publication date 2005-11
ISSN 0158-7919
1475-0198
Summary This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross-culturally must address in order to successfully deliver quality online programs worldwide.
Notes Online Publication Date: 01 November 2005
Language eng
DOI 10.1080/01587910500291496
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2005, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30008880

Document type: Journal Article
Collections: School of Education
Higher Education Research Group
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