The paper examines the implementation of institutional policy relating to mandating wholly online study at the undergraduate level in an Australian higher education institution. The realities of the ‘choice’ provided to teaching staff in designing such units, and students in studying in this mode, are considered. Staff members’ design experiences are reported, and data collected through the surveying of students’ experiences in learning wholly online are analysed. The value students attributed to various aspects of the wholly online learning experience is outlined. Observations are made more generally about the uniqueness of wholly online teaching and learning environments in mandated contexts, and where policy and practice developments may evolve in the future.
History
Pagination
388 - 397
Location
Nanyang Technological University, Singapore
Open access
Yes
Start date
2007-12-02
End date
2007-12-05
ISBN-13
9789810595791
ISBN-10
9810595794
Language
eng
Publication classification
E1 Full written paper - refereed
Copyright notice
2007, Stuart Palmer and Dale Holt
Editor/Contributor(s)
R Atkinson, C McBeath, A Soong Swee Kit, C Cheers
Title of proceedings
ASCILITE 2007 : ICT : providing choices for learners and learning: 24th Annual Ascilite Conference