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Publisher: UALL
Languages: English
Types: Part of book or chapter of book
Subjects: LB2300

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
The paper provides an assessment of the approach to delivering a foundation degree, via blended learning, for part-time students working in educational management and administration. Course development was informed by Transactional Distance Theory, empathetic tutoring and meeting the needs of adult, work-based learners with the main desire being to foster a Transactional Presence amongst students. The choice of this construct is outlined and justified. Course structure, delivery, assessment and support mechanisms are explored and analysed including consideration of the effective use of educational technologies. An evaluation of the impact of the course on the participants and the workplace gives a first hand account of the student experience of distance and blended learning, leading the paper to suggest that the blended learning delivery model ensures students feel connected to tutors, peers and the university and that the quality of dialogue is more important than the quantity of interactions.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Creanor, L. 2002. 'A tale of two courses: A comparative study of tutoring online'. Open Learning 17, 1: 57-68.
    • Haberstroh, S. 2010. 'College counsellors' use of informal language online: Student perceptions of expertness, trustworthiness, and attractiveness', Cyberpsychology, Behaviour, and Social Networking 13, 4: 455-459.
    • Holmberg, B. 1989. Theory and Practice of Distance Education. London, Routledge.
    • Knowles, M. S., Holton, E. F. and Swanson, R. A. 1998. The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (5th edn). Woburn, Butterworth Heinemann.
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