Current Developments and Best Practice in Open and Distance Learning

Through the many documents regularly emitted by those dedicated to this activity, it is comparatively easy to describe factual developments in the field of open and distance education in different places in the world. However, it is much more difficult to produce judgements of value about their qual...

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Autores principales:	Armando Rocha Trinidade, Hermano Carmo, José Bidarra
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2000
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2d23ff68a77044e9afc2ea18b247af48
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spelling	oai:doaj.org-article:2d23ff68a77044e9afc2ea18b247af482021-12-02T19:20:32ZCurrent Developments and Best Practice in Open and Distance Learning10.19173/irrodl.v1i1.71492-3831https://doaj.org/article/2d23ff68a77044e9afc2ea18b247af482000-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/7https://doaj.org/toc/1492-3831Through the many documents regularly emitted by those dedicated to this activity, it is comparatively easy to describe factual developments in the field of open and distance education in different places in the world. However, it is much more difficult to produce judgements of value about their quality. Quality is a subjective rather than an absolute concept and may be examined from different analytical perspectives: consumers' satisfaction level, intrinsic value of scientific and technical content of learning materials, soundness of learning strategies, efficiency of organisation and procedures, adequate use of advanced technologies, reliability of student support mechanisms, etc. These parameters should be put into the context of specific objectives, nature of target populations and availability of different kinds of resources. In a specific geographic, social, economic and cultural situation a given set of solutions might be judged as adequate and deserving the qualification of "good practice", while in a different context it could be considered of rather poor quality. The selection of examples in this article is the sole responsibility of the authors: neither should the chosen cases be considered as clearly better than any other one, nor missing cases be interpreted as lack of appreciation or a negative judgement. Finally, the authors are aware of the risks of interpreting trends and trying to extrapolate them into the near future: readers should use their own judgement in accepting (or forcefully rejecting) these projections.Armando Rocha TrinidadeHermano CarmoJosé BidarraAthabasca University PressarticleSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 1, Iss 1 (2000)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Armando Rocha Trinidade Hermano Carmo José Bidarra Current Developments and Best Practice in Open and Distance Learning
description	Through the many documents regularly emitted by those dedicated to this activity, it is comparatively easy to describe factual developments in the field of open and distance education in different places in the world. However, it is much more difficult to produce judgements of value about their quality. Quality is a subjective rather than an absolute concept and may be examined from different analytical perspectives: consumers' satisfaction level, intrinsic value of scientific and technical content of learning materials, soundness of learning strategies, efficiency of organisation and procedures, adequate use of advanced technologies, reliability of student support mechanisms, etc. These parameters should be put into the context of specific objectives, nature of target populations and availability of different kinds of resources. In a specific geographic, social, economic and cultural situation a given set of solutions might be judged as adequate and deserving the qualification of "good practice", while in a different context it could be considered of rather poor quality. The selection of examples in this article is the sole responsibility of the authors: neither should the chosen cases be considered as clearly better than any other one, nor missing cases be interpreted as lack of appreciation or a negative judgement. Finally, the authors are aware of the risks of interpreting trends and trying to extrapolate them into the near future: readers should use their own judgement in accepting (or forcefully rejecting) these projections.
format	article
author	Armando Rocha Trinidade Hermano Carmo José Bidarra
author_facet	Armando Rocha Trinidade Hermano Carmo José Bidarra
author_sort	Armando Rocha Trinidade
title	Current Developments and Best Practice in Open and Distance Learning
title_short	Current Developments and Best Practice in Open and Distance Learning
title_full	Current Developments and Best Practice in Open and Distance Learning
title_fullStr	Current Developments and Best Practice in Open and Distance Learning
title_full_unstemmed	Current Developments and Best Practice in Open and Distance Learning
title_sort	current developments and best practice in open and distance learning
publisher	Athabasca University Press
publishDate	2000
url	https://doaj.org/article/2d23ff68a77044e9afc2ea18b247af48
work_keys_str_mv	AT armandorochatrinidade currentdevelopmentsandbestpracticeinopenanddistancelearning AT hermanocarmo currentdevelopmentsandbestpracticeinopenanddistancelearning AT josebidarra currentdevelopmentsandbestpracticeinopenanddistancelearning
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Current Developments and Best Practice in Open and Distance Learning

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