Learning Management System (LMS)-enabled blended learning has been adopted by higher educational institutions for promoting accessible and effective pedagogy and andragogical practices. The introduction of this mode of learning has altered the traditional face-to-face interaction. However, the lack of actual usage and online presence by…

The relevant literature is rich enough about the differences between distance and face to face education. However, the number of studies examining these differences from the viewpoint of dual-mode alumni, those graduated from both distance and face to face education programmes is limited. In this study, opinions of 33 dual-mode alumni from Turkey…

Examines barriers to conventional education and explains how distance education can fill the niche markets created by these barriers. Curriculum barriers and economic barriers are discussed; core attributes of distance education are described; and planning for niche markets is addressed based on the core attributes. (Contains five references.)…

SEPTIMUS is a one-year Europe-wide postgraduate theoretical course for psychotherapists and counsellors provided entirely via the Internet. It may be used as part of a training course, with face-to-face elements provided locally, or for continuing professional development. The course was developed at the University of Sheffield in collaboration…

This paper considers the influence of e-tuition using an asynchronous written conferencing package, "FirstClass," upon retention and success rates for Masters-level courses in a distance learning programme as compared with similar courses that were supported in a traditional manner using face-to-face tuition. The paper investigates the common…

Discussion of audioteleconferencing highlights the possibilities of telephone technology, student-teacher interaction, peer interaction, face-to-face interaction versus distance education, the role of tutors or faculty, and the need for more extensive training for students and tutors. (LRW)

Addresses industrialization and distance education and how they relate to the modernist and postmodernist models of work, Fordism, neo-Fordism and post-Fordism. Concludes that not all distance education is industrialized; traditional education is not always a craft; and Fordism does not adequately explain the development of distance education.…

Examines implications of quality assessment for distance education and other forms of materials-based learning. Suggests that materials-based teaching cannot properly be judged in quite the same terms as conventional, face-to-face teaching. Presents and discusses 20 questions for program evaluation. (Author/AEF)

Discusses student support systems in distance education based on experiences at the Open University (United Kingdom). Topics addressed include distance education versus traditional education; changes in the learning process; management theory; student support as a service industry; course production; resource allocation; and decision-making…

Reports on findings of a joint Sino-Japanese study comparing conventional and television-based higher education in China, examining student satisfaction and student expectation of higher education, relative to the resourcing of conventional and radio and television universities ("universities without walls") in China. Reports on a…

Discusses strategic choices facing the Open University (United Kingdom) and other distance education institutions with the availability of electronic data processing and an increasingly competitive environment in traditional higher education institutions. Topics addressed include distance education and industrial production; production in the Open…