Improving the quality of distance education through online learning

Abstract

A range of factors influences decisions about the quality of distance learning, including the theoretical perspectives of learning which are supported, the context of the learning experience, the approaches used for design, development, teaching, assessment and evaluation, the systems and infrastructure available, and the nature of the decision-making process. While developments in educational technology have provided powerful new tools to support learning and teaching, and raised issues about staff development to encourage their appropriate use, this paper focuses on three key concepts (dialogue, reflection and iteration), arguing that they playa pivotal role in determining the quality of the student learning experience at a number of different levels, and that they are especiaIly valuable for considering the quality of the online distance learning experience. After an initial discussion on the nature of quality in relation to contemporary views of learning and teaching, the paper discusses the above key concepts and applies them to evaluation studies which were undertaken at Monash University as innovations in online distance learning were introduced at subject level. The studies illustrate the importance of these concepts in improving the student learning experience, as well as their role in improving design, development and teaching, and their relevance to assessment and evaluation.