1,225
Views
39
CrossRef citations to date
0
Altmetric
Reflection

On the margins or at the center? Distance education in higher education

ORCID Icon
Pages 259-274 | Received 20 Oct 2017, Accepted 15 Jan 2018, Published online: 28 Jan 2018

References

  • Allen, I. E., & Seaman, J. (2004). Entering the mainstream: The quality and extent of online education in the United States, 2003 and 2004. Needham, MA: Sloan Consortium. Retrieved from https://secure.onlinelearningconsortium.org/publications/survey/entering_the_mainstream2004
  • Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Oakland, CA: Babson Survey Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/learning-on-demand.pdf
  • Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Survey Research Group & Quahog Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
  • Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group & Quahog Research Group. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
  • Allen, I. E., & Seaman, J. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group & Quahog Research Group. Retrieved from https://onlinelearningconsortium.org/survey_report/2015-online-report-card-tracking-online-education-united-states/
  • Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group, e-Literate, & WCET. Retrieved from https://onlinelearningsurvey.com/reports/digtiallearningcompassenrollment2017.pdf
  • Anderson, T., & Dron, J. (2016). Integrating learning management and social networking systems. Distance Education in China, 1, 21–31. doi:10.13541/j.cnki.chinade.2016.01.005
  • Baggaley, J. (2017). Where did online education go wrong? Distance Education in China, 4, 5–14. doi:10.13541/j.cnki.chinade.2017.04.001
  • Bates, T. (2001). International distance education: Cultural and ethical issues. Distance Education, 22, 122–136. doi:10.1080/0158791010220107
  • Bernath, U. (1996). Distance education in mainstream higher education: Strategic issues at conventional universities. In M. M. Thompson (Ed.), Internationalism in distance education: A vision for higher education (ACSDE Research Monograph No 10) (pp. 45–51). University Park: Pennsylvania State University.
  • Boak, C. (1997). Convergence: Patterns of flexibility and rigidity. In A. Tait (Ed.), The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers (pp. 1–8). Cambridge: Open University.
  • Brown, M. (2013). The new normal of online, blended and distance learning: The Massey University experience. Distance Education in China, 11, 27–35. doi:10.13541/j.cnki.chinade.2013.11.007
  • Butcher, J., & Rose-Adams, J. (2015). Part-time learners in open and distance learning: Revisiting the critical importance of choice, flexibility and employability. Open Learning: The Journal of Open, Distance and e-Learning, 30, 127–137. doi:10.1080/02680513.2015.1055719
  • Campion, M., & Kelly, M. (1988). Integration of external studies and campus-based education in Australian higher education: The myth and the promise. Distance Education, 9, 171–201. doi:10.1080/0158791880090201
  • Catchpole, M. (1993). Interactive media: The bridge between distance and classroom education. In T. Nunan (Ed.), Distance education futures (pp. 37–56). Adelaide: University of South Australia.
  • Chambers, M. (1997). Thoughts on the efficacy and ethics of using digital multimedia for educational purposes. In A. Tait (Ed.), The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers (pp. 9–19). Cambridge: Open University.
  • Chen, Y. (2002). The development of cyberlearning in dual-mode: Higher education institutions in Taiwan. The International Review of Research in Open and Distributed Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Cookson, P. (2002). Editorial: The hybridzation of higher education: Cross national perspectives. The International Review of Research in Open and Distributed Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Daniel, J. (1996). Mega-universities and knowledge media: Technology strategies for higher education. London: Kogan Page.
  • El-Annan, S. H. (2015). The amalgamation of conventional universities and open/distance learning and their effects on students’ performances. International Journal of Learning, Teaching and Educational Research, 10, 112–125. Retrieved from https://www.ijlter.org/index.php/ijlter/index
  • Feenberg, A. (1999). Distance learning: Promise or threat? Retrieved from https://www.sfu.ca/~andrewf/books/Distance_Learning_Promise_Threat.pdf
  • Garrison, D. R., & Anderson, D. (1999). Avoiding the industrialization of research universities: Big and little distance education. American Journal of Distance Education, 13, 48–63. doi:10.1080/08923649909527024
  • Guri-Rosenblit, S. (1990). The potential contribution of distance teaching universities to improving the learning/teaching practices in conventional universities. High Education, 19, 73–80. doi:10.1007/BF00142024
  • Guri-Rosenblit, S. (2002). A top down strategy to enhance information technologies into Israeli higher education. The International Review of Research in Open and Distributed Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Guri-Rosenblit, S. (2016). Distance higher education in the digital era: Challenges and prospects. Distance Education in China, 6, 16–25. doi:10.13541/j.cnki.chinade.20160706.001
  • Guri-Rosenblit, S. (1999). The agendas of distance teaching universities: Moving from the margins to the center stage of higher education. Higher Education, 37, 281–293. doi:10.1023/A:1003644305026
  • Herman, L., & Mandell, A. (1999). On access: Towards opening the lifeworld within adult higher education systems. In A. Tait & R. Mills (Eds.), The convergence of distance and conventional education: Patterns of flexibility for the individual learner (pp. 17–38). New York, NY: Routledge.
  • Irele, M. E. (2005). Can distance education be mainstreamed? Online Journal of Distance Learning Administration, 8(2). Retrieved from http://www.westga.edu/~distance/ojdla/
  • Jevons, J. (1984). Distance education in mixed institutions: Working towards parity. Distance Education, 5, 24–37. doi:10.1080/0158791840050102
  • Johnston, S. (1997). Introducing and supporting change towards more flexible teaching approaches. In A. Tait (Ed.), The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers (pp. 85–91). Cambridge: Open University.
  • Kappel, H., Lehmann, B., & Loeper, J. (2002). Distance education at conventional universities in Germany. The International Review of Research in Open and Distributed Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Kear, K., Jones, A., Holden, G., & Curcher, M. (2016). Social technologies for online learning: Theoretical and contextual issues. Open Learning: The Journal of Open, Distance and e-Learning, 31, 42–53. doi:10.1080/02680513.2016.1140570
  • Kearsley, G. (1998). Distance education goes mainstream. THE Journal, 25(10). Retrieved from https://thejournal.com/Home.aspx
  • Kelly, M. (1987). Barriers to convergence in Australian higher education. In P. Smith & M. Kelly (Eds.), Distance education and the mainstream (pp. 175–200). Beckenham: Croom Helm.
  • Kirkpatrick, D., & Jakupec, V. (1997). Becoming flexible: What does it mean? In A. Tait (Ed.), The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers (pp. 92–99). Cambridge: Open University.
  • Kirkwood, A. (2014). Teaching and learning with technology in higher education: Blended and distance education needs ‘joined-up thinking’ rather than technological determinism. Open Learning: The Journal of Open, Distance and e-Learning, 29, 206–221. doi:10.1080/02680513.2015.1009884
  • Lewis, R. (1995). Open and distance learning in Europe: Add-on or mainstream? Open Learning: The Journal of Open, Distance and e-Learning, 10, 52–56. doi:10.1080/0268051950100307
  • Lewis, R. (1997). Open learning in higher education. Open Learning: The Journal of Open, Distance and e-Learning, 12, 3–13. doi:10.1080/0268051970120302
  • Lewis, L. (2002). The hybridisation of conventional higher education: UK perspective. International Review of Research in Open and Distance Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Lorenzetti, J. P. (2005, April 1). Bringing distance education into the mainstream. Distance Education Report. Retrieved from https://www.magnapubs.com/newsletter/distance-education-report/
  • Miller, G. E. (2001). General education and distance education: Two channels in the new mainstream. The Journal of General Education, 50, 314–322. doi:10.1353/jge.2001.0028
  • Mills, R. (1999). Diversity, convergence and the evolution of student support in higher education in the UK. In A. Tait & R. Mills (Eds.), The convergence of distance and conventional education: Patterns of flexibility for the individual learner (pp. 71–85). New York, NY: Routledge.
  • Ministry of Education of the People’s Republic of China. (2006). The list of modern distance education pilot universities. Retrieved from http://www.moe.edu.cn/jyb_sjzl/moe_166/moe_343/moe_230/tnull_2572.html
  • Ministry of Education of the People’s Republic of China. (2017). Number of students of formal education by type and level. Retrieved from http://www.moe.gov.cn/s78/A03/moe_560/jytjsj_2016/2016_qg/201708/t20170823_311668.html
  • Moore, M. G. (1987). Distance learning in the United States: The near future. Distance Education, 8, 38–46. doi:10.1080/0158791870080103
  • Moore, M. G. (2014). From radio to the virtual university: Reflections on the history of American distance education from one who was there!. Distance Education in China, 1, 24–34. doi:10.13541/j.cnki.chinade.2014.01.008
  • Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, MA: Wadsworth Publishing.
  • Naidu, S. (2016). Mainstreaming open, flexible, and distance learning. In K. W. Lai, S. Stein, P. Field, & K. Pratt (Eds.), Our world in your place: 30 years of distance learning and teaching at the University of Otago (pp. 92–108). Dunedin: University of Otago.
  • Nunan, T., Reid, I., & McCausland, H. (2002). Global perspectives: The University of South Australia (UniSA) case study. The International Review of Research in Open and Distributed Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Oliver, R. (1993). Convergence of distance education and on-campus educational strategies and methodologies. Paper presented at the AARE Annual Conference, Fremantle, Australia. Retrieved from https://www.aare.edu.au/data/publications/1993/olivr93166.pdf
  • Organisation for Economic Cooperation and Development. (2015). Students, computers and learning: Making the connection. Paris: Author. doi:10.1787/9789264239555-en
  • Peters, O. (2002). Distance education in transition: New trends and challenges (2nd ed.). Oldenburg: Bibliotheks-und Informationssytems der Universitat Oldenburg.
  • Rowntree, D. (1990). Teaching through self-instruction: How to develop open learning materials. London: Kogan Page.
  • Sewart, D., Keegan, D., & Holmberg, B. (1983). Distance education: International perspectives. London: Croom Helm.
  • Shale, D. (2002). The hybridisation of higher education in Canada. International Review of Research in Open and Distance Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Shearer, R. L. (2015). From the margins to the mainstream: The shift in distance education over the past thirty years. In D. W. Shannon & R. Wiltenburg (Eds.), Centennial conversations: Essential essays in professional, continuing, and online education (pp. 79–86). Washington, DC: University Professional and Continuing Education Association.
  • Simpson, O. (2015). Face to face teaching in distance education: A literature and case study review. Distance Education in China, 9, 14–24. doi:10.13541/j.cnki.chinade.2015.09.004
  • Smith, P., & Kelly, M. (1987). Distance education and the mainstream: Convergence in education. London: Croom Helm.
  • Tait, A. (1997a). The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers. Cambridge: Open University.
  • Tait, A. (1997b). The convergence of distance and conventional education: Some implications for social policy. In A. Tait (Ed.), The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers (pp. 182–190). Cambridge: Open University.
  • Tait, A., & Mills, R. (1999). The convergence of distance and conventional education. In A. Tait & R. Mills (Eds.), The convergence of distance and conventional education: Patterns of flexibility for the individual learner (pp. 1–4). New York, NY: Routledge.
  • Temple, H. (1991). Conference report. Open learning: Moving into the mainstream. National extension College/CRAC. 27-29 June 1990, Cambridge, UK. Open Learning: The Journal of Open, Distance and e-Learning, 6, 50–51. doi:10.1080/0268051910060110
  • The Open University of China (OUC). (2012). From radio and television university to national open university. Retrieved from http://www.moe.gov.cn/jyb_xwfb/s5147/201208/t20120801_140113.html
  • The University of South Pacific. (2017, September 27). “Future proofing” learning and teaching at USP. Retrieved from https://www.usp.ac.fj/index.php?id=19346&no_cache=1&tx_ttnews[tt_news]=4301&cHash=c5216982dec4f0b5acd53330bc515cef
  • Thompson, D. J. (1997). From marginal to mainstream: Critical issues in the adoption of information technologies (IT) for tertiary teaching and learning. In A. Tait (Ed.), The convergence of distance and conventional education: Patterns of flexibility of the individual learner: Collected conference papers (pp. 190–198). Cambridge: Open University.
  • Thompson, M. M. (2007). Are we re-marginalizing distance education students and teachers? Journal of Asynchronous Learning Networks, 11(1), 97–106 . Retrieved from https://www.learntechlib.org/p/104062/
  • Tight, M. (1987). Mixing distance and face-to-face higher education. Open Learning: The Journal of Open, Distance and e-Learning, 2, 14–18. doi:10.1080/0268051870020105
  • Turoff, M. (1997). Alternative futures for distance learning: The force and the darkside. Retrieved from http://www.westga.edu/~distance/ojdla/spring11/turoff11.pdf
  • Waddoups, G., & Howell, S. (2002). Bringing online learning to campus: The hybridization of teaching and learning at Brigham Young University. The International Review of Research in Open and Distributed Learning, 2(2). Retrieved from http://www.irrodl.org/index.php/irrodl/index
  • Wedemeyer, C. A. (1981). Learning at the back door: Reflections on non-traditional learning in the lifespan. Madison, WI: University of Wisconsin Press.
  • Westera, W. (2013). The digital turn: How the internet transforms our existence. Bloomington, IN: AuthorHouse.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.