Learning Technology Research
Towards a Cyclic Model of Distance Education
Peter Serdiukov
National University, USA
and Steve Wheeler
University of Plymouth, UK
Paper presented at the World Congress on Computers, Montreal, August 2002
The university of the 21st Century finds itself in a state of flux,
characterized by continual changes and the shifting demands of society,
economic instability and technological advances. Changes are taking place in
the methodologies academics employ to teach, evaluate and assess. Competition
and deregulation are ensuring that students have a greater choice than ever
before about where, when and what they study. Students are demanding greater
flexibility and greater freedom in engagement, but economic drivers such as
government spending cuts prohibit a great deal of innovation. Distance
education is viewed by many as a cost cutting approach to ameliorate such
problems, but this view in itself represents a false economy. Although it
provides better access and flexibility, distance education generally costs
more, and is increasingly reliant upon technology. The authors argue that what
is needed in higher education now is a concerted and strategic revision of the
working practices of universities worldwide. The authors trace the developments
that have led up to the current state of affairs and provide a detailed
exploration of the theoretical models that apply to technology supported
teaching and learning in the new global economy.