Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue6.1998:

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Inte rnatio nal Jo urnal o f Co ntinuing Educ atio n, Unive rs ity o f She ffie ld, UK

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illus-Che ryl Hunt

Distanc e le arning: sho rt-te rm gain, lo ng-te rm c o mmitme nt – a c ase study

Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 6 [1 9 9 8 ] 2 7 0 –2 7 6

fu ll-t im e s t a ff m em b er wor k in g w it h a clos ely in volved t ea m of s ix ot h er s, t wo of w h om h a d t u t or ed s om e of t h e or igin a l even in g cla s s es.

Transition to distance learning

Follow in g t h e E d u ca t ion (N o.2) Refor m Act (1988) w h ich a ffect ed t h e s t a t u s a n d op er a t ion of LE As, a n d t h u s t h e p r ov ision of a d u lt ed u -ca t ion t h r ou gh colle ges, sch ools, a n d ot h er b a ses in loca l com m u n it ies, it b eca m e ev id en t t h a t t h e t r a d it ion a l “m a r k et ” fr om w h ich t h e ME d r ecr u it ed m igh t n ot b e su st a in a ble for m u ch lon ger : p ot en t ia l p a r t icip a n t s w er e fi n d in g it in cr ea sin gly d ifficu lt t o ob t a in eit h er d ay -r elea se or / a n d fi n a n cia l su p p or t for t h eir s t u d ies. T h e d ecision w a s t h er efor e t a k en t o p u t t h e cou r se in t o a t ext -b a sed DL for m a t in t im e for a p ilot in t a k e in Oct ob er 1989.

Two fu ll-t im e, 11 p a r t -t im e (d ay -r elea s e) a n d 13 DL s t u d en t s r e gist er ed for t h e 1989/ 90 a ca d em ic yea r. T h e DL st u d en t s w er e d r aw n fr om a va r iet y of loca t ion s in E n gla n d a n d Wa les. Collect ively, s t u d en t s ca m e fr om a b r oa d er r a n ge of ed u ca t ion a l set t in gs, n ow in clu d in g t h e volu n t a r y sect or a n d h ea lt h a n d socia l s er v ices ; n ea r ly h a lf w er e self-fu n d in g. Sign ifi ca n t ly, t h e cou r s e r et a in ed t h e s a m e st a ff a n d s t a ffin g st r u ct u r e a lt h ou gh st u d en t n u m b er s w er e in cr ea sin g a n d t u t or s w er e en ga ged in w r it in g DL m a t er ia ls a s w ell a s in fa ce-t o-fa ce t ea ch in g, a n d in wor k in g ou t a n ew m od u s op era n d i a p p r op r ia t e t o a m a r k ed ly d iffer en t gr ou p of st u d en t s.

T h is con st a n t p r ess u r e t o “d o m or e w it h t h e s a m e” (a n d , in cr ea sin gly, w it h les s) in t er m s of s t a ff t im e is a n ot on ly a s ign ifi ca n t p a t t er n w it h in t h is ca se st u dy bu t a lso in t h e m a n y ed u ca t ion a l in st it u t ion s in w h ich s t u d en t s w h o a r e en r olled on t h e cou r s e a r e wor k in g. Wh ile t h is cr ea t es a cer t a in em p a t h y b et w een t u t or s a n d st u d en t s, s u ch a n en v ir on m en t is n ot con d u cive t o a n y for m of s u s t a in ed con -t in u in g p r ofes sion a l d evelop m en -t for ei-t h er gr ou p.

It is a lm os t cer t a in ly b eca u s e of t h is en v i-r on m en t t h a t , w it h in fou i-r yea i-r s of in t i-r od u c-in g t h e DL for m a t , t h e d ay -r elea s e/ fu ll-t im e m a r k et for t h e ME d cou r se h a d effect ively colla p s ed . Wit h m a n y p ot en t ia l loca l p a r t ici-p a n t s in d ica t in g t h a t t h e on ly w ay t h ey cou ld s t u dy for a q u a lifi ca t ion wou ld b e w it h t h e k in d of fl exib ilit y p r ov id ed by DL, t h e n u m -b er of a p p lica t ion s t o a t t en d t h e “t a u gh t ” cou r s e b eca m e t oo low t o s u s t a in a gr ou p over t wo yea r s (t h ou gh it wou ld h ave b een m or e t h a n a d eq u a t e in t h e less cost -con s ciou s 1970s). Sin ce 1993, a d m is sion h a s b een s olely t o t h e DL m od e of s t u dy. H a d it n ot m oved in t o

t h e DL m a r k et t h e cou r se wou ld n ot h ave su r v ived .

Su r v iva l h a s a ls o n ecessit a t ed ot h er ch a n ges. In 1993/ 4, in r esp on se t o com p et it ion fr om sim ila r cou r ses, t h e t h r ee-yea r p er iod r eq u ir ed for com p let ion w a s r ed u ced t o t wo, a n d m od u les w er e in d iv id u a lly cr ed it -r a t ed , a llow in g st u d en t s t o select in d iv id u a l m od -u les t o st -u dy a t t h eir ow n p a ce r a t h er t h a n follow in g t h e u su a l “t h r ou gh r ou t e” a s p a r t of a yea r gr ou p. Wh ile t h e a dva n t a ges t o st u d en t s a r e obv iou s, issu es of q u a lit y a n d d ay -t o-d ay m a n a gem en -t a ga in r evolve a r ou n d -t h e u se of t im e: in d iv id u a l p a t t er n s of st u dy a n d d iffer in g t im esca les for com p let ion h ave im p lica t ion s for s t u d en t s a n d t u t or s a lik e, b r oa d ly a ssocia t ed w it h m on it or in g a n d m ot i-va t ion , u n d er p in n ed by m on ey.

On aver a ge, 26 st u d en t s p er yea r h ave b een a d m it t ed t o t h e ME d s in ce 1993: w it h a “t a il-b a ck ” of st u d en t s s t ill r eq u est in g t h r ee (a n d u p t o six) yea r s in w h ich t o com p let e, t h is r e p r esen t s m or e t h a n 70 s t u d en t s in volved in t h e cou r se a t a n y on e t im e a n d r eq u ir es t h e m a in t en a n ce of a d a t a b a se t o m on it or a n d su p p or t t h eir p r ogr ess.

St u d en t s a r e cu r r en t ly d r aw n fr om t h r ou gh ou t t h e UK a n d E ir e, in clu d in g r em ot e r u r a l loca t ion s, a n d wor k in a n ext r em ely w id e va r iet y of ed u ca t ion a l con -t ex-t s; -t h e m a jor i-t y a r e self-fu n d in g a n d h ave n o s u p p or t (in t im e or m on ey ) fr om t h eir em p loyer s, d esp it e t h e p r essu r e m a n y clea r ly feel t o ob t a in a h igh er q u a lifi ca t ion in or d er t o m eet em p loyer s’ exp ect a t ion s in a n in cr ea sin gly com p et it ive wor k in g en v ir on -m en t . It is t h u s n o lon ger p ossible t o a ssu -m e t h a t st u d en t s h ave a com m on cor e of k n ow l-ed ge, of in st it u t ion a l va lu es, n or even of exp ect a t ion s of t h e cou r se. Ad d it ion a lly, d esp it e t h r ee m eet in gs h eld in Sh effield ea ch yea r, som e st u d en t s a r e a ble t o a t t en d on ly r a r ely (a n d a few n ot a t a ll).

T h e k in d of n et wor k in g a n d p er son a l d evel-op m en t n or m a lly fa cilit a t ed t h r ou gh fa ce-t o-fa ce m eet in gs ca n n ot , t h er efor e, b e t a k en for gr a n t ed , a n d n eit h er ca n t h e b a ck -u p su p p or t of lib r a r ies a n d ot h er sou r ces of in for m a t ion w h ich a r e ava ila ble t o m or e t r a d it ion a l st u -d en t s. In a -d -d it ion , t h e m o-d u la r for m a t len -d s it self t o a m u ch m or e “p r od u ct -or ien t a t ed ” a p p r oa ch . T h is is som ew h a t p r oblem a t ic in a cou r se for ed u ca t or s w h er e, u n lik e t h a t of, say, a h ist or y or m a t h em a t ics cou r se, t h e p r ocess a n d con t ext of st u dy for m p a r t of t h e con t en t of st u dy, a n d p er son a l d evelop m en t is a s t a t ed a im .

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Che ryl Hunt

fr om w h ich t h ey for m er ly d er ived a la r ge m ea s u r e of t h eir ow n job s a t is fa ct ion . T h is los s h a s b een com p ou n d ed by ch a n ges in t h e m a n a gem en t of t h e cou r s e w h ich h ave p a r a lleled , bu t a r e n ot a ll t h e r es u lt of, t h e d evelop -m en t s in DL. T h e k ey fa ct or h er e, a s I s h a ll in d ica t e in a m om en t , s eem s t o b e r ela t ed t o t h e m a n a gem en t of op p or t u n it ies for t h e con t in u in g p r ofession a l d evelop m en t of cou r s e t u t or s a s w ell a s of st u d en t s.

T h ese is s u es h ave b een p a r t ia lly a d d r es s ed t h r ou gh t h e r ecen t in t r od u ct ion of a con t in u -ou s ly a s s es sed m od u le en t it led B ecom in g a

R efl ectiv e Pra ctition er. It s in t en t ion is t o r

e-ca p t u r e s om e of t h e “p r ocess ” elem en t s of st u dy, even w h er e s t u d en t s a r e follow in g a ver y in d iv id u a lis ed a n d in d e p en d en t m od u -la r p a t t er n . Tu t or s wor k in g on t h e m od u le h ave es t a blis h ed t h eir ow n r efl ect ive gr ou p w h ich p r ov id es a for u m for t h e d is cu s sion of a r a n ge of p r ofession a l is su es a n d t h u s com -p en s a t es t o som e d e gr ee for ch a n ges,

d is cu s s ed in t h e n ext s ect ion , in t h e n a t u r e of t h e cou r s e m a n a gem en t s t r u ct u r e.

Course structures and staf f

development

T h e cou r s e is cu r r en t ly d ir ect ed by on e fu ll-t im e s ll-t a ff m em b er w ill-t h a ver y loos ely in volved t ea m of fou r ot h er s (a ll of w h om h ave ot h er m a jor a ca d em ic r es p on s ib ilit ies ), p lu s fou r p a r t -t im e t u t or s w h o u n d er t a k e d is s er t a t ion su p er v is ion . On ly t h e cou r se d ir ect or, on e fu ll-t im e a n d on e p a r t -t im e t u t or w er e in volved in t h e or igin a l t a u gh t cou r s e a n d in it ia l d evelop m en t of t h e DL m a t er ia ls. T h er e is n ow a s en s e of d is t a n ce, t h er efor e, n ot on ly b et w een t u t or s a n d s t u d en t s bu t t o som e ext en t b et w een m em b er s of t h e cou r s e t ea m : s t a ff h ave less of a s h a r ed h is t or y, few er op p or t u n it ies t o wor k t oget h er or w it h t h e sa m e s t u d en t s, a n d m ost h ave n o r ea l sen s e of ow n er s h ip of t h e DL m a t er ia ls or of t h e cou r s e in gen er a l.

Ad d it ion a lly, fr om b ein g t h e “fl a gsh ip ” p ost gr a d u a t e cou r se for it s d e p a r t m en t , t h e cou r s e is n ow m er ely on e of m a n y a n d is a r ela t ively “low ea r n er ” com p a r ed w it h t h ose w h ich r ecr u it fr om a fi n a n cia lly r ich er m a r -k et . T h e M E d cou r se h a s u n d ou b t ed ly b een a seed b ed for s ever a l ot h er s w h ich h ave d r aw n on it s m a t er ia ls, p r oced u r es a n d t h e exp er t is e of s t a ff w h o h ave wor k ed t h r ou gh it s va r iou s m et a m or p h os es. H ow ever, in t h e n ew, vola t ile a n d cos t -con sciou s ed u ca t ion a l m a r k et , it is h a r d n ot t o fa ll in t o t h e t r a p of r e ga r d in g a cou r s e w h ich gr ew ou t of a d iffer en t t r a d it ion a s a n eld er ly r ela t ive w h o, d esp it e a fa ce-lift a n d even life-giv in g in ject ion s of n ew m a t er i-a ls, is les s excit in g t o s p en d t im e w it h t h i-a n

you n ger a n d w ea lt h ier m em b er s of t h e fa m -ily ! T h is is clea r ly a n in st it u t ion a l m a n a ge-m en t issu e w h ich r evolves a r ou n d t h e w ay in w h ich “m a in t en a n ce” is va lu ed a ga in st “in n ova t ion ”; w h er e st a ff a r e en cou r a ged t o p u t t h eir en er gies; a n d w h er e t h eir m ot iva -t ion a n d job sa -t is fa c-t ion com e fr om .

In it s ea r ly d ay s t h e n ot ion of st a ff d evelop -m en t w a s bu ilt in t o t h e cou r se. E a ch -m od u le w a s coor d in a t ed by d iffer en t fu llt im e m em -b er s of st a ff. T h ey w er e r es p on si-ble for t h e t im et a ble, a sses sm en t a n d eva lu a t ion of “t h eir ” m od u le a lt h ou gh ses sion s wou ld b e t a u gh t by va r iou s m em b er s of t h e st a ff t ea m . T h e seven t ea m m em b er s t h er efor e m et a ll t h e st u d en t s for a fu ll d ay ’s t ea ch in g sever a l t im es in t h e yea r a n d wou ld lia ise d ir ect ly w it h in d iv id u a l st u d en t s over a ss ign m en t s on t op ics w h ich t h ey h a d set . In gen er a l, st a ff a ls o t ook it in t u r n s t o a ct a s yea r t u t or t o a st u d en t coh or t . St a ff m et for m a lly a s a m a n -a gem en t t e-a m -a t le-a st t h r ee t im es -a ye-a r t o d iscu ss m a t t er s r ela t in g t o t h e cou r se in gen er a l a n d t o t h e p r ogr ess of in d iv id u a l st u -d en t s.

A d esign a t ed cou r se secr et a r y s er v iced t h ese m eet in gs a n d ot h er w ise p r ov id ed t r a d i-t ion a l, fa ir ly low -k ey, secr ei-t a r ia l b a ck -u p i-t o t h e cou r se. T h is la t t er r ole h a s ch a n ged m a r k ed ly w it h t h e in t r od u ct ion of DL a n d t h e con seq u en t n eed b ot h t o m a in t a in a d a t a b a se of st u d en t a d m iss ion s a n d p r ogr ess a n d t o p r ov id e “fr on t -lin e” con t a ct for st u d en t s w h ose m a in m ea n s of com m u n ica t ion is by t ele p h on e or let t er. Most sign ifi ca n t ly, t h e over v iew of t h e cou r se a n d st u d en t s on ce collect ively h eld by t h e m a n a gem en t t ea m h a s n ow d evolved a lm os t exclu sively t o t h e cou r se secr et a r y a n d d ir ect or, w it h m a jor im p lica t ion s for t u t or s’ sen se of “ow n er sh ip ” of, a n d in d ir ect ly t h eir com m it m en t t o, t h e cou r se.

T h e m a n a gem en t of t h e cou r se w a s or igi-n a lly st r u ct u r ed oigi-n t h e p r em ise t h a t a igi-n y igi-n ew a ca d em ic s t a ff cou ld b e in d u ct ed in t o it gr a d -u a lly v ia t ea ch in g s in gle s ession s, a n d t h en ce t h r ou gh m od u le co-or d in a t ion – p r ob a b ly in it ia lly of a n op t ion in t h eir ow n sp ecia lism , – t o yea r t u t or in g. It w a s a lso in t en d ed t h a t t h e r ole of cou r se d ir ect or s h ou ld r ot a t e p er i-od ica lly b ot h t o p r ov id e n ew “v is ion ” for t h e cou r se a n d t o a llow t h e ou t goin g d ir ect or t o a d op t a m or e m in or r ole in t h e p r ogr a m m e in or d er t o d evelop ot h er in t er est s (s ee J oh n st on (1990), for fu r t h er ela b or a t ion of t h is m od el of cou r se a n d st a ff d evelop m en t ).

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p r es en t ed s im p ly in a n A4 fi le. It w a s t h e co-or d in a t co-or ’s job t o en su r e t h a t t h e m od u le w a s coh er en t , t o w r it e t h e in t r od u ct ion a n d t o set a s sign m en t s – t h ou gh t h ese con t in u ed t o b e m a r k ed by t h e a p p r op r ia t e s p ecia lis t st a ff m em b er.

St a ff h a d n o for m a l t r a in in g in w r it in g DL m a t er ia ls bu t a gr eed t h a t t h e s t y le wou ld b e in for m a l a n d a s clos e a s p oss ible t o w h a t t h ey wou ld “d eliver ” b ot h ver b a lly a n d in t h e for m of h a n d ou t s in a on e-d ay t a u gh t s es sion . Wh er e t h ey m igh t p a u se in su ch a s es sion t o p os e a q u es t ion for gr ou p d iscu ss ion or r efl ec-t ion , “b oxes ” wou ld b e in ec-t r od u ced in ec-t h e ec-t exec-t w h er e DL s t u d en t s wou ld b e en cou r a ged t o w r it e in a r es p on s e, t o en ga ge in s om e ot h er a ct iv it y, or sim p ly t o u n d er t a k e fu r t h er r ea d -in g b efor e con t -in u -in g w it h t h e u n it . In t h is w ay it w a s h op ed t h a t st u d en t s wou ld b e a ble t o in t er a ct , a s fa r a s is p oss ible w it h p u r ely t ext -b a s ed m a t er ia ls, a n d a lso ob t a in t h e “fl avou r ” of s t a ff m em b er s ’ in d iv id u a l t ea ch -in g s t y les a n d a p p r oa ch es t o t h eir su b ject s.

T h ou gh a ll t h is a p p ea r ed t o b e q u it e st r a igh t for w a r d in t h eor y, t h e p r a ct ice w a s in ev it a b ly fa r m or e com p lica t ed . Alt h ou gh – w h er e it s eem ed et h ica lly a p p r op r ia t e t o d o so or / a n d s t u d en t s’ p er m is sion cou ld b e

ob t a in ed – exa m p les cou ld b e in cor p or a t ed in t o t h e w r it t en m a t er ia ls fr om ea r lier d is -cu ss ion s w it h “t a u gh t ” s t u d en t s, t h e a b sen ce of a ct ive d ia logu e w it h st u d en t s w h o wou ld b e wor k in g fr om t h e DL m a t er ia ls m ea n t t h a t t u t or s h a d t o a n t icip a t e a n d a n sw er q u est ion s t h r ou gh t h eir w r it in g.

T h e p r ocess of w r it in g is ver y d iffer en t fr om t h e p r ocess of t ea ch in g. In t a k in g m y ow n id ea s a n d t ech n iq u es fr om on e s p h er e t o t h e ot h er I b e ga n t o q u est ion a s su m p t ion s in m y t ea ch in g t h a t m igh t ot h er w is e h ave r em a in ed h id d en or b een ign or ed . I a ls o felt a gr ea t er n eed t o ju s t ify w h a t I w a s w r it in g b eca u s e s t u d en t s wou ld n ot im m ed ia t ely b e a ble t o ch a llen ge m e a s t h ey m igh t in a fa ce-t o-fa ce s es s ion . In con s eq u en ce, I n oce-t on ly sea r ch ed ou t m or e r efer en ces bu t , sit t in g a lon e in fr on t of m y com p u t er s cr een , I b e ga n t o t r y t o exp la in a n d d efen d m y ow n va lu e b a se in a w ay t h a t h a d r a r ely b een r eq u ir ed of m e in t h e s em in a r r oom . Lik e a ll for m s of r efl ect ive p r a ct ice, it w a s n ot en t ir ely com -for t a ble – a n d it w a s t im e-con s u m in g.

N ever t h eles s, b eca u se of t h e “t a n gib ilit y ” of t h e w r it t en wor d a n d t h e n eed for a u n it t o b e seen t o b e coh er en t a n d com p let e, I s om e-t im es feel e-t h a e-t DL se-t u d en e-t s gee-t a b ee-t e-t er d ea l fr om m e in t er m s of “in p u t ” t h a n t h eir “t a u gh t ” cou n t er p a r t s. I m igh t b e t em p t ed t o a n sw er a q u est ion in a sem in a r, for exa m p le, w it h t h e st ock , “T h a t ’s a good q u es t ion bu t p er h a p s w e cou ld com e b a ck t o it la t er ” – on ly t o over look it or fi n d it over t a k en by ot h er

issu es a s t h e en d of t h e ses sion a p p r oa ch es. H ow ever, I fi n d it a lm os t im p ossible t o let a u n it go t o p r in t w it h ou t giv in g som e k in d of r esp on se t o q u es t ion s t h a t h ave b een b r oa ch ed even t a n gen t ia lly by w h a t I h ave w r it t en . Sim ila r ly, in com m en t in g in d iscu s-sion t h a t on a p a r t icu la r issu e “My ow n v iew is ...”, t h e n eed t o ju st ify t h a t v iew seem s m u ch les s n ecessa r y t h a n w h en I com m it it t o p a p er.

Clea r ly, n ot a ll for m s of w r it in g or m a t t er s of con t en t r eq u ir e su ch p er son a l in t r osp ec-t ion or com m en ec-t . I h ave fou n d , ec-t h ou gh , ec-t h a ec-t t h e p r ocess of t r a n sla t in g t h e con t en t s of m y t a u gh t session s in t o DL m a t er ia ls – a n d t h er eby op en in g t h em u p for scr u t in y by collea gu es a s w ell a s by st u d en t s – h a s m a d e m e ver y con sciou s of t h e n eed t o fi ll ga p s in m y k n ow led ge a n d u n d er st a n d in g t h a t I m igh t ot h er w ise h ave h a p p ily glossed over. In d eed , on e ver y u sefu l con seq u en ce of d r aw -in g a ll ou r m a t er ia ls t oget h er -in DL for m a t w a s t o m a k e t h e w h ole a ca d em ic cou r se t ea m m u ch m or e aw a r e t h a n h it h er t o of in d iv id u a l d iffer en ces in st a n d p oin t a n d st y le – a n d t h u s of w h er e ga p s a n d over la p s a p p ea r ed in t h e t u t or in p u t t o t h e ME d p r ogr a m m e. T h e in t r o-d u ct ion of DL t h er efor e h a o-d a “k n ock -b a ck ” effect on t h e t a u gh t cou r se w h ich b en efi t ed fr om n ew in sigh t s a n d m a t er ia ls.

Con ver s ely, t h e DL m a t er ia ls con t in u ed t o b e u p d a t ed t o in clu d e issu es a r isin g fr om t h e sh a r in g of id ea s in fa ce-t o-fa ce ses sion s. Wit h t h e d em ise of t h e t a u gh t cou r se, w e a r e n ow h av in g t o con sid er ca r efu lly h ow t o k ee p t h e DL m a t er ia ls “live”. T h is con sid er a t ion h a s b een com p lica t ed by r a p id st a ff ch a n ges over t h e p a st t wo yea r s w h ich h ave b r ou gh t a n a b r u p t en d t o t h e m od el of cou r se a n d st a ff d evelop m en t w h ich u n d er p in n ed t h e p r o-gr a m m e t en yea r s a go a n d w h ich fu r n ish ed a ll st a ff w it h a clea r over v iew of t h e cou r se con t en t a n d st u d en t s ’ p r ogr ess. H ow t o, a n d w h o b esid es t h e cou r se d ir ect or a n d a d m in is-t r a is-t ive secr eis-t a r y s h ou ld , m a in is-t a in is-t h is over v iew w h en a ll st u d en t s wor k a t a d is-t a n ce a n d h ave m in im a l or n o con is-t a cis-t w iis-t h som e m em b er s of t h e cou r se t ea m is t h e su b -ject of con t in u in g d eb a t e.

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ot h er p r ogr a m m es a n d in cr ea sin gly r es p on d -in g t o t h e -in t er n a lly a n d ext er n a lly im p os ed bu r ea u cr a t ic p r oced u r es a s socia t ed w it h a ccr ed it a t ion a n d q u a lit y a s s u r a n ce.

Quality issues

Ap p en d ix 1 s u m m a r is es t h e gen er a l is s u es so fa r d is cu s s ed w h ich h ave a r is en fr om t h e som ew h a t r ea ct ive d evelop m en t of t h e M E d cou r s e over 17 yea r s in w h ich p r ior it ies in , m od els of, a n d fu n d in g for, con t in u in g ed u ca -t ion h ave b een in a con s -t a n -t s -t a -t e of ch a n ge. All h ave obv iou s im p lica t ion s for t h e m a in t e-n a e-n ce of t h e p r ogr a m m e’s q u a lit y.

T h e ir on y of t h e p r es en t em p h a s is on “m ea -su r in g” q u a lit y w h en s t a ff a r e over s t r et ch ed a n d t h in k in g t im e is a t a p r em iu m is in esca p a ble. N ever t h eles s, a d e p a r t m en t a l ch eck lis t of cr it er ia for d efi n in g q u a lit y t ea ch in g h a s b een d ev ised . T h is is

su m m a r is ed in Ap p en d ix 2 w h ich a lso in d i-ca t es t h e ext en t t o w h ich t h e ME d DL p r o-gr a m m e m eet s t h e cr it er ia .

Reflective learning

T h e in for m a t ion s u m m a r is ed a s Ap p en d ix 2 w a s u s ed in t h e r ecen t r ev iew of t h e M E d : on su ch a ch eck lis t t h e cou r se is d em on st r a bly d oin g w ell. H ow ever, even a cu r s or y gla n ce a t Ap p en d ices 1 a n d 2 ca n n ot fa il t o illu s t r a t e t h e d iffer en ce in t h e n a t u r e of t h e p oin t s lis t ed t h ou gh b ot h list s a r e clea r ly lin k ed t o t h e q u a lit y a n d n a t u r e of t h e s t u d en t exp er i-en ce. So, w h a t is goin g on h er e?

Bor r ow in g H er zb er g’s (1966) t er m s, t h e t ea ch in g q u a lit y ch eck lis t seem s p r im a r ily t o p r ov id e a m ea su r e of t h e cou r s e’s “h ygien e fa ct or s ”: t h os e w h ich en s u r e t h a t a n or ga n i-sa t ion or p r ocess r u n s s m oot h ly bu t w h ich b ecom e n ot icea ble on ly w h en t h ey b e gin t o b r ea k d ow n . T h e issu es lis t ed in Ap p en d ix 1 seem , by con t r a st , t o b e m or e s t r on gly a ss oci-a t ed w it h H er zb er g’s “m ot ivoci-a t or foci-a ct or s ”: t h os e w h ich en cou r a ge or h in d er p eop le fr om a ccom p lis h in g t h e wor k in w h ich t h ey a r e en ga ged , in t h is ca s e t ea ch in g/ lea r n in g.

Id en t ify in g t h e h ygien e fa ct or s w h ich u n d er p in a cou r s e of st u dy, a n d en su r in g t h a t t h ey a r e in p la ce a n d op er a t ion a l, is r a t h er lik e oilin g it s w h eels. If “q u a lit y ” is a b ou t “fi t n ess for p u r p ose” a n d a cou r se’s p u r p ose is s im p ly t o r oll, t h en a “q u a lit y ch eck lis t ” lik e t h a t s h ow n in Ap p en d ix 2 is in va lu a ble. It is in t er est in g t o n ot e, h ow ever, t h a t t h is p a r -t icu la r lis -t w a s in i-t ia lly d ev ised by a sm a ll gr ou p of m a n a ger s w h o h a d n o k n ow led ge of t h e con t en t or op er a t ion of t h e ME d

p r ogr a m m e; a n d a lso t h a t t h e ch eck lis t is

in t en d ed for u se in a w id e r a n ge of cou r ses a n d p r ogr a m m es a t a ll levels of st u dy fr om u n d er gr a d u a t e cer t ifi ca t es t o h igh er d e gr ees. To con t in u e w it h m y ea r lier a n a logy, t h er e-for e, su ch a list m ay h elp t o a ssu r e t r aveller s of a sm oot h jou r n ey bu t it p ay s sca n t a t t en -t ion ei-t h er -t o w h er e -t h ey h ave com e fr om a n d w h er e t h ey a r e h op in g t o go, or t o t h e con t ext in w h ich t h eir jou r n ey t a k es p la ce.

T h e exp r essed p u r p os e of t h e M E d in Con -t in u in g E d u ca -t ion is -t o en a ble exp er ien ced a d u lt ed u ca t or s a n d t r a in er s t o in t e gr a t e t h eor y w it h p r a ct ice: in ot h er wor d s, t o exp lor e a ca d em ic k n ow led ge (t h e t h eor y w h ich exist s “ou t t h er e”) a n d t h eir ow n p r o-fession a l exp er ien ce (t h e u n d er st a n d in g w h ich exist s “in h er e” in t h eir ow n t h ou gh t p r ocesses ), a n d t o a r t icu la t e t h e r ela t ion sh ip b et w een t h e t wo. As I h ave a lr ea dy in d ica t ed , t h e con t en t of t h e p r ogr a m m e (t h e w r it t en m a t er ia ls, r efer en ces, t u t or in p u t , et c.) is t h u s in ext r ica b ly lin k ed t o t h e con t ext in w h ich a ll p a r t icip a n t s – st u d en t s a n d t u t or s a lik e – a r e op er a t in g a t a n y given t im e.

In con seq u en ce, fa ct or s su ch a s t h ose list ed in Ap p en d ix 1 n ot on ly in fl u en ce t h e wor k in g a n d lea r n in g en v ir on m en t of cou r se p a r t ici-p a n t s bu t sim u lt a n eou sly b ecom e t h e su b ject of t h eir s t u dy. T h e p r ogr a m m e ca n n ot t h er e-for e fu lfi l it s p u r p os e – i.e. it s q u a lit y is n ot m ea su r a ble – w it h ou t r efer en ce t o t h ese fa c-t or s. Yec-t ic-t is v ir c-t u a lly im p oss ible c-t o p r e p a r e a n a ll-p u r p ose, on ce-a n d -for -a ll ch eck list , lik e t h a t r e p r esen t ed in Ap p en d ix 2, sin ce su ch fa ct or s a r e con st a n t ly ch a n gin g a n d , in a n y ca se, h ave a va r ia ble in fl u en ce on d iffer en t in d iv id u a ls.

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F a r fr om p r ov id in g a ch eck lis t t o focu s t h e m in d on t h e “w h eels ” t h a t k ee p t h e M E d r ollin g in a n a cce p t a ble m a n n er, u sin g t h e cou r se a s a veh icle in w h ich t o d evelop ou r u n d er s t a n d in g a n d sk ills a b ou t r efl ect ive p r a ct ice a n d it s fa cilit a t ion fr eq u en t ly blow s ou r m in d s. E n ga gin g in r efl ect ion for ces u s a n d ou r st u d en t s t o a s k r e p ea t ed ly “Wh a t is goin g on h er e?” in ou r r es p ect ive ed u ca t ion a l p r a ct ices a n d in s t it u t ion s a n d in ou r ow n lea r n in g exp er ien ces. T h e p u r p ose of t h e ME d cou r s e in it s st u d en t s ’ lives, a n d t h e p u r p ose of ou r r ole a s t u t or s on it , is t h u s op en t o con st a n t q u es t ion a n d r ev ision . Ar gu a b ly, t h er efor e, t h e q u a lit y of t h e cou r s e is m ea s u r a ble n ot ju s t in t h e ext en t t o w h ich “h ygien e fa ct or s” ca n b e ch eck ed a n d m a in -t a in ed – bu -t in -t h e ex-t en -t -t o w h ich w e a n d ou r st u d en t s a r e lea r n in g t o r ecogn is e a n d d ea l w it h fa ct or s in ou r in st it u t ion s a n d ou r m in d s t h a t m ot iva t e a n d h in d er u s a ll a s lea r n er s a n d t ea ch er s.

T h is ca se st u dy s u gges t s t h a t t h e a dven t of DL m ay, in d eed , r e p r es en t a sh or t -t er m ga in in en a blin g a n exis t in g cou r s e t o s u r v ive. H ow ever, w h en su ch a cou r se su b s eq u en t ly a ct ively en cou r a ges it s s t u d en t s a n d s t a ff t o a d d r es s is s u es w h ich a r e p olit ica lly a n d a ca d em ica lly s ign ifi ca n t in t h e lea r n in g en v ir on -m en t of t h eir ow n in st it u t ion s, it wou ld s ee-m t o b e t a p p in g in t o r ea l “fu n d a m en t a l a n d lon ger -t er m q u a lit y issu es” (Law, 1997) w h ich go b eyon d con sid er a t ion s of it s ow n s u r v iva l, con t en t a n d d eliver y in t o t h ose of t h e w id er in st it u t ion a l a n d p olit ica l con t ext . In t h is con t ext “m a n a ger s ” r a t h er t h a n ed u ca t ion a l p r a ct it ion er s p er se h ave t r a d it ion a lly b een t h e d ecis ion m a k er s. P er h a p s t h e cr u cia l d ecis ion s n ow fa cin g t h em a r e n ot on ly h ow t o cr ea t e t im e a n d in cen t ive for p r a ct it ion er s t o wor k r efl ect ively r a t h er t h a n r ea ct ively, bu t h ow t o a ct u p on p r ofes sion a l in sigh t s t h u s ob t a in ed .

References

Br ook fi eld , S.D. (1995), B ecom in g a Cr itica lly R efl ectiv e T ea ch er , J os sey Ba s s, Sa n F r a n -cisco, CA.

H er zb er g, F. (1966), Work a n d th e N a tu re of M a n , Wor ld P u blish in g Com p a n y, N ew Yor k , N Y. H u n t , C. (1997), “Sh a d ow s in t h e sw a m p : d ia logu es

in r efl ect ive p r a ct ice”, in Ar m s t r on g, P., Miller, N. a n d Zu k a s, M . (E d s ), Cr ossin g b ord ers, b rea k in g b ou n d a r ies, resea rch in th e ed u ca tion of a d u lts: a n in ter n a tion a l con feren ce, P a p er s fr om t h e 27t h An n u a l SCUTRE A Con fer en ce, Un iver s it y of Leed s, St a n d in g Con fer en ce on Un iver s it y Tea ch in g a n d Resea r ch in t h e E d u ca t ion of Ad u lt s (SCUTRE A), p p. 235-9.

H u n t , C. (1998), “Lea r n in g fr om Ler n er : r efl ect ion s on fa ciliect a ect in g r efl ecect ive p r a cect ice”, J ou r

-n a l of Fu r th er a -n d H igh er E d u ca tio-n , Vol. 22 N o. 1, p p. 25-31.

H u n t , C., E dw a r d s, C., McKay, A. a n d Tay lor, W. (1994), “T h e d a n ce of t h e t u m blew eed : r efl ec-t ion s on esec-t a blis h in g a r efl ecec-t ive p r a cec-t ice t u t or gr ou p ”, in Ar m st r on g, P., Br igh t , B. a n d Zu k a s, M . (E d s), R efl ectin g on Ch a n gin g Pra c-tices, Con tex ts a n d Id en tities, Pr oceed in gs of th e 24th A n n u a l Con feren ce, Un iver s it y of H u ll, St a n d in g Con fer en ce on Un iver s it y Tea ch in g a n d Resea r ch in t h e E d u ca t ion of Ad u lt s (SCUTRE A), p p. 53-5.

J oh n s t on , R. (1990), “Mod u la r isa t ion : a n op p or t u -n it y for s t a ff d evelop m e-n t ”, I-n ter -n a tio-n a l J ou r n a l of Un iv ersity A d u lt E d u ca tion , Vol. XXIX N o. 2, p p. 14-21.

Law, S. (1997), “Lea r n in g lesson s: w h y ch oos e d is t a n ce lea r n in g in ed u ca t ion

m a n a gem en t ?”, In ter n a tion a l J ou r n a l of E d u ca tion a l M a n a gem en t, Vol. II N o. 1, p p. 14-25.

Sch on , D.A. (1983), T h e R efl ectiv e Pra ctition er: H ow Pr ofession a ls T h in k in A ction , Ba sic Book s, N ew Yor k , N Y.

Appendix 1 – Issues arising from “ reactive

development”

• in cr ea sin g st u d en t n u m b er s

• in cr ea sin g d ist a n ce fr om u n iver sit y b a se of “d is t a n t lea r n er s” (som e in r em ot e loca -t ion s w i-t h p oor lib r a r y/ IT su p p or -t ) • la ck of su p p or t fr om m os t em p loyer s (in

m on ey or t im e)

• less h om ogen eou s st u d en t gr ou p – wor k in g in m u ch w id er r a n ge of ed u ca t ion a l set t in gs (cor e of com m on k n ow led ge/ exp ect a -t ion s ca n n o lon ger b e a ss u m ed )

• p r ess u r e on m a n y st u d en t s t o ob t a in a h igh er d e gr ee b eca u se of em p loy m en t s it u a t ion (a ch ieve t a s k v. gr ow in g t h r ou gh p r ocess? exa cer b a t ed by m od u la r

a p p r oa ch ?)

• t u t or s h ave les s in p u t t o, or d ir ect k n ow l-ed ge of, st u d en t s’ lea r n in g or wor k in g en v ir on m en t s

• t u t or s a lso u n d er sa m e p r es su r e a s m a n y s t u d en t s t o “d eliver m or e w it h less”; less t igh t ly focu s ed on p r ogr a m m e b eca u se of p r es su r e t o d esign / d evelop ot h er

p r ogr a m m es ; in cr ea sin g u se of p a r t -t im e t u t or s

• w h a t is t h e r ela t ion sh ip b et w een s t u d en t s, t h ose w h o “w r ot e d ow n ” t h eir t ea ch in g in a n ot h er p la ce a n d t im e a n d n ew t u t or s w h o m ed ia t e b et w een st u d en t s a n d w r it t en m a t er ia ls w h en t h e or igin a l a u t h or s h ave left ? w h a t con s t it u t es “q u a lit y t ea ch in g” in t h ese cir cu m st a n ces, a n d w h o ju d ges? • la ck of “q u a lit y t im e” for r efl ect ion by st u

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Appendix 2 – Criteria for defi ning “ quality

teaching”

(S h ow in g th e ex ten t to w h ich th ese a re m et w ith in th e M E d DL p r og ra m m e)

• T h e t u t or h a s t h e n ecess a r y sk ills, k n ow l-ed ge a n d u n d er st a n d in g t o en a ble s t u d en t s t o a ch ieve t h e lea r n in g ob ject ives of t h e cou r s e

(A ll tu tors a re ex p er ien ced a d u lt ed u ca tors w h o tea ch on a v a r iety of p r og ra m m es; w h o h a v e w ork ed in oth er settin gs; a n d a re in v olv ed in resea rch , som e a lso in con su lta n cy a n d d ev elop m en t)

• Cou r s e d et a ils a r e exp licit , clea r a n d com -p r eh en sible t o a -p -p lica n t s a n d t o s t u d en t s. Cou r s e ob ject ives a n d t h e n a t u r e of t a s k s a n d a s sign m en t s a r e clea r

(B ook let ou tlin in g th e a im s, stru ctu re, con ten t a n d n a tu re of th e p r og ra m m e, en tr y requ ire-m en ts a n d a d ire-m ission s p r oced u res sen t to p r osp ectiv e stu d en ts; in v ita tion to d iscu ss th e cou rse w ith a tu tor b efore for m a l a p p lica tion . “S tu d en t H a n d b ook ” giv es d eta ils on p resen ta -tion a n d a ssessm en t of a ssign m en ts, in clu d in g tu tors’ m a rk in g gu id elin es, a n d m in im u m requ irem en ts for p r og ression b etw een “lev els” of th e p r og ra m m e. R a n ge of a ssign m en ts lin k ed to con ten t of ea ch m od u le su ggested ; n egotia tion of in d iv id u a l title p ossible. A im s/ ob jectiv es of ea ch m od u le giv en in w r it-in g. B ook let of “Disser ta tion Gu id elit-in es” issu ed giv in g fu ll d eta ils of su p er v isor ’s a n d stu d en t’s resp on sib ilities a n d a ll su p p or t m ech a n ism s.)

• St u d en t s a r e in volved in a ct ive lea r n in g a n d r eceive a p p r op r ia t e a n d s en sit ive feed -b a ck on t h eir p er for m a n ce

(A ll a ssessm en t b y cou rsew ork ; w r itten feed -b a ck giv en . Fu ll ten cred it m od u le w ith focu s on refl ectiv e p ra ctice (R P) ru n s th r ou gh ou t th e cou rse; p erson a l tu tor p r ov id es w r itten feed b a ck on ea ch R P “in cid en t” su b m itted – u su -a lly on ce p er ter m – -a n d telep h on e su p p or t -a s requ ired .)

• As sign m en t s a n d ot h er t a sk s p er for m ed by s t u d en t s a r e r et u r n ed p r om p t ly

(Pr oced u res/ tim esca les for h a n d in g in / retu r n (w ith in 3 w eek s) ex p licit in “S tu d en t H a n d -b ook ”. Cou rse secreta r y is h u -b of th e op era tion , h a n d les d a tab a se to “tra ck ” w h ereab ou ts of a ssign m en ts, etc.)

• St u d en t s’ v iew s on t h e cou r se con t en t a n d on it s d eliver y a r e solicit ed in a sy st em a t ic m a n n er, a n d u sed t o r ev iew t h e cou r se a n d t u t or p er for m a n ce

(S tu d en ts com p lete a n d retu r n ev a lu a tion for m s a t th e en d of ea ch u n it, m od u le a n d d a y sch ool; u sed b y m od u le co-ord in a tors in u p d a t-in g m a ter ia ls ea ch yea r. Pr ov ision for v er b a l feed b a ck a t d a y sch ools v ia tu tors a n d in ses-sion led b y stu d en t rep resen ta tiv e w h o sits on for m a l m a n a gem en t tea m .)

• Tea ch in g t a k es p la ce in a n a p p r op r ia t e en v ir on m en t a n d is s u p p or t ed by a ccess t o a ll n ecessa r y fa cilit ies a n d r esou r ces

(T h e la tter problem a tic, a s n oted ab ov e; lib ra r y sta ff cu r ren tly in v estiga tin g w ays of su ppor tin g DL stu d en ts b etter; a cqu ir in g tea ch in g spa ce for stu d en ts w h o a tten d on ly on ce ea ch ter m is a peren n ia l pr oblem – “ou t of sigh t” ca n m ea n v er y m u ch ou t of th e m in d of u n iv ersity sta ff n ot d irectly in v olv ed w ith DL pr ogra m m es, espe-cia lly a d m in istra tiv e “ga tek eepers”.)

• St u d en t s k n ow w h o t o t u r n t o for h elp, a dv ice, or t o r e gist er com p la in t s a n d t h a t issu es t h ey r a ise w ill b e d ea lt w it h sy m p a -t h e-t ica lly a n d effec-t ively

(“S tu d en t H a n d b ook ” lists n a m es/ r ole of a ll sta ff in v olv ed in p r og ra m m e; a ll a ca d em ic a n d su p p or t sta ff p lu s stu d en t rep s m eet a s m a n -a gem en t te-a m -a t le-a st on ce e-a ch ter m . N -a m ed cou rse secreta r y often fi rst p or t of ca ll for stu -d en ts – ca n h a n -d le m ost qu er ies im m e-d ia tely or red irect qu er ies.)

• Tu t or s r efl ect on t h eir p r a ct ice a n d p er for -m a n ce a n d en ga ge in d evelop -m en t of t h eir sk ills a n d k n ow led ge

(Person a l tu tors w h o a ssist stu d en ts w ith R P m od u le, p lu s oth er in terested sta ff, m eet tw ice a ter m a s a refl ectiv e p ra ctice g r ou p.)

So u r c e : Un iver sit y of Sh effield , DACE :