Chris O'Hagan (C.M.Ohagan@derby.ac.uk)
Mon, 14 Sep 1998 12:30:45 +0000
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From: "Chris O'Hagan" <C.M.Ohagan@derby.ac.uk> Date: Mon, 14 Sep 1998 12:30:45 +0000 Subject: RE: [ifets] Efficiency gains in interactivity
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Joe Beckman comments on the difficulties of achieving economies of
scale in 'interactive' aspects of education, despite the
opportunities offered for conferencing with ICT. This is surely the
case, but in fact most of the total-distance mega-universities, and
many other providers, have very little person-to-person interactivity
built into their courses, with little apparent adverse effect upon
the quality of graduates.
There has been extensive debate on the role of person-to-person
interactivity (beyond that required for assessment and feedback,
which is usually paper-based or occasionally by telephone) in
distance learning, and the research is inconclusive. There is some
evidence it improves attrition rates (feel-good factor), but little
that it significantly improves performance.
Of course, most distance-learners are self-selecting and tend to be
older and more committed than the average 18 year-old. As we try to
extend ODL methods to younger cohorts, the evidence may change. It
may be that interaction is crucial to their maintaining motivation,
and sustaining performance - but it may be that other social changes
(and educational changes in schools) mean that tomorrow's 18
year-olds are better prepared for more independent learning methods.
The opportunities for person-to-person communication and interaction
proposed by ICT are possibly more exciting than the person-machine
interaction proposed by computer-driven learning packages. However,
I understand that the UK Open University's introduction of computer
conferencing using First Class has not been universally welcomed by
its students. Such conferencing can impose time schedules and
therefore some inflexibility into a mode of study selected by
students particularly for its elastic time scales.
However, I do not think the real challenges lie in the development of
total-distance education, which has already demonstrated its
potential and honed excellent methods, but in providing flexible
learning and flexible modes of study to students within reach of an
institution or study centre. This is the development of what I have
called the 'Cheshire Cat' model of a university. I have discussed
this in a paper delivered to the EDEN Conference in Bologna this
summer -' The Virtual University and the Cheshire Cat'. This
university exists on a continuum from reality to virtuality (the
Cheshire Cat), and, in a modification of Lewis Carroll's vision,
Alice (the Student) can choose how much 'Cat' she sees at any time in
her studies - ie the balance of distance and attendance modes,
anywhere on a scale from total attendance to total distance. Though
it may be that in practice, in line with Carroll's vision, it is
sometimes the Cat (university) which determines how much Alice can
see at a particular moment in her studies.
The reason I believe this is a crucial model for the future is that
regionality (sub-national) can relate more closely to culture and
particularly employability: regionality can offer
productive attendance possibilities. We are still a very long way
from an international qualifications framework, and a truly
international labour market. Regional frameworks can also offer
credit-accumulation, and transfer arrangements are more easily
arranged between institutions and levels. In fact, I believe this
kind of institution is critical to extending access on the scale I
mentioned in a previous mailing. .
I am a bit of a sceptic of 'global' education. How many students
does Harvard take on its MBA before it is devalued, and Harvard with
it? How many courses can be adjusted to local employment needs from
thousands of miles away - some only, and mainly postgrad. Do the
non-English speaking nations want to be totally dominated by an
Anglo-American culture?
See:
O'Hagan CM, The Virtual University and the Cheshire Cat. In Szucs A
& Wagner A, Universities in a Digital Era, Transformation,
Innovation and Tradition - Roles and Perspectives of Open and
Distance Learning, Budapest:EDEN. ISBN 963 556 9 O. Don't know if
EDEN have put the Proceedings on the web. If there is interest, I
could put it up off our web site.
The metaphor of the Cheshire Cat seems to have caught peoples
imaginations, so I would be grateful for an acknowledgement if you
use it yourself.
Sorry to go on at such length.
Chris O'Hagan
============================================
Christopher O'Hagan
Dean of Learning Development
Centre for Educational Development and Media
University of Derby
Kedleston Road
DERBY, DE22 1DA
England
Tel: +44 (0)1332 622262 (direct)
Fax: +44 (0)1332 622772
Email: c.m.ohagan@derby.ac.uk
WWW: http://www.derby.ac.uk/cedm/welcome.html
CEDM is home to a Teaching and Learning Technology
Support Network Centre, one of nine in the UK offering
free support to UK Higher Education Institutions:
tltsn@derby.ac.uk
Improvement makes strait roads; but the crooked
roads without Improvement are roads of Genius - Wm Blake
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