Policy Deficit in Distance Education: A Transactional Distance

Autor/in	Gokool-Ramdoo, Sushita
Titel	Policy Deficit in Distance Education: A Transactional Distance
Quelle	In: International Review of Research in Open and Distance Learning, 10 (2009) 4, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Distance Education; Academic Persistence; Foreign Countries; Policy Formation; Interviews; Theories; Stakeholders; Developing Nations; Barriers; Access to Education; Educational Environment; Educational Development; Economically Disadvantaged; International Education; Educational Policy; Policy Analysis; College Students; College Faculty; Questionnaires; Program Effectiveness; Program Implementation; Program Development; Printed Materials; Instructional Effectiveness; Higher Education; Integrated Learning Systems; Web Based Instruction; Correspondence Study; Electronic Learning; Instructional Design; Educational Technology; Computer Assisted Instruction; Blended Learning; Mauritius + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Ausland; Politische Betätigung; Interviewing; Interviewtechnik; Theory; Theorie; Developing country; Developing countries; Entwicklungsland; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsentwicklung; Internationale Erziehung; Politics of education; Bildungspolitik; Politikfeldanalyse; Collegestudent; Fakultät; Fragebogen; Programmplanung; Unterrichtserfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht
Abstract	This paper innovatively extends the application of transactional distance theory (TDT) to evidence-based policy development in Mauritius. In-depth interview data on student persistence from a range of stakeholders is used to understand the implications of distance education (DE) policy deficit. Policy deficit has surfaced as another dimension of transactional distance and student persistence as an appropriate measuring instrument. Transactional distance is salient in the non-alignment of national and institutional DE planning. Associated results are myopic institutional vision, stagnating national plans, poor resource deployment, and ill-understood opportunities for personal development. This research validates TDT as an instrument for policy development and concludes that supporting advocacy plans will help to achieve sustainable distance education in the region. Lessons from the field in Mauritius can be usefully adapted to the sub-Saharan African context (SSA). These preliminary indications require further research and discussion. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10