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The economics of mass distance education 总被引：2，自引：0，他引：2
Greville Rumble 《Prospects》1988,18(1):91-102
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Greville Rumble 《Distance Education》1987,8(1):72-94
In conventional universities geared to the lecture, seminar, and tutorial, there is a clear and almost linear relationship between staff and student numbers, and it is this relationship that is the primary determinant of cost. Media‐based distance education, however, changes the production function of higher education. This change occurs not where media is used to supplement the teachers’ role — this merely increases total costs, but where it is used as a substitute for teachers. In essence, capital replaces labour, offering to the educationalist what Leslie Wagner {1982: ix) has described as ‘a mass production alternative to the traditional craft approach’. 相似文献
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Greville Rumble 《Technology, Pedagogy and Education》2013,22(1):129-148
Abstract Both campus-based universities and distance teaching universities are highly bureaucratised organisations that have eroded the traditional autonomy of the academic and created environments in which education is dehumanised. Developments in telecommunications and computer-based communications open up the possibility of creating new forms of interactive universities that can operate globally, irrespective of the place of abode of either students or staff. Exploiting these possibilities to advantage will require the development of new social relations, and in particular of different cash relationships between academics, students, and validating or licensing authorities that will, in many ways, mirror the artisanal organisation of the twelfth-century university. Such interactive universities will, however, be well suited to meet the lifelong learning needs of mobile knowledge workers. 相似文献
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Greville Rumble George A. Borden 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):427-448
In 1977 the government of Costa Rica established a new university, the Universidad Estatal a Distancia (UNED), and charged it with using distance teaching methods to meet the needs of new target groups as well as to alleviate some of the pressure of student demand on the existing three state-funded campus-based universities. This paper examines UNED's impact in relation to three categories of need: (1) student demand for university places; (2) demand from persons who had been previously disadvantaged in one way or another and hence unable to enter a university; and (3) demands generated by the needs of society for trained manpower. The paper evaluates UNED's success or failure in meeting these needs, in so far as it can be measured, and considers evidence based on the views of UNED's students regarding the success of the University in meeting their individual requirements. Throughout, the paper relates UNED's role within the higher education system in Costa Rica to those of the campus-based universities. In spite of the problems of teaching part-time students in a society in which leisure time is at a premium, the authors believe that UNED is to a large degree achieving its objectives by meeting previously unfulfilled needs at the higher education level in Costa Rica. 相似文献
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Greville Rumble 《Open Learning》2013,28(3):221-222
The first article in this issue raises some fascinating issues that relate to my own background in research into student learning and experience of courses in conventional higher education. Richardson, Long and Woodley have administered the Academic Engagement Form', used widely in colleges in the USA, and the 'Course Experience Questionnaire', used widely in universities in Australia, to distance learning students. John Richardson and various colleagues have previously shown that these questionnaires, separately, work as well in distance learning contexts as they do in conventional contexts: that is, they identify the same factors as components of students' experience, and the same factors relating to overall perceptions of quality of experience, as in conventional contexts. Of the many findings reported in the study reported in this issue of Open Learning, two stand out for me. First, academic engagement is shown to play a key role in students' perceptions of academic quality: engaged students perceive their course to be of higher quality. This does not tell us if students who are happy with their courses become more engaged or if those who are engaged become happier with their courses, however, merely that they are related. 'Engagement' here encompasses both social and academic engagement as defined in Tinto's model of student retention. Second, students' overall perceptions of academic quality are mediated by their perceptions of their tutors. The authors conclude: '... the attitudes and behaviours of tutors are crucial to students' perceptions of the academic quality of courses in distance education'. In conventional contexts the item on the Course Experience Questionnaire that relates most closely to student performance concerns the quality of teacher feedback, not teaching, and this is easy to understand in a distance context. The methodology of this paper (relying on factor analysis of questionnaires and multivariate analysis of the relationship between questionnaire scale scores and background variables such as age, gender, educational qualifications, workload and hearing status) may be relatively unfamiliar to readers of Open Learning. What is perhaps more familiar is that such an analysis adds to similar conclusions about the centrality of the tutorial role in ODL students' learning from very different kinds of study (such as of the relationship between tutorial attendance and student performance). There is a growing body of evidence that the same variables are involved in student perceptions of courses and of academic quality in distance learning contexts as in conventional contexts. 相似文献
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Greville Rumble 《Open Learning》2013,28(2):109-111
The internet offers considerable potential for open and distance learning in psychology. Research reveals an abundance of psychology demonstrations and experiments available online, directed both at students and potential research participants. Although expertise is being developed to overcome the technical problems associated with this medium, there has been little or no evaluation into the impact of participating in such studies on the learning experience of distance education students. This paper describes an attempt to remedy the situation. An experiment including two computer tasks and questionnaires was offered online to a group of distance education students. A follow up study was used to assess the implications of internet experiments on the learning experience of distance education students. 相似文献
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Greville Rumble 《International Journal of Lifelong Education》2013,32(1-2):31-43
Over the period 1971–2001, distance education has changed enormously. This article identifies five key changes. Firstly, and technologically, the period opened with the establishment of one of the most successful of the multi-media based distance education systems, the UK Open University, but ends with the rush towards online education. This technological change underpins a second change, a pedagogical shift within distance education from a transmission model of education towards a constructivist model exploiting computer-mediated communication. Paradoxically this has occurred just when some commentators have seen the dehumanization of the traditional education. The third change has been the growing acceptance of distance education, and with this, its expansion. Linked to this is the fourth change ? the change in the way distance education is perceived. It has moved from low status to acceptance, with increased confidence as its methods are adopted across education as a whole. Finally, distance education can be seen to be evolving from an essentially modernist (bureaucratic or Fordist) form of education into a post-modernist phenomenon with a focus on the student as consumer, on flexibility and global reach. 相似文献
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The competitive vulnerability of distance teaching universities 总被引：4，自引：3，他引：1
Greville Rumble 《Open Learning》2013,28(2):31-45