Holborn College, London
This paper offers a critical examination of an e-learning project in the context of a Distance Education training program delivered to teacher trainers by an external university in Rwanda. In examining the successes and failures of the project, it uses a framework based on ideas promulgated by Moore (1995) and strives to provide guidance and reference for future projects in this field.
Moore (1995) describes how, in May 1995, The American Center for the Study of Distance Education hosted the Third Distance Education Research Symposium Conference, in which a group of researchers were asked to consider “the effect of research on improving the quality of distance education practice” (p. 1). In setting out a framework for analysis, they identified “four key research areas: course design, instruction, policy and administration, and learners and learning” (p. 4).
By Moore’s (1995) own admission, there is a considerable degree of overlap within these four key research areas, but they serve to offer structure in a field where so much research is autonomous and unconnected. Although all online learning and development projects should be implemented on a case-by-case basis, there is a clear need for comparative studies. This is advocated in the work of Gourley (2004), and Keniston (2001) who in writing about the Indian context, notes that India abounds with pilot projects that rarely form part of any larger plan and which include little thought or consideration of how they might be replicated on a larger scale beyond the boundaries of the individual projects.(leer más…)
Fuente: [The International Review of Research in Open and Distance Learning]