DISTANCE, ONLINE AND CAMPUS HIGHER EDUCATION: REFLECTIONS ON LEARNING OUTCOMESIain McPhee
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The paper draws on empirical data from Scotland and Sweden. The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from performance measures comparing online and on campus study modes, interviews with teachers and Lecturer field notes. The results indicate that students in both countries foremost use the Virtual Learning Environment (VLE) as a forum for accessing information, to access asynchronous postings in the forums and access synchronous online lectures which are also accessed asynchronously in the VLE. The results in the online and campus modes in Scotland and Sweden indicated no significant differences in grades scores. In the paper we will discuss some reasons why study modes do not appear to influence grades. |
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