(H)E‐developments: an autobiographical narrative
| Published date | 01 September 2001 |
| DOI | https://doi.org/10.1108/09684880110399121 |
| Pages | 153-161 |
| Date | 01 September 2001 |
| Author | Jane Thompson,Janet McGivern,Dina Lewis,Gabi Diercks‐O’Brien |
| Subject Matter | Education |
(H)E-developments: an
autobiographical
narrative
Jane Thompson
Janet McGivern
Dina Lewis and
Gabi Diercks-O'Brien
Introduction
UK Government initiatives suggest that higher
education will be increasingly delivered
through mixed mode methodologies, which
include distance learning packages, face-to-face
delivery and supporting students online
(THES, 2000). There is no doubt that such a
view is common practice for many institutions,
and has been for some for over a decade,
notably the Open University. In spite of these
learning innovations, the central issues in
relation to facilitating student learning remain.
While technological determinist views are given
prominence (see, for example, Dale Spender's
opening address, NLC, 2000, Lancaster
(Spender, 2000)), we must not lose sight of
pedagogic debate in our attempts to give more
access through technological innovation. Our
aim to provide high quality learning
experiences for students must take precedence
over the aim to provide high quality
technology. Since Plato (and before),
philosophers and practitioners have pondered
the problematic of teaching/learning, but how
much wiser are we in 2000? Theoretical realms
abound, alongside increasingly sophisticated
technologies; indeed, there is no shortage of
advice for recently-qualified educators who
wish to disseminate their ``knowledge'' (see, for
example, The Institute for Learning and
Teaching (ILT)). It is our view, however, that
while questions about pedagogy remain
central, they now include a different orientation
as we develop distance and online strategies.
There has been considerable debate in the
last decade in relation to online learning in
HE (for an excellent summary, see Goodyear,
2000). Clearly, there has been a shift from
distance (text-based) strategies to screen-
based technologies, and new acronyms such
as CME (computer-managed environment),
CMC (computer-mediated communication),
MLE (managed learning environment) and
VC (virtual campus) have entered our
vocabulary. However, research in relation to
management education[1] online has not, as
yet, found a particular forum. As two of us
have a particular interest in the field of
management education (Thompson and
McGivern, 1996), this paper acts as a focus to
consolidate our ideas and, in particular,
explore working with students at a distance,
and online, questioning how experiential
approaches to management education can be
developed in relation to innovative
The authors
Jane Thompson, Janet McGivern, Dina Lewis and
Gabi Diercks-O'Brien are all at the University of
Lincolnshire and Humberside, Hull, UK.
Keywords
Innovation, Distance learning, Quality
Abstract
Drawing on the authors' experiences at the University of
Lincolnshire and Humberside (ULH), this autobiographical
narrative explores the development of distance learning
strategies for management and business studies students.
The authors discuss their own particular experiences and
their role in pursuing innovations. Having considered the
pedagogical issues involved in working with students at a
distance, the paper goes on to discuss innovations to
facilitate learning at ULH. This includes the design of text-
based materials for distance learning, increasing access
via work-based learning, and the university's involvement
in both the Teaching and Learning Technology
Programme, (TLTP) and the Extended Learning
Environment Network (ELEN) projects. Early evaluations
of these projects identify a tension between the
apparently boundless technological possibilities and
students' need for the ``human'' dimension in learning.
Developing high quality H(E)-education may depend in
some part upon managing that tension.
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153
Quality Assurance in Education
Volume 9 .Number 3 .2001 .pp. 153±161
#MCB University Press .ISSN 0968-4883
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