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  Overcoming the ‘Distance Education Deficit’ through
  Proactive Motivational support
  Ormond Simpson
  Whilst accepting that distance education has been a huge success in many ways, this paper suggests that there is evidence that there is a ‘distance education deficit’ with many distance institutions having less than a quarter of the graduation rates of conventional institutions. The paper surveys some of the reasons why such a deficit should occur and asks what damage it might do to students, institutions and society. It suggests that one reason for the deficit is the ‘category error’ of confusing teaching with learning and that institutions have focused too much on the provision of teaching materials, especially online, and too little on motivating students to learn. It maintains that there is accumulating evidence for the essentiality of proactive contact for overcoming dropout and the importance of making that contact motivational. It shows that such an approach is financially viable and can make a surplus for the institution if carefully designed. Finally whilst briefly surveying some of the new developments in distance education in the form of MOOCS, learning analytics, and the use of smartphones, it suggests more speculatively that rather than resources or organization, the main barriers to increasing student success in distance education are institutional attitudes to student retention.
  Keywords: Distance education; Retention; graduation rates; motivational support; cost-benefits of support; institutional attitudes
  Developing Excellence in Personalised Integrated Learning Support
  Pat Atkins
  This paper explores learning support at the Open University in the United Kingdom in the context of a five year programme to develop a personalised, integrated model of support for students studying at a distance. The Personalised Integrated Learning Support (PILS) Centre for Excellence in Teaching and Learning (CETL) piloted a multi-disciplinary team approach to designing and evaluating support, building on practice which already existed in the university. The PILS CETL ran research and scholarship projects delivered by practitioners to explore enhancements to learning support. A wide range of approaches and technologies were applied in the projects. The ultimate aim was to embed enhancements which would improve progression through a pathway of modules. Many of the ideas piloted in the programme are currently being mainstreamed within the University.   Keywords: learning support; personalized; integrated; multi-disciplinary teams; scholarship; evidence-based practice; practitioner enquiry; CETL
  The Agreement between Content Design and Learning Objectives Design in
  Online Courses: A Case Study of C Programming in Three Online Institutions
  Chen Peng, Huang Ronghuai, Zhang Jinbao and Zhang Runzhi
  Course content is the means to realize the learning objectives in distance education. The selection and organization of course content is, to a great extent, determined by learning objectives, which are reflected in the content and tasks. The trinity of learning objectives, content, and tasks leads to students’ improvement in knowledge structure and skills. This study focuses on the agreement issues between course content and learning objectives in the course C Programming in three online institutions, and puts forward a series of suggestions on online course design.
  Keywords: online courses; learning objectives; implementation of the objectives
  Individualized Learning Supported by Instructional Videos
  in the Networked Era
  Li Xiaogang, Jin Suli and Wang Yunwu
  There has been increasing international and national attention to the research and practice in instructional videos. Through introducing the nature and origin of instructional videos, this study analyzes the theoretical foundations for individualized learning supported by instructional videos. It also elaborates on the practice of flipped classrooms, instructional videos websites and individualized learning routes. Countermeasures and solutions are suggested, so as to provide a brand new perspective for individual learning in the networked era.
  Keywords: instructional videos; individual learning; instructional videos websites; open video courses; flipped classrooms
  Instructional Strategies in Open Universities: A Perspective
  from the Local Study Centers
  Zang Hongyan and Liang Xiaoqi
  Developing The Open University of China requires integration of information technology and education, and user friendliness of the elearning environment. Research into the instructional strategies enhances integration of quality educational resources, innovation in instructional modes, and improvement in online instruction efficiency. Based on analysis and comparison of online instruction in a Shanghai study centre, the authors elaborate on online instructional factors, depict the design process for online instructional strategies and explore the effectiveness of online teaching practice.
  Keywords: Open University; online instructional strategies; online class; instructional design
  Instructional Design Skills Development for Pre-Service English
  Teachers from an Ecological Teaching Perspective
  Chen Wei
  Instructional design skills are practical capabilities for teachers to analyze and solve teaching problems. Based on analysis of the current practice in higher education institutions for developing pre-service English teachers’ instructional skills, wiki-based collaborative lesson planning platform was put forward from an ecological teaching perspective. A 3-month teaching experiment was carried out. The result shows wiki-based lesson planning enhances efficiency and improves instructional design skills.
  Keywords: wiki; pre-service English teachers; collaborative lesson planning; instructional design skills
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