Formation Continue du Supérieur

Despite the success that instructors and learners often enjoy with online university courses, learners have also reported that they miss face-to-face contact when learning online. More...

The rapid growth of online learning has led to the development of faculty inservice evaluation models that are geared towards the demands of quality improvement of degree programs. Based on the best practices of student online assessment, the Online Faculty Development and Assessment System (OFDAS) created at the Canary Islands was designed to serve the dual purpose of faculty development and classroom learning environment assessment. More...

Table of Contents

Editorial

Research Articles

Research Notes

Technical Notes

Full Issue

IRRODL Volume 7, Number 3

PDF 1-149

When faculty development is viewed as an ongoing need and when we approach faculty development as a long-term, continuous effort, community building becomes a part of the process. Carefully designed faculty development approaches can facilitate and create a culture that supports a thoughtful focus on teaching, while at the same time, nurture a sense of connectedness and collegiality across the organization that is vital to continuous innovation and improvement. More...

Research in distance and online education has focused on how to improve students: learning and support services. Faculty satisfaction, as one of the five pillars in Sloan-Consortium's quality framework for online education, has received less attention in research. More...

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. More...

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary for Higher Education in general, and distance education in particular, to adapt those systems and practices that are not appropriate for the changing environment. More...

Distance education is generally seen as a very isolating experience for students, but one often forgets that it can be an equally isolating experience for teaching staff, who sometimes must work in isolation from colleagues. This study examines the experiences of nine tutors at one of the 10 biggest universities in the world, Universtiy of South Africa's (Unisa) Reading and Writing Centres. More...

Tutors in the OUI- The Open University of Israel (a distance learning institution) are often the only academic staff who have direct contact with students. Therefore, their performance is crucial for the university. However, the nature of their job might hinder optimal performance: they are temporary and part time employees, thus having low job security. Their academic freedom is limited and in most learning centers of the OUI they are professionally isolated. More...

This article outlines the background to, and progress on, a project based on work carried out at the Open University UK (OUUK). The aim of the project is to articulate the attributes and expertise required by tutors of languages in distance education. A review of the literature on the roles and competencies required for tutors operating at a distance indicates that the specific context of language teaching has received relatively little attention from researchers in the field. More...