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Internet Learning

Internet Learning

Abstract

This paper explores the ways in which technology in general, and online provision in particular, has contributed to a blurring of boundaries between different modes of educational provision, but makes a case for the retention of the notion of “distance” and how the challenges of distance may be overcome through conscious decisions made and budgeted for at the programme design stage. The argument made here results from an ongoing discussion within the South African Institute for Distance Education (SAIDE) in reflection on work at institutional, national and cross-border levels. It proposes a model for mapping different forms of provision within a funding framework in South Africa that looks set to continue a distinction between distance and non-distance forms of provision. The paper suggests a hierarchy of issues that should be addressed in the quality assurance and accreditation of distance programmes with varying degrees of ICT integration.

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