Between Policy Options and Technology Applications: Measuring the Sustainable Impacts on Distance Learning
This paper examines the interplay of policy options
and cost-effective technology in providing sustainable distance
education. A case study has been conducted among the learners and
teachers. The emergence of learning technologies through CD,
internet, and mobile is increasingly adopted by distance institutes for
quick delivery and cost-effective factors. Their sustainability is
conditioned by the structure of learners and well as the teaching
community. The structure of learners in terms of rural and urban
background revealed similarity in adoption and utilization of mobile
learning. In other words, the technology transcended the rural-urban
dichotomy. The teaching community was divided into two groups on
policy issues. This study revealed both cost-effective as well as
sustainability impacts on different learners groups divided by rural
and urban location.
[1] P. Isaias, C. Borg, P. Kommers and P. Bonanno (eds). Mobile Learning
2005, Malta: International Association for Development of the
Information Society Press; D.R. Garrison and T. Anderston, E-learning
in the 21st Century: Framework for Research and Practice, Routledge,
London, 2003; H. Kynaslahti, and P. Seppala, eds. M-learning, Helsinki:
IT Press, 2003; A. Kukulska-Hulme, and J. Traxler, eds. M-learning: A
Handbook for Educators and Trainers, London: Taylor and Francis,
2005; G. Zurita and M. Nussbaum, ÔÇÿComputer supported collaborative
learning using wirelessly interconnected handheld computers,-
Computers and Education, vol. 42, no. 3, 2004, p.289-314.
[2] Mohamed Ally, ed. Mobile Learning: Transforming the Delivery of
Education and Training, Edmonton: Athabasca University Press, 2009;
M. Anteboth, et al. "Organizing Mobile Teaching," European Workshop
on Mobile and Contextual Learning, University of Birmingham, 2002;
Attewell, J and C. Savill-Smith, "M-learning and Social Inclusion:
Focusing on learners and learning," Proceedings of MLEARN: Learning
with Mobile Devices, Learning and Skills Development Agency,
London, 2003; A. Kukulska-Hulme, and J. Traxler, Mobile Learning: A
Handbook for Educators and Trainers. London: Routledge, 2005.
[3] S. Motlik, ÔÇÿMobile Learning in Developing Nations,- The International
Review of Research in Open and Distance Learning, Vol 9, No 2, 2008;
K. Masters, Low-key m-learning: a realistic introduction of m-learning
to developingcountries. http://www.fil.hu/mobil/2005/Masters_final.pdf;
J. Baggaley and T. Belawati, eds., Distance Education Technology in
Asia, Lahore: Virtual University of Pakistan, 2007.
[4] Becta, http://www.becta.org.uk; MOBIlearn, http://www.mobilearn.org;
K12 Handhelds, http://www.k12handhelds.com; M-learning,
http://www.m-learning.org
[5] Pawan Agarwal, Higher Education in India: A Need for Change,
ICRIER Working Paper, New Delhi, 2006; Sanat Kaul, Sanat, Higher
Education in India: Seizing the Opportunity, ICRIER Working Paper,
New Delhi, 2006.
[6] Jeoung-Keun Lee and Cedric Wachholz,, Workshop Report on Mobile
Learning for Expanding Educational Opportunities, 16 -20 May 2005,
Tokyo, Japan, p.71.
[7] India, 2009: A Reference Annual, Publications Division, Government of
India, New Delhi.
[1] P. Isaias, C. Borg, P. Kommers and P. Bonanno (eds). Mobile Learning
2005, Malta: International Association for Development of the
Information Society Press; D.R. Garrison and T. Anderston, E-learning
in the 21st Century: Framework for Research and Practice, Routledge,
London, 2003; H. Kynaslahti, and P. Seppala, eds. M-learning, Helsinki:
IT Press, 2003; A. Kukulska-Hulme, and J. Traxler, eds. M-learning: A
Handbook for Educators and Trainers, London: Taylor and Francis,
2005; G. Zurita and M. Nussbaum, ÔÇÿComputer supported collaborative
learning using wirelessly interconnected handheld computers,-
Computers and Education, vol. 42, no. 3, 2004, p.289-314.
[2] Mohamed Ally, ed. Mobile Learning: Transforming the Delivery of
Education and Training, Edmonton: Athabasca University Press, 2009;
M. Anteboth, et al. "Organizing Mobile Teaching," European Workshop
on Mobile and Contextual Learning, University of Birmingham, 2002;
Attewell, J and C. Savill-Smith, "M-learning and Social Inclusion:
Focusing on learners and learning," Proceedings of MLEARN: Learning
with Mobile Devices, Learning and Skills Development Agency,
London, 2003; A. Kukulska-Hulme, and J. Traxler, Mobile Learning: A
Handbook for Educators and Trainers. London: Routledge, 2005.
[3] S. Motlik, ÔÇÿMobile Learning in Developing Nations,- The International
Review of Research in Open and Distance Learning, Vol 9, No 2, 2008;
K. Masters, Low-key m-learning: a realistic introduction of m-learning
to developingcountries. http://www.fil.hu/mobil/2005/Masters_final.pdf;
J. Baggaley and T. Belawati, eds., Distance Education Technology in
Asia, Lahore: Virtual University of Pakistan, 2007.
[4] Becta, http://www.becta.org.uk; MOBIlearn, http://www.mobilearn.org;
K12 Handhelds, http://www.k12handhelds.com; M-learning,
http://www.m-learning.org
[5] Pawan Agarwal, Higher Education in India: A Need for Change,
ICRIER Working Paper, New Delhi, 2006; Sanat Kaul, Sanat, Higher
Education in India: Seizing the Opportunity, ICRIER Working Paper,
New Delhi, 2006.
[6] Jeoung-Keun Lee and Cedric Wachholz,, Workshop Report on Mobile
Learning for Expanding Educational Opportunities, 16 -20 May 2005,
Tokyo, Japan, p.71.
[7] India, 2009: A Reference Annual, Publications Division, Government of
India, New Delhi.
@article{"International Journal of Business, Human and Social Sciences:53094", author = "Subramaniam Chandran", title = "Between Policy Options and Technology Applications: Measuring the Sustainable Impacts on Distance Learning", abstract = "This paper examines the interplay of policy options
and cost-effective technology in providing sustainable distance
education. A case study has been conducted among the learners and
teachers. The emergence of learning technologies through CD,
internet, and mobile is increasingly adopted by distance institutes for
quick delivery and cost-effective factors. Their sustainability is
conditioned by the structure of learners and well as the teaching
community. The structure of learners in terms of rural and urban
background revealed similarity in adoption and utilization of mobile
learning. In other words, the technology transcended the rural-urban
dichotomy. The teaching community was divided into two groups on
policy issues. This study revealed both cost-effective as well as
sustainability impacts on different learners groups divided by rural
and urban location.", keywords = "Distance Education, Mobile Learning, Policy,Technology", volume = "4", number = "6", pages = "778-3", }