Abstract
Distance learning is a global phenomenon with a wide range of available courses; however concerns exist regarding both course quality and educational standards. Within Australia the further and higher education sectors are highly regulated by the Tertiary Education Quality and Standards Agency and the Australian Skills Quality Authority respectively. All educational providers must meet the appropriate compliance requirements. The Open Universities Australia consortium is a group of eight Australian Universities. This consortium offers 44 undergraduate awards and 127 postgraduate awards; however they are predominantly in disciplines suitable for distance learning. The Engineering Institute of Technology offers a wide range of accredited distance learning courses but to people already in the workforce. Despite the widespread availability of eLearning tools such as mobile learning and well established instructional platforms within Thailand Online Distance Learning (ODL) is not well represented. In order to analyze potential barriers to this mode of learning a group of Thai university students attended a 1.5 hour lecture remotely and feedback was collected. The results clearly demonstrate that within this single cohort there was considerable interest in studying in a distance learning mode.
Highlights
1.1 Introduce the ProblemDistance learning is the educational deployment mode in which students never physically meet their lecturers
This paper focuses primarily on evaluating the use of an interactive style of teaching in an Online Distance Learning (ODL) environment
The teaching method employed was substantially interactive with frequent questions to the entire group and to specific individuals in order to determine the level of understanding
Summary
Distance learning is the educational deployment mode in which students never physically meet their lecturers. The continuing improvements in communications technologies provide a platform that is reliable and supportive of progressively higher bandwidths capable of allowing the transmission of high quality video ("National Broadband Netowrk," 2017). There are numerous advantages to distance learning but a principle one is as convenience i.e. the opportunity to study any time, any place. There have been concerns regarding course quality and educational standards. According to Morrison with the USA, The view that online education is “just as good as” face-to-face instruction was not widely held in 2003: 42.8% of chief academic officers reported that they considered the learning outcomes for online instruction to be inferior to face-to-face instruction. Reasons cited by Morrison include the lack of authoritative body to address minimum levels of standards
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