Abstract
Whether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play not only in revealing the short-term effectiveness of instructional design and teaching strategies but also in contributing to their long-term development. This is not disputed, as reflected in the place that formal evaluation tools have on most courses.DOI:10.1080/09687760108656776
Highlights
Whether in face-to-face or distance mode, courses result not- from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play in revealing the short-term effectiveness of instructional design and teaching strategies and in contributing to their long-term development
Many formal course evaluation procedures tend to take a snapshot from the vantage
A comment that suggests 'instructional materials were effective' does not tell the real story of how a learner has interacted with those materials along the way
Summary
Whether in face-to-face or distance mode, courses result not- from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play in revealing the short-term effectiveness of instructional design and teaching strategies and in contributing to their long-term development. This paper argues for illuminative evaluation (Parlett and Hamilton, 1987) processes as a contributor to the development of distance learning practice in local contexts
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