Similarities and differences

between traditional and

distance/online delivery of
courses

Jonathan Darby
Technology-Assisted Lifelong Learning
University of Oxford
jonathan.darby@conted.ox.ac.uk
 My background
• Joined University – 1980
• Associate Tutor in Department for
Continuing Education – from 1983
• Computers in Teaching Initiative – 1988
to 1996
• Director of Technology-Assisted
Lifelong Learning – from 1996
 Student differences
Traditional Distance learning
 plenty of time  limited time
 in the studying  highly motivated but
groove “out of practice”
 want to be told what  usually have specific
they need to know learning needs
 limited life  highly relevant life
experience experiences to share
 not in a position to  may be able to pay
pay full cost full cost
 Economic differences
Traditional Distance learning
 most funding already  creating new
committed business
 motivation is to  motivation is to serve
improve quality of new markets
teaching  new students bring
 no new money additional income
 must work with  can work alongside
existing system existing system
Are online courses as good as
traditional ones?
Aspects of learning Best mode
 orientation face-to-face
 motivation face-to-face

 information online
acquisition
 elaboration online
 clarification online
 confirmation online
(Noel Entwistle) 1:9 face-to-face:online
 TALL’s aims
TALL aims to create a financially self-sustaining programme
within five years that meets the needs of a wide range of adult
learners by:
1. reviewing and identifying effective forms of technology-assisted
lifelong learning
2. conducting applied research into technology-assisted lifelong
learning
3. developing course frameworks, courses and educational
services that exploit technology in support of lifelong learning
4. evaluating all work undertaken and disseminating the
outputs and insights gained to local, national and international
audiences
 Philosophy
• Be needs not technology driven
• Apply Ockham’s Razor
• Build on Oxford strengths
• Build the new in the shell of the old
• Develop self-sustaining models
• Create students
• Be the best
 Approach
• Object orientated approach
 courses constructed from learning objects
 multiple media not multimedia
 adaptability and disposability
• Formal production methods
• Placing the tutor in the centre alongside
the student
 2 tutors per 20 students
 Course development stages
• Feasibility assessment
• Course specification
• Resource allocation and planning
• Learning object creation
• Assembly of alpha course version
• Testing and review cycle
• Delivery and evaluation
• Course respecification and redevelopment
 Course Model 1: Geography-
independent
• Fully distance-based
 multiple media not multimedia
 online document delivery
 resource-based
 tutor support
 semi-synchronous
 computer-enabled group activities
• Advanced Diploma Course in Local History
 www.tall.ox.ac.uk/LocalHistory
 Course Model 2: Hybrid

• Combination of study modes

 Face-to-face
• orientation & motivation
 Distance
• information acquisition, elaboration, clarification
& confirmation
• Diploma Course in Computing
• www.tall.ox.ac.uk/Computing
 Course Model 3: Curriculum
on Demand
• Each student follows a tailor-made course
 needs analysis and assessment of prior learning
 learning components
• small size
• metadata
 continuous assessment and course modification
 intense tutor support
• Immunology (Oxford Professional Updating
System)
 Oxford Professional Updating System
Gateway

Pastoral Technical Internet

Questionnaire support support

Peer Learning
Tasters support support

Needs analysis Communication Assessment

& assessment of
prior learning
Learning Course
modification
components
Personal
course
Supporting
resources Accreditation
 Conclusions
• There is a large potential market for online
education
 >300 applications for 60 places on first online course
offered
• Online education is economically attractive
 Investment of £250,000 recouped in 3 years with 120
students per annum
• If designed from scratch online education is at
least the equal of traditional education
• Keep the tutor central
• Not much time left to get established