Pedagogical motivations and barriers for developing multi-modal distance education courses

Abstract

[Abstract]: Advances in technology and desktop access to multimedia have provided an opportunity to enrich learning environments. In 2003, the University of Southern Queensland, a major provider of distance education courses, commenced the process of converting traditional print-based courses to multi-modal courses (typically comprising an interactive CD and course homepage). This change process required academics to adopt and integrate educational technology. The literature indicates that a range of institutional and individual factors influence academics' motivations to adopt and integrate educational technology. However, the primary focus of this paper is on pedagogical motivations and barriers for designing and delivering multi-modal distance education courses.