The evolution of online learning in bridging mathematics at a distance: the tension between learning needs, technological innovation and access restrictions in an Australian regional university

Taylor, Janet A. (2002) The evolution of online learning in bridging mathematics at a distance: the tension between learning needs, technological innovation and access restrictions in an Australian regional university. In: Crossing the Bridge: Proceedings of the 10th Australasian Bridging Mathematics. UNITEC, Auckland, New Zealand, pp. 67-74.

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Abstract

The University of Southern Queensland Australia.
The learning needs of students in bridging mathematics programs
offered by distance education are well known. This paper examines the
evolution of online initiatives designed to meet the needs of on and off
campus students at a large Australian regional university. The developments,
including specific support programs for pre-tertiary, engineering, statistics,
economics and overseas students as well as generic mathematics support for
all students, range from document delivery systems to interactive multimedia
and online discussion groups. These are discussed within the context of online
learning theory and the tension
between delivery innovation and access restrictions.

Statistics for this ePrint Item

Item Type:	Book Chapter (Commonwealth Reporting Category B)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	No evidence of copyright restrictions on web site.
Faculty/School / Institute/Centre:	Historic - Office of Preparatory and Academic Studies
Faculty/School / Institute/Centre:	Historic - Office of Preparatory and Academic Studies
Date Deposited:	11 Oct 2007 00:33
Last Modified:	02 Jul 2013 22:35
Uncontrolled Keywords:	online learning theory, bridging mathematics program, support programs
Fields of Research (2008):	13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
Fields of Research (2020):	39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy
URI:	http://eprints.usq.edu.au/id/eprint/996

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