This book encourages the development of higher-quality learning and assessment practices and describes the principal characteristics of self-assessment, peer assessment, and group assessment with guidelines for effective implementation

This paper examines the e-learning strategies adopted by universities, from the perspective of three common objectives: widening access to educational opportunity; enhancing the quality of learning; and reducing the cost of higher education. The discussion is illustrated by drawing on case studies of universities in Europe and the United States. It is concluded that the most striking characteristic of the e-learning strategies adopted by universities is their diversity, and inherent characteristic of adaptability in use and flexibility in application. The implicit compatibility with institutional aims suggests that the e-learning strategies universities adopt reflect, rather than influence, institutional ethos and that by virtue of the capacity to adapt to different contexts, e-learning may be more adaptable - and ultimately less threatening - to academic mores than some observers fear. (Abstract by author)

Distance and Blended Learning in Asia is a unique and comprehensive overview of open, distance learning (ODL) and information and communication technology (ICT) in Asian education and training. Broad in coverage, this book critically examines ODL and ICT experiences from Japan to Turkey and from Sri Lanka to Mongolia – drawing conclusions from the successes and failures, and recommending ways in which planning, management and practice may be developed for the world’s largest concentration of adult open and distance learners.

This pioneering book draws on Asian theory, research and practice to identify the strengths, weaknesses and challenges in all sectors of Asian education and training. It critically and insightfully discusses the ideas, skills and practices that are necessary to advance knowledge in leadership and management, professional development, innovation and quality assurance and research and diffusion.

Distance and Blended Learning in Asia provides an insightful, informative and critical review of ODL / ICT developments in schools, open schooling, colleges, universities, workplace training, professional development and non-formal adult and community education. The book is an invaluable reference for ODL / ICT professionals, educators and students anywhere in the world, and is essential reading for all of those involved in ODL / ICT in Asia.

The purpose of this study was to compare the effects of
e-learning versus those of traditional instructor-based
learning, on student learning, based on student learning
styles. Another goal was to determine if e-learning is more
effective for those with a particular learning style. The
Kolb Learning Style Inventory (LSI) measured the learning
styles of students. This post-test, intact-group design
examined the dependent variable of student knowledge
based on the learning style of each subject and the
learning method to which each was exposed. The results
revealed that for the instructor-based learning class
(traditional), the learning style was irrelevant, but for the
web-based learning class (e-learning), the learning style
was significantly important. The results indicated that
students with the Assimilator learning style (these learn
best through lecture, papers and analogies) and the
Converger learning style (these learn best through
laboratories, field work and observations) achieved a
better result with the e-learning (web-based) method.

While a great deal has been written on the advantages and benefits of online
teaching, and research continues to proliferate, many practitioners are seeking
guidelines that can be applied to the design of assessment in online environments.
The last decade has seen the convergence of traditional distance education
with on-campus modes of delivery and work-based training signalling new
models of flexible delivery. In addition, demand driven education accentuates
the learner’s role and needs while the teacher has become a manager, mediator
and motivator of student learning. Issues raised by national and international
bodies and quality assurance agencies now seem to be addressing the same
questions. How can a teaching and learning process that differs so markedly
from what has been practiced for hundreds of years maintain and support
quality? Who will be the guardians of quality and the innovators of learning
and assessment design?
This paper addresses current definitions of quality in online assessment and
examines emerging expectations of what constitutes appropriate online assessment.
A case study is presented of a Web-based assessment framework that is both
interactive and product-oriented and involves learners in making contributions
to course resources through learning activities. It is proposed that an interactiveparticipatory model of assessment utilises the communicative features of
technology while affording a motivating and authentic assessment experience. (Abstract by authors)

This book reviews the lessons to be learned from the integration of distance learning strategies with established face-to-face teaching methods. It draws on real, practical examples from education and business.The book will help readers think in new ways about the support and delivery of learning and addresses the following questions: * Is there evidence that distance learning can enrich, and enhance the cost-effectiveness, of more traditional programs of education and training?* What options do companies and educators have in fostering the development and implementation of such approaches?* What are the pitfalls and how can they best be avoided?