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Wednesday, March 17, 2004
DEVELOPING AN INFRASTRUCTURE FOR ONLINE LEARNING - Alan Davis, Theory and Practice of Online Learning
Introduction: In 1995, distance learners at Athabasca University (AU) were surveyed about their access to and use of computers in their learning. About 25% of those surveyed responded to the effect that they had access to a computer and to the Internet. Interested staff members considered this proportion high enough to push ahead with all sorts of computer-based learning initiatives. By 2002, the number of students with access to the World Wide Web had grown to 93%, and the pioneers were smugly standing by watching their colleagues reinvent “the online learning wheel” (Athabasca University, 2002a). It was planned that, by 2003, as a result of the implementation of an e-learning plan, AU would officially be an “online” institution (Athabasca University, 2002b). As is the case with many other institutions and organizations, much has changed in a very short time.
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