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- UNIGIS
- Distance Learning Education
- Issues facing Distance Learning Students
- How UNIGIS has addressed GIS Distance Learning
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- UNIGIS is a collaboration of higher education institutions across t=
he
world
- This network aims to enable its members to be world leaders in
distance learning GIS education
- It collaborates to deliver high quality GIS courses
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- Originally developed in the United Kingdom from a collaboration bet=
ween
the Universities of Huddersfield, Manchester Metropolitan and Salfo=
rd,
which began in 1990
- Programmes aimed at ‘early career’ professionals
- Collaborations with the Free University of Amsterdam and the Univer=
sity
of Salzburg started the international growth of the UNIGIS brand
- Since 1990 the UK collaboration (UNIGIS UK) has had 18 intakes of
students from all over the world
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- Distance Learning……
- is study undertaken with support outside a classroom environment[1].
- education or training delivered to remote (off campus) locations via
audio, video or computer technologies, including both synchronous a=
nd
asynchronous instruction[2].
- Distance Learning is very different to self guided study
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- Distance learning seen as attractive by learner, employers and educa=
tors
because:
- Flexible
- Fulfils obligations for widening participation
- Opportunities for Continuing Professional Development (CPD) and
re-skilling.
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- Factors influencing performance:
- Time management
- Work pressures
- Family commitments
- Lack of previous experience
- Lack of “academic study skills”
- Problems with technology
- Feeling of isolation
- These are all factors identified as potential obstacles by students
prior to starting
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- Distance learners can feel isolated, due to physical separation, and=
disconnected
from the course[3]
- Students are more likely to succeed if they feel they are part of a =
learning
community
- The development of a community allows for the flow of information
between students and increases the range of people who can help=
[4]
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- Tensions between ‘learning’ and ‘training’
- Students need ‘re-introduction’ to study
- Use commercial software but NOT a training course
- Flexible (as far as regulations allow)
- Accreditation for prior learning/experience
- Sometimes work, families and life has to come first
- Assignment ‘guideline’ and ‘deadline’ dates=
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- Constant update required
- GIS changes – so we change.
- In the last five years – Google maps et al., mash-ups,
volunteered information, Open Source, Inspire, etc, etc.
- Demands strong infrastructure
- Office support, technical support.
- Academic staff commitment. Time allocations etc
- Needs a large student body to fund the programme
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- Flexibility of the programme is vital
- Support from UNIGIS office invaluable
- Communication usually quick and encouraging
- Assessments are challenging and provoke extra study
- Stimulating range of topics covered
- Access to industry standards software important
- Allowed me to carry out my job more effectively
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- Distance learning GIS programmes work
- Meet a clear market demand
- Definitely NOT a second best option
- High quality students
- Need close contact with distant students
- NOT just about technology. Demands excellent human support.
(Photographs of babies!)
- But distant delivery is getting easier and better
- Electronic libraries, virtual campuses etc
- Video, interactive demos, wikki/blogs, Skype etc…
- Rapidity of change of subject matter is challenging
- Needs commitment from staff
- Needs strong institutional support
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- Rumble G. (1989) Open learning, distance learning and the misuse of
language. Open Learning, 4(2): 28-36.
- National Center for Education Statistics (2002) Distance Education
Instruction by Postsecondary Faculty and Staff: Fall 1998, NCES
2002–155 (Washington, DC: US Department of Education), Availab=
le
at http://nces.ed.gov/pubs2002/2002155.pdf (accessed Oct 2008).
- Rovai, A.P. (2003) In search of higher persist=
ence
rates in distance education online programs. Internet and Higher Educati=
on, Vol.
6, 1 – 16
- Rovai, A.P. (2001) Classroom community at a
distance: A comparison of two ALN-based university programs. Internet and Higher Educati=
on, Vol.
4, 105 -118.
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