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dc.contributor.authorCreed, Charlotte
dc.contributor.authorAllsop, Terry
dc.contributor.authorMills, Roger
dc.contributor.authorMorpeth, Ros
dc.date.accessioned2015-01-19T05:08:04Z
dc.date.available2015-01-19T05:08:04Z
dc.date.issued2005
dc.identifier.urihttp://hdl.handle.net/11599/165
dc.description.abstractAlthough the quotation above uses language which sounds rather dated fifteen years on, questioning the assumption that distance learning practices established in one context can translate into new ones remains valid. As is well documented, there are many approaches to providing a learner support system in open and distance education. The ways in which this support is provided will vary considerably depending on a wide range of factors. This paper reflects on the existing approaches to learner support, with a particular focus on lower income countries, and gives examples of how such support is provided in a wide range of circumstances. It does not try to identify ideal models but rather provides a range of principles on which learner support systems may be based and gives some examples of how these systems have been developed in a number of institutions.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning, Vancouveren_US
dc.rights.urihttp://creativecommons.org/licenses/by-sa/4.0en_US
dc.subjectOpen and Distance Learning (ODL)en_US
dc.titleThe Art of the Possible: issues of learner support in open and distance learning in low income countriesen_US
dc.typeReporten_US
dc.subject.otherOpen and Distance Learning (ODL)en_US


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