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dc.contributor.authorSeelig, Caroline
dc.contributor.authorCadwallader, Alan
dc.contributor.authorStandring, Doug
dc.coverage.spatialPacificen_US
dc.date.accessioned2019-05-10T17:45:11Z
dc.date.available2019-05-10T17:45:11Z
dc.date.issued2019-03
dc.identifier.urihttp://hdl.handle.net/11599/3188
dc.description.abstractAs long ago as 1992, Greville Rumble was writing about the “competitive vulnerabilities” of single-mode distance teaching institutions [universities]. In the intervening years the challenges he described have only intensified, especially so as advancing information and communication technologies have enabled increasing numbers of campus-based tertiary institutions to enter distance learning, usually targeting the part-time adult learner market that was formerly the preserve of single-mode distance learning providers.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.relation.ispartofseriesJournal of Learning for Development;vol. 6, no. 1
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.source.urihttps://jl4d.org/index.php/ejl4d/article/view/328/364en_US
dc.subjectOpen and Distance Learning (ODL)en_US
dc.subjectTechnical/Vocational Education and Training (TVET)en_US
dc.titleTransformational Change in Delivery at Open Polytechnic, New Zealanden_US
dc.typeArticleen_US
dc.coverage.placeNameNew Zealanden_US


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