Browsing by Author "Simpson, Mary"
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- ItemOpen AccessFive Years on: Institutional Lessons Learnt in the Distance Ddelivery of a Primary Pre-service Distance Education Programme.(2002-07) Anderson, Bill; Simpson, MaryPCF2 // The institution from which this case study is drawn is Massey University - Te Kunenga ki Purehuroa – in New Zealand. Massey University (MU) is a predominantly state funded university with a national and international reputation for its distance education provision. The provision of distance education at Massey University was originally seen as a national issue and was discussed and lobbied for during the early-mid 1900’s. In 1960, the concept of tertiary level distance education become a national reality overseen, at that time, by the New Zealand Government Department of Education and situated within Massey University. Extra-mural (distance) courses added a second dimension to MU offerings; a dual mode (face-toface and distance) delivery system evolved and has continued to the present day. // Over 250,000 New Zealanders have studied by distance through Massey University. The University has favoured the use of asynchronous media in its communication with and teaching of students. Print based material has been the main medium of delivery as it has allowed universal coverage. The delivery of kits of material through the postal system has also been incorporated as part of some courses. Print has often been supplemented by audio-tapes. Some use has been made of video. Increasingly courses are using electronic media to support tuition. In 1998, the University commenced use of WebCT as the platform for online delivery of courses. // Currently Massey University has in excess of 18,000 students who study by distance. Most of these students are studying part-time, fitting their study around family and work demands. Approximately 1,000 courses are offered to students by distance delivery. Distance delivery is serviced through a central unit within the university. Services include advice and guidance on course design for staff, student liaison advisers, a student society, publications giving advice on distance study, an examinations unit that oversees examination provision and a material production and distribution centre. The university library provides a service to distance students and has designated distance librarians. //
- ItemOpen AccessManaging the Field Experience in Distance Delivered Teacher Education Programmes(2002-07) Simpson, MaryPCF2 // Field experience is a core element in a pre-service teacher education programme. It allows students to enact, and reflect on, their developing philosophies of teaching and is the ‘testing ground’ for theory/practice links. Educational theorists and programme planners in distance delivered teacher education programmes acknowledge the centrality of field experience. Yet for distance education students that experience is often minimalized because of delivery costs and a range of supervision and programme factors. For distance students it is essential that their field experience is of comparable quality and rigor to that of their on-campus counterparts so that a distance gained teaching qualification meets the same standards as one gained on-campus. This paper explores some of the ways field experience can be implemented in a distance delivered teacher education programme. Special emphasis is placed on how quality field experience in distance delivered teacher education programmes can ensure that students receive equitable opportunities and have successful experiences. It draws on an international comparative study of distance delivered pre-service teacher education and examples provided reflect the diversity of settings in which pre-service teacher education is undertaken. Particular reference is made to a New Zealand programme that has employed print, video, telephone and CMC as well as the more traditional and costly personal visits of teacher experts in the preparation and supervision phases of field experience. //