By B. Tynan

In a latest media-rich society, distance schooling is changing into more and more indistinguishable from mainstream conventional tools. modern scholars, too, have better desire than ever ahead of for schooling that caters to their particular wishes and worrying schedules.

Outlooks and possibilities in mixed and Distance Learning investigates the effect of the electronic age on numerous tools of distance schooling, resembling e-learning, digital studying, on-line studying, and m-learning. Researchers, educators, and scholars at the moment engaged in or seeking to enforce distance schooling rules of their personal practices will discover a seminal reference assortment exploring new tools of delivering flexibility, accessibility, and freedom to scholars with numerous academic backgrounds, occasions, and needs.

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The final chapter in this section considers inclusivity as an equity concern in distance education. In “Six Practical Principles for Inclusive Curriculum Design,” Sharron Kerr and Michaela Baker suggest six practical principles for inclusive curriculum design. Within the context of the Australian Higher Education sector, this chapter aims to draw together the principles of inclusive curriculum design and Universal Instructional Design to provide lecturers and curriculum designers within concrete advice on how to design curricula that are both inclusive and accessible.

In 1994, Pierre Bourdieu observed that “academics resist being self-reflective about their professional practice” (cited in Greenwood & Levin, 2005, p 4). To deal with adaptive (undefined and messy) challenges we must create a more flexible mind that exercises mental agility to meet the complex demands of the fast-paced ever-changing interactive networked world. As with Greenwood and Levin’s social scientists, curriculum designers apply their own direct experiences of teaching and learning to their designs, rather than the ideologies of constructivism which they so often espouse (Stewart & Adlington, 2010).

The Pedagogical Suitability of Using Cellphones to Support Distance Education Students” also explores mobile learning possibilities for distance learning. Examining the pedagogical suitability of using xxxi cell phones to support distance education students, author Mpine Makoe argues that the use of mobile technologies in education has had a major impact on the pedagogy as known and understood by many academics in Open Distance Learning (ODL) institutions. The aim of this chapter is to investigate the pedagogic approaches that best support effective use of cell phones in the distance education context.

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