Global Challenges and Perspectives in Blended and Distance Learning

Willems (rural and indigenous health, Monash U., Australia), Tynan, and James draw together 21 chapters that consider global issues and perspectives in distance and flexible learning. Researchers from Australia, New Zealand, North America, the UK, and Spain working in education, technology, and other areas discuss the use of technology in synthesizing higher education professional development research, the impact of social justice issues like equity in distance education, the benefits of borderless education, and cultural and quality considerations in transnational distance education. The second section consists of case studies of collaborating and capacity development in distance education in Australia, Tasmania, South America, Canada, and New Zealand, followed by a section on building capacity for teachers, institutions, and researchers, such as through technology use, online professional development communities, self-study, policy reform, leadership challenges, organizational change, and a whole university approach to curriculum mapping.

The detailed table of contents, along with the compilation of references makes this work useful for the researcher, while the content of the chapters will guide users in their own uses and practices in blended and distance learning.