ALTERNATIVE MODES OF TEACHING AND LEARNING
AT THE UNIVERSITY OF WESTERN AUSTRALIA

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Preamble

The purpose of this paper is to urge debate. It is an attempt to move the discussion forward from the position reached following feedback earlier this year from the Teaching and Learning Committee paper Open Learning and alternative modes of teaching: An exploration of the field. It argues that UWA must examine the emerging information technologies for their potential to maintain and enhance our position as a tertiary education institution of international standing offering a top quality learning environment to current and prospective students and the opportunity for the achievement of top quality learning outcomes. While there was a time in the University's history when a clear decision was made to withdraw from provision of 'external studies', the clear dichotomy between on-campus face-to-face tuition and off-campus remote tuition no longer pertains. Technological advances have rendered a simple dichotomy obsolete. On-campus, between campus and between institution provision of 'remote' tuition is possible. There are examples of many modes of teaching and learning currently occurring at, or from, this university. Many new possibilities are emerging. There is much to learn about such alternatives particularly as students start to demand more flexibility in the learning environment. The broad issue of modes of delivery of teaching and the consequent nature of the learning environment provided needs revisiting and broad directions for the University determined.

The paper may be perceived by some as provocative. It is hoped that discussion will not get 'bogged down' in definitional disputes or arguments about minor pedagogical or logistical issues (not to suggest that all pedagogical and logistical issues will be minor). Rather, from campus-wide discussion of the broad issues, it is intended that we move towards a clearly articulated position and a strategic approach to see that position realised and sustained.

The Impact Of Change

As we face the onset of the next millennium, the pace of change continues to accelerate, fuelled, to a large extent, by technological change. Beyond the campus, commerce, industry and society in general are undergoing constant transformation. The decline in the relative importance of the traditional rural and industrial base, and the rise of the information age and the service sector, are symptoms of fundamental change. A recent AVCC issues paper, Exploiting Information Technology in Higher Education, saw this transformation as being characterised "by explosive growth in the generation of information, exponential demand for its use and a continually shrinking life cycle of information" (1996: 4).

The pace of change has not yet been matched within education-especially higher education. In the 50's and 60's, the rising demand for education was matched by public funding. But, since the 70's, the tension between rising costs and inflexible budget ceilings has led governments to expect consumers to bear an increasing proportion of the costs of education. The challenge for educators into the next century will be to endeavour that all people develop their full intellectual potential in a world of declining physical resources. For existing institutions to remain at the cutting edge in the provision of higher learning the effective addressing of this issue is a critical imperative.

Reasons For Change

The infrastructure, traditions, values and methodologies of tertiary institutions combine to create massive inertia that impedes rapid change. However, many traditions and values of tertiary teaching are facing serious challenge. External pressures are likely to force us to change. Financial resources are likely to decline, while "output", likely to be defined narrowly in terms of numbers of students reciving degrees in a given time, will be expected to increase. The costs of many tertiary teaching methods are high and in some situations insensitive to volume: it is probable these costs can only be significantly reduced through alternative methods of instruction. It is possible that existing university budget models support existing methods of teaching and learning in ways that discourage change or at least engender fears that innovation and efficiency will immediately be penalised to the advantage of traditional approaches.

The new world that is emerging values flexibility over rigidity, and process over content. Yet with our complex system of faculties and departments, courses and units, curricula and assessment, we offer under-graduate students little control over their own learning. Our current model is predominantly didactic rather than negotiated, and we prefer to control learning resources, rather than offer them. Our school system is already adapting, re-structuring and adopting technology to make the curricula more relevant to individual learners' characteristics, to make learning more active, and to empower students to take responsibility for their own learning. Students will come to expect no less from their tertiary experiences.

In a changing world, the perceived value of our particular university heritage continues to fall, as students purchase their education from an increasing range of providers. Life-long learning, retraining, distance learning and geographical isolation all offer opportunities that a high-inertia system is ill-equipped to seize. Distance education and open and flexible learning options are changing and expanding and could well threaten the future of older established universities, our future. There are now 10 tertiary level institutions in the World with enrolments of more than 100,000 students a year (total enrolment of more than 2 million students).

Large multi-national organisations are becoming involved in the provision of higher education. These institutions are successfully exploiting technology to extend their reach and the quality of their services. With the advent of the Internet, a student can achieve reputable learning outcomes and take out a degree from anywhere in the world without leaving home.

Proactive Change

Alternative methods of delivery should be considered because of their potential benefits, quite apart from any perceived threats to the future of traditional approaches. The greater focus on the quality of teaching in higher education has highlighted considerable room for improvement. Information technologies (embodying the many guises of the micro-computer, including the Internet, multimedia, video-conferencing, and local networks) offer incredible potential to transform training and educational systems. Many of the early weaknesses with particular technologies have been overcome, and a growing number of educators have incorporated technological methods into their teaching. As conventional education becomes more expensive, the costs of technology continues to fall.

Despite the overwhelming adoption of technological solutions in most fields of human endeavour, in very few instances have alternative instructional methods significantly reduced education budgets. This may be due to the fact that adoption has often been half-hearted, with inadequate infrastructure support, and has relied on the efforts of enthusiasts. Educational technology will not achieve its potential without adequate infrastructure, well-rounded implementation and effective support. Not-with-standing the reducing costs of technology noted earlier, infrastructure, implementation and support costs are by no means inexpensive.

Educational media alone do not influence the achievements of students. Media permit the delivery and storage of instructional messages, but do not determine learning. Research evidence is that media-based teaching and learning processes are not inherently better than traditional teaching and learning processes. However, the evidence supports the position that technology-based teaching and learning can be effective. People can learn from media, and because of the improved instructional strategies and enhanced materials facilitated by media, they may learn more effectively, and in most cases more efficiently. While not denying that some media will suit some students and not others, the provision of alternative media has the potential to better cater to varying learning needs. Freed from the question of which form of technology is better than another, we should be concentrating our efforts on discovering the most effective means of using technology to facilitate learning.

A New Framework

Within the restraints of financial probity, academic values rather than accountancy should direct our efforts. Part of the solution must be the construction of a new infrastructure that will maintain academic values whilst meeting the future need of educating greater numbers with reduced resources.

The answer is not simply guidelines on how to teach, because the best designed educational resources will fail if their implementation is not addressed with equal care. We must address the whole learning process. There are many issues to be considered, including design, development, piloting, implementation, evaluation, assessment, dissemination, staff development, technical support, attitudinal change, and the administration of hardware and software. We must learn the increased importance of collaboration (possibly assisted by the adoption of appropriate technology) and avoid repetition of effort, both of which are costly in a technological environment.

The Challenge

The external forces exerted on higher education are numerous, persuasive and in some cases enormous. These forces include the technological, political, social, cultural and economic. Many are global rather than local in nature. There is a danger that the reform process in higher education will be driven externally rather than from within. The more proactive we are, the more control we will retain over future directions. Though we should proceed with caution, there is a need to accelerate our debate on alternative delivery. Prudent caution should not manifest itself as inaction.

The current convergence of pedagogical thought and technology break-throughs, well illustrated in Laurillard's (1993) Rethinking University Teaching - a framework for the Effective use of educational technology , offer unique opportunities to transform education for the benefit of all. As a matter of urgency, we must discuss policies and strategies to help those who wish to embrace change to consider the implementation and evaluation of a range of different possible technologies.

To further stimulate the debate, the following list of propositions is provided. They have been loosely grouped under headings and sorted where possible according to their similarity within the groups. They are presented to provide a challenge to the status quo and to focus thinking. Readers may wish to agree with, disagree with or discount any or all of these propositions. Readers may wish to suggest additional propositions. With a degree of consensus, some of the key propositions could be presented to the University more formally in the form of recommendations.

Propositions regarding the future and alternative modes of teaching:

University-wide Strategy on Information Technology and Teaching and Learning

1. That UWA recognises, as the universities of the world adopt alternative forms of delivery that remove geographical restrictions, the competition for students will increase and universities with infrastructures that encourage open learning will benefit at the expense of others.
   
2. That the University modify its Strategic Plan to recognize that some changes to its teaching and learning practices are inescapable consequences of the technologies, and that it should be to the fore in implementing such changes, recognizing that it is academic objectives that should drive innovations and not the technology.
   
3. That the University develop a general methodology for the planning, application and evaluation of alternative learning and teaching modalities.
   
4. That the University acknowledge the relationships between university, home and other venues for learning, will be changed for both students and staff by the availability of new technologies.
   

University Resource-based Learning and Distance Education Strategy

5. That the University recognize the appropriateness of an active involvement in resource-based learning, distance education and remote 'across campus' delivery, while maintaining and enhancing existing modes of delivery.
   
6. That in venturing into "distance education" the University will
   • use a variety of modes of delivery, driven by educational principles, avoiding relying on any single technology
   • gradually increase interactivity
   • portray a human face for some of the transmission time
   • incorporate appropriate staff development and other support processes for selection of media and instructional design.
     
7. That faculties and departments be encouraged to look at developing alternative modes of teaching, where such alternatives are not already in existence.
   
8. That 'knowledge and skills in the development and application of alternative modes of teaching' be a criterion considered in the selection of all new academic staff recruited to teach in this university.
   

Student Information Technology Access and Generic IT Skill Development

9. That modes of teaching be developed to reflect future graduate needs and society's expectations, recognizing the the need to produce graduates equipped to work in the 21st Century.
   
10. That the University adopt policies and measures designed to ensure that all its students have access to up-to-date learning technologies and the opportunity to develop competency in their use.
    
11. That the University adopt as an objective to be achieved by the Year 2000 the achievement of a ratio of one multi-media-capable computer for an appropriately defined number of eftsu, with an adequate support, maintenance and upgrading programme.
    
12. That there be generic target outcomes for every student in learning to use computers, which encompass their use as a basic tool (data entry), an enhanced tool (word processing, database, Email, presentation), a knowledge enhancement tool (problem solving, search and discovery), an innovative tool (CAD and software development), and creative tool (art work, graphics, interactive multi-media).
    

Flexible Learning for Students

13. That the University adopt the strategic view that the education and training opportunities it offers should, as far as is possible, provide the maximum flexibility and adaptability in learning situations and technologies.
    
14. That in order to satisfy the different needs of our potential student population, students should be able to select and adopt flexible study methods wherever possible.
    
15. That students should be empowered to develop unique and individual relationships with information through which they can devise and construct understanding and knowledge.
    

Other Pedagogical Issues

16. That implementation of any alternative modes of teaching should always be contextual. Each course may have different circumstances. Each instructional task should be considered in the light of its own environment, restrictions, limitations, and opportunities.
    
17. That no alternative method of teaching or learning will successfully be adopted unless it has demonstrable, clearly understood benefits for the teacher and the learner.
    
18. That the adoption of an alternative method of teaching or learning should only be undertaken to meet an identified learning need or opportunity not currently being met adequately.
    
19. That units taught in a single teaching mode be examined to explore the adequacy of the learning environment created for the students.
    
20. That technology in education is most appropriately applied to teaching at under-graduate level where students are exploring known fields of knowledge, and where their learning is significantly 'mediated' by a teacher.
    

Raising University Awareness and Supporting New Developments

21. That a Task-Force be established to explore new and emerging alternative approaches to teaching and learning in higher education and assess the potential for their application at this University.
    
22. That the University acknowledge that current work practices, such as didactic presentation of lectures, should evolve and change, taking account of new possibilities such as working in collaboration with media staff to develop multi-media learning products, and more collaborative and self-directed learning methods using new technology.
    
23. That the University implement an effective ongoing program of awareness raising and understanding for staff that links the use of converging technology with the principles of international best practice in teaching in higher education.
    
24. That faculties and departments be encouraged to appraise themselves of currently available alternative modes of teaching with a view to ensuring that they are addressing student learning needs as effectively as possible.
    
25. That the range of teaching and learning modes available to academic staff be packaged, including costs and benefits, and presented in such a way (by a central area, or more locally across the University, eg. via the CWIS) so that staff involved in developing or revising courses are able to make informed decisions in regard to the modes they will adopt in their teaching.
    
26. That the University assemble and keep updated a resource of tertiary best practice in teaching and learning technology, including examples of effective use of alternative modes of teaching at UWA.
    
27. That the University formulate and implement a plan to achieve professional development of academic and general staff in relation to the existing and emerging technologies of learning and teaching.
    
28. That teachers should be aware that even the best designed educational materials will fail completely if they are inappropriately used, and that evaluation and implementation must be as well supported as development.
    

Resourcing

29. That the adoption of any alternative mode of teaching will always initially involve extra resources, effort and expense, and that unless these demands are adequately supported, the impact of the innovation will be reduced and may fail.
    
30. That for one year, the University Initiatives Fund be used to resource a coherent approach to the development and maintenance of an effective diversity of approaches to teaching and learning.
    
31. That the University offer funding on a competitive basis to faculties and departments to engage in purposeful development and/or implementation of learning and teaching technologies.
    
32. That where course material is considered to have wider application than to the lecturer's own students (to other courses at UWA and elsewhere), an opportunity should then exist for the sharing or recovery of the cost of developing an alternative method of delivery.
    
33. That where a lecturer is willing to go beyond the norm in taking advantage of identified opportunities, UWA should have in place an accepted support and reward structure.
    

Alternative Modes of Teaching and Learning Working Party
of the Teaching and Learning Committee

Lyn Abbott

Roger Dickinson

Owen Hicks (Chair)

Jane Talbot

David Treloar

Chris Tylich

Robyn Wilson

Attachment 1 Glossary of Terms

The following glossary of terms is provided to inform the debate rather than to prescribe definitions. The statements provided give an indication of the meanings given to the terms in recent literature.

Alternative modes of teaching and learning - this expression recognises the possible variety in teaching methods and learning environments. While 'alternative modes' often have a 'new technology' focus, the term does not exclude consideration of more traditional approaches to teaching and learning.

Distance education - a subset of an open learning approach, referring to courses delivered off-campus using either traditional or new communication technologies. External students are defined as those who have all units delivered by distance education and where on-campus attendance is special or irregular, while multi-modal students are those who undertake a mix of distance units and on-campus units. (Stedman, 1995: 21)

Open learning - an approach rather than a system or technique; it is based on the needs of individual learners, not the interests of the teacher or the institution; it gives students as much control as possible over what and when and where and how they learn; it commonly uses the delivery methods of distance education and the facilities of educational technology; it changes the role of teacher from a source of knowledge to a manager of learning and a facilitator. (Stedman, 1995: 21)

Resource-based learning - learning processes which are not dependent on place, time or pace, and whose resources may take any of a number of forms including print, audio, video or computer programs, or combinations of these. (working definition used by the HEC and CAUT joint sponsored conference Resource Based Learning - Implications for Academic Policy Development and Teaching Practice, Canberra, 1995)

Transactional distance - used commonly in a distance education context, this term refers to 'distance' that is more than geographic or spatial - it can be a reflection of the psychological space between the learner and the teacher and something that communications media must overcome if technology-delivered education is to be effective. 'Transactional distance' is also a relevant factor in on-campus education, especially in large-group teaching. (Caldine, 1993: 7)

Attachment 2 Additional Information

(copies of most of these references are available from the Teaching and Learning Centre in the Centre for Staff Development)

ACER (1994) A Study of the Academic Results of On-Campus and Off-Campus Students, Commissioned Report No. 34, NBEET.

AVCC (1996) Exploiting Information Technology in Higher Education: An Issues Paper. (available electronically at http://www.avcc.edu.au/avcc/pubs/eithe.htm)

Alexander, S. (1995) Learning with Technology: Keeping the Focus on Learning - abstract of Keynote Address at ASCILITE Conference, Melbourne. (available electronically at http://ascilite95.unimelb.edu.au/SMTU/ASCILITE95/abstracts/alexander.html)

Andrew, D. and Isaacs, G. (1995) The Effectiveness of Multimedia as an Instructional Tool within Higher Education, Tertiary Education Institute, The University of Queensland.

Beattie, K., McNaught, C. and Wills, S. (eds) (1994) Proceedings of the IFIP TC#/WG3.2 Working Conference on the Design, Implementation and Evaluation of Interactive Multimedia in University Settings, Melbourne.

Caldine, R. (1993) Overseas experience in non-traditional modes of delivery in higher education using state-of-the-art technologies - A Literature Review, DEET, Higher Education Division, Occasional Paper Series.

Cochrane, T., Ellis, H.D. and Johnston, S.L. (1993) Computer Based Education in Australian Higher Education - a Case Study at the Queensland University of Technology, DEET, EIP.

Employment and Skills Formation Council (1995), Converging technology, work and learning,, Canberra: NBEET.

Hesketh, B. (1996) Computer-mediated Communications in Higher Education Project Report, DEET, EIP (Final Report in press).

James, R. and Beattie, K. (1996) Delivery Alternatives for Postgraduate Coursework, Higher Education Series Occasional Paper No. 13, DEETYA.

Jevons, F. and Northcott, P. (1994) Costs and Quality in Resource-Based Learning On- and Off Campus, Commissioned Report No. 33, NBEET.

Laurillard, D. (1993) Rethinking University Teaching - a framework for the effective use of educational technology, London: Routledge.

Moran, L. (1995) National Policy Frameworks to Support the Integration of Information Technologies into University Teaching/Learning, Report of a Search Conference commissioned by DEET, Deakin University, Geelong.

Oblinger, D.G. and Maruyama, M.K. (1996) Distributed Learning, Boulder, Colorado: CAUSE Professional Paper Series No. 14.

Scott, G. (1996) The Effective Management and Evaluation of Flexible Learning Innovations in Higher Education, Innovations in Education and Training International, 33, 4, 154-170.

Stedman, L. (1995) Technology in Teaching - a Discussion Paper, Queensland University of Technology.

Tinkler, D., Smith, T., Ellyard, P. and Cohen, D. (1994) Effectiveness and Potential of State-of-the-Art Technologies in the Delivery of Higher Education, DEET, Higher Education Division, Occasional Paper Series.

Viskovic, A. (1996) An Introducation to Educational Media, Canberra: HERDSA Green Guide No. 20.