Recommendations for teaching in a distributed learning environment: The students’ perspective

Geraldine Lefoe, Cathy Gunn, John Hedberg


The University of Wollongong opened a new campus and two new access centres on the south coast of NSW, Australia, in 2000. The combination of distance with limited funding, after seed funding was expended, has provided opportunities to rethink teaching and learning strategies. Competition from traditional distance education providers in the area meant that, strategically, Wollongong had to “think differently”. This paper provides an overview of issues identified by students through an evaluation of the inaugural year of a flexibly delivered Arts degree in a distributed learning environment. Actions taken by the University to resolve the issues are outlined and recommendations for implementation from the students’ perspective are proposed.

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