| Summary: | Distance Education, as it is practiced today in the Western world, is undergoing
rapid change. This is no less true within the British Columbia distance education
community. This change is due, in part, to the increasing speed of technological
innovation, specifically in the convergence between broadcast, telecommunications, and
data communications fields (Bates, 1994). Therefore, a research study was conducted to
look at the phenomena of converging technologies and new media (CT/NM) and their
impact on course development decisions in distance education for adult learners.
Specifically, the purpose was to describe how selected distance education course
developers were conceptualizing, or making sense, of CT/NM.
This study was conducted with eight distance education course developers from
two education institutions in the Lower Mainland of British Columbia, Canada between
May and June 1999. Five participants were from the Open Learning Agency and three
were from University of British Columbia's Distance Education and Technology Unit
(DE&T). A qualitative research methodology, based on an interpretive understanding and
using participant interviews and document analysis, was applied.
Three conclusions emerged from the study. First, the course developers' practices
were being affected by CT/NM and as a result, some new planning considerations and four
new course development practices were emerging. The four practices were media and
technologies replacement, hybrid course development, resource-based course development
and structured information. Secondly, the course developers were applying an enhanced
systems-based course development model and moving towards a new course development
paradigm, based on networked multimedia and using post-fordist production processes.
The final conclusion was that there were six specific organizational issues that could
enable or impede the success of CT/NM for the course developers in this study. These
issues were roles, training and professional development, delivery systems, funding
arrangements, intellectual property policies, and new opportunities. Overall, the course
developers in this study were making sense of CT/NM within their practices pragmatically,
in an incremental and evolutionary way.
Based on the conclusions from the study, three suggestions for further study were
also provided.
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