The chapter concludes by proposing strategies for approaching and mediating these three challenges in turn. With regard to ‘learner-centricity’ we advocate an approach that promotes in the students a spirit of inquiry and which encourages conceptualisation on the basis of their existing knowledge and experience, rather than following a traditional ‘teacher-centred’ and lecture-dominated pedagogy. In relation to communication, particularly critical is the choice of a high quality course management system (CMS) and exploitation to the full of the system’s capabilities in relation to computer-mediated communication (CMC), both within the student community and through ‘synchronous interaction’, between students and staff. Finally, on the building of a ‘learning community’ of students, we emphasise the importance of facilitating students’ cognitive and social presence throughout the modules and programme through the promotion of active engagement and critical reflection on the key issues in the curriculum.
Dadze-Arthur, A. and Raine, J.W. (2016), "Experiential Learning and Teaching at a Distance: How Distinctive an Experience?", Developing Public Managers for a Changing World (Critical Perspectives on International Public Sector Management, Vol. 5), Emerald Group Publishing Limited, Bingley, pp. 141-159. https://doi.org/10.1108/S2045-794420160000005008
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