Dance of Change: Print-Based Distance Education to Creative Networked Learning

Abstract

Wattlegrove was the first university in Australia to provide off-campus programs to rural and remote students. The Wattlegrove Model was considered radically different from other first-generation implementations of the correspondence model of learning. Unlike other universities, all academics were required to teach internal and external students. The Learning Support Centre emphasized a systemic approach to creating effective learning systems, implementing strategies for staff/student contact and regular student group activities. The cornerstone of this model held high regard for learners learning rather than teachers teaching, aiming for didactic conversation and two-way communication between tutor and learner. As differing technologies became available, Wattlegrove integrated many of these into its distance education programs, which grew rapidly. By 1979, Wattlegrove had over 5000 external enrollments, the largest in Australia. Progressively, the university became a leader in the use of interactive videoconferencing, talkback radio, and broadcast television, supplementing print materials with audio, video, and eventually the WebCT learning management system (LMS) for online delivery. However, as other universities took these technologies onboard, didactic distance education at Wattlegrove diminished. By 2005, Wattlegrove had lost its leadership position to two other rural universities. Management became alarmed by this situation and undertook a comprehensive review of distance education provision at the university.