Keeping a holistic approach in the forefront

Within a holistic perspective, supporting the multiple dimensions of learning is an essential attribute of quality in learning. One of the potential drawbacks in focusing on any particular strategy in education is that the emphasis can be at the expense of other elements that are equally essential for a quality educational experience. Reflecting on their long experience in using learning technologies for open and distance learning, educators warn about the dangers of depersonalization and an overemphasis on delivery of content as opposed to facilitation of learning.

Learner support

Learner support is one aspect of learning that tends to be eclipsed by emphasis on technologies and content. In the emphasis on finding ways to "deliver content" here has been a tendency to lose sight of the needs of the learner as an individual. Based on many years' experience in counselling in distance education. Brindley urges educational providers to assess priorities continually "within a set of principles that clearly articulate beliefs about the learners and how the learning process can be facilitated." She notes it is especially important to maintain a learner-centered approach and substantial learner support in the face of the enthusiasm of governments and the private sector to regard open distance learning systems as 'high tech', inexpensive and quick methods to provide education and training." She adds, "in tough economic times, it is all too easy to pay less attention to the more complex aspects of the intellectual, emotional, and self-management processes in learning."

The importance of evaluation

Another element in working towards quality learning experiences is taking the time to consider how well any particular strategy or technology has worked in a particular context, Pacey and Penney note the importance of careful reflection on practice:

Distance education and open learning have always promised and delivered easier access to quality education for learners. This result has been achieved through painful analysis, self- criticism and comparison with benchmarks established by conventional educational institutions.

Effective educators have to rethink the process of learning and education, so that the product of education becomes a curriculum that is designed and modified to meet the needs of the learner.⁵²

Rather than supporting a production model of education, Pacey and Penney suggest that for "progressive educators, their agenda must be to enable the learners and learning rather than to cover content and process students."

Evaluation is usually a requirement for any educational innovation. So far, there seems to be insufficient coordination among users and proposed users of new learning technologies to start developing a picture of their effectiveness, both in terms of how well they serve learners and how they compare to older technologies and to face to face instruction. As the submission of the Association of Canadian Community Colleges (ACCC) to the Working Group on Learning and Training of the Information Highway Advisory Council notes, "Unfortunately, we know little about the effectiveness of learning software and multimedia products from both a pedagogical and cost-benefit perspective."

The ACCC submission promotes an approach of realism and respect for what has been proven to be effective.

Those directly involved in using learning technologies, as learners, instructors, facilitators and planners should have an opportunity for input into how these technologies should be evaluated, and insist that issues of gender and marginality are included in evaluation strategies.