ABSTRACT
DEFINITION OF TERMS Before we go much further, it is useful to clarify what we mean by the terms distributed, blended and fl exible learning. In recent years a strong interest has developed in the support of distributed learning systems that are fl exible enough to permit easy access to multi-mode educational resources, over a wide geographical area. Amongst the plethora of defi - nitions of distributed learning, however, there is little common ground. Th e term distributed in relation to education, particularly higher education, encompasses a number of diff erent practices. For some the term is synonymous with distance education and e-learning (Oblinger, Barone & Hawkins, 2001); for others it is identical to the term blended learning (e.g. Bonk & Graham, 2006); others prefer to distinguish between these terms. For example, according to Tarleton State University (2004):
Although the phrases “distributed education” and “distance education” are oft en used interchangeably, distributed education has a broader meaning. Th e primary characteristic of distance education is that learning takes place independently of place and time, allowing students to absorb the content from a distance. On the other hand, the principal goal of distributed learning is to customize learning environments to better-fi t diff erent learning styles, whether students are on or off campus. In this new pedagogical model, students are encouraged to learn in an interactive and collaborative environment.
