ABSTRACT
In recent years, the face of higher education in Australia and internationally has begun to change from its traditional form. First, students with a wider range of backgrounds and abilities are now entering into higher education and many more of them study in the distance mode (off campus). Second, economic rationalism has become the driver for government policy with its focus on value for money and greater accountability. Third, educators have begun to examine teaching and learning practices and processes from a more holistic viewpoint in an effort to improve learning outcomes (Panizzon, Pegg, and Mulquiney, 1999). These trends are mirrored in other parts of the world, particularly in the United Kingdom (Quality Assurance Agency, 2000). The conceptual framework for this chapter accepts the first two changes and acknowledges their strong influence in a contextual sense, while concentrating on the challenges they provide and beginning to explore effective use of broadband technology for mixed-mode distance education and student-centered teaching and learning in tertiary science.
