Student 'voices' and course development: reading the signs on a distance course in educational technology

Abstract

Whether in face-to-face or distance mode, courses result not-simply from informed input and pedagogic planning from an academic team but, as Thorpe (1988: 120) maintains from 'a process of interaction between the learner and any materials, staff or facilities associated with the achievement of [those courses]'. This synergy suggests that learners have a pivotal role to play not only in revealing the short-term effectiveness of instructional design and teaching strategies but also in contributing to their long-term development. This is not disputed, as reflected in the place that formal evaluation tools have on most courses.