===Introduction===
The basic structure of the FernUniversitaet is not much different from traditional universities. However it regards research as a basis for learning and teaching as “something secondary and derivative�? (Peters, 2001, p.200). For German professors, teaching is just an additional opportunity to inform students of their research findings which will than be subjected to critical discussion (Peters, 2001, p.201). Founded in 1974 and with over 56,000 students at present, the FernUniversitaet is a government funded, mega university which was initially established to ease the burden of overcrowding in other universities as well as provide a more flexible education for lifelong learning (The FernUniversitaet in Hagen, 2005). It specialises in providing education for disadvantage individuals, namely those who are in full-time employment, housewives and the disabled (Peters, 2003, p.25). It also provides an opportunity for mature students who denied admission to other universities, as well as those who wish to further/continue their academic education Peters, 2003, p.25).
===Teaching and learning strategies===
Lecture halls are nonexistent in the FernUniversitaet in Hagen and course materials are disseminated through audio and visual mediums, printed study materials, new media-based learning programmes, as well as up-to-date resources on the web (Peters, 2001, p.206). Instructional videos and cassettes on television, supplement the teaching and learning system of the university as they are able to deliver content with greater advantages. Distance-teaching courses are sent to students every two weeks to encourage and stimulate further research work within the subject matter (Peters, 2001, p.212). Study sessions are further supplemented by seminars under the tutorage of professors. Known as autonomous learning, students have the freedom to study independently at their own pace, space and time (Garrison, 2003, p.163).
Teachers also help stimulate and facilitate autonomous learning through greater organisational measures. The transition of printed distance teaching programmes to data-file courses represents the step into a digital-learning environment. Consequently, distance teaching courses are digitalised on CD-ROMs and presented to students. Via computer conferencing, students are able to exchange views and opinions with one another, and obtain comments from teachers hence adopting a virtual classroom environment (Neal, 1999, p.42).
===Future developments===
The FernUniversitaet is seeking to revolutionise its teaching and learning system with the key use of digital teaching programmes and teleconferencing. Digitalised printed courses are being developed to exploit the use of the digital learning environment to digitalise their teaching (Holmberg, 1993, p.330). In addition, teaching softwares and interactive learning programmes and interactive assignment and exam trainers are also being developed to implement and accelerate future digital developments in distance education (Peters, 2001, p.213). Aspects such as the communication with departments’ professors, participation in tutorial counselling and student working groups are highly regarded by students. Although dialogical learning (face to face) comprises of only a small part in its teaching and learning system, the FernUniversitaet is beginning to place more emphasis on these aspects (Peters, 2001, p.65). To put it simply, the FernUniversitaet is a research institution that teaches as well.
Contents |
Garrison, D. R. (2003) “Self-directed learning and distance education�?, in M. G. Moore, and W. G. Anderson (ed.) Handbook of Distance Education, New Jersy: Lawrence Erlbaum Associates, pp. 161-167. ISBN 0-8058-3924-0
Holmberg, B. (1993) “Key issues in distance education: an academic viewpoint�?, in K. Harry, M. John, and D. Keegan (ed.) Distance education: new perspectives, London and New York: Routledge, pp. 261-275. ISBN 0-415-08941-7
Neal, E. (1999). “Distance education,�? National Forum, vol.79, no.1, pp.40-43.
Peters, O. (2003) “Models of open and flexible learning in distance education�?, in S. Panda (ed.) Planning and Management in Distance Education, London and Sterling, VA.: Kogan Page Limited, pp. 15-27. ISBN 0-7494-4068-6
Peters, O. (2001) Learning and Teaching in Distance Education: Pedagogical Analyses and Interpretations in an International Perspective, London: Kogan Page. ISBN 0-7494-3594-1
The FernUniversitaet in Hagen (2005) Retrieved October 18, 2005, from
http://www.uni-hagen.de/VERWALTUNG/englisch/fernuniversity/dez24_01950.html
GuoguangKim 22:43, 25 Oct 2005 (EST)
