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shared by isabel neto on 09 Apr 09 - Cached

shared by Ana Lucas on 29 Mar 09 - Cached

This growing demand for higher education placed institutions in a new scenario where they needed to respond creatively to the needs of the new student body, within the constraints of limited funding, in order to be able to succeed.
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In the UK it has been estimated that in 1999 there were more than 70 dual mode higher education institutions (Weyers, 2000).
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Each course had been under quality assurance procedures and was part of the academic offer of a dual mode higher education institution in the UK.
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In some way it appears that online and mixed mode courses tended to become isolated from the rest of the institutional processes in place, unless there was a clear and strong leadership that would align them with these processes. This isolation was made evident in the way the institution-wide quality assurance mechanisms allowed these courses to carry on their business on their own, sometimes without significant oversight, as they had not set up any particular requirements for online
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