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Small-scale v. large-scale approaches to distance learning in francophone countries of the South
PROCEEDINGS

, Université de Cergy-Pontoise, France ; , Université de Mons, Belgium ; , Université Catholique de Louvain - UCL Mons, Belgium, Belgium ; , Université de Strasbourg, France

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Distance-learning projects of many and varied kinds have been conceived and developed for African university students. Most of these projects are geared to a mass market, aiming to take advantage of economies of scale and so reduce the costs of such education. More recently, at the instigation of the Agence Universitaire de la Francophonie, new systems have been introduced in various African countries, inspired by what we would describe as a “small-scale” model. In small-scale systems, the retention rate is generally higher than in large-scale ones and the tutors.

Citation

Jaillet, A., Depover, C., Noel, B. & Geiger, A. (2012). Small-scale v. large-scale approaches to distance learning in francophone countries of the South. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 324-329). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from .

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