Abstract
The study reported in this dissertation is concerned with how course
writers manage the process of writing distance education materials.
Research on management of the writing process from the course writer's
perspective was undertaken in a tertiary institution by means of a case study.
Grounded theory methods of data analysis were used in the study.
Four major interrelated propositions emerged from the data analysis. First,
course writers perceived that the nature of the writing process for study materials
was not fully appreciated_ at an institutional level. Secondly, this failure to
understand the process was reflected in the inadequate or inappropriate allocation
of resources to complete the task. Thirdly, course writers believed that existing
institutional arrangements were unlikely to change and, as a consequence, they felt
it was left to them to find ways to best manage the task. Fourthly, course writers
felt that, despite the difficulties associated with writing course materials, engaging
in the process had some positive outcomes at both the personal and student levels.
No attempt was made to generalise from the findings of the case study.
However, insights into how course writers manage the process of writing distance
education materials can illuminate the reader's understanding of the process and
also guide further research.
writers manage the process of writing distance education materials.
Research on management of the writing process from the course writer's
perspective was undertaken in a tertiary institution by means of a case study.
Grounded theory methods of data analysis were used in the study.
Four major interrelated propositions emerged from the data analysis. First,
course writers perceived that the nature of the writing process for study materials
was not fully appreciated_ at an institutional level. Secondly, this failure to
understand the process was reflected in the inadequate or inappropriate allocation
of resources to complete the task. Thirdly, course writers believed that existing
institutional arrangements were unlikely to change and, as a consequence, they felt
it was left to them to find ways to best manage the task. Fourthly, course writers
felt that, despite the difficulties associated with writing course materials, engaging
in the process had some positive outcomes at both the personal and student levels.
No attempt was made to generalise from the findings of the case study.
However, insights into how course writers manage the process of writing distance
education materials can illuminate the reader's understanding of the process and
also guide further research.
| Original language | English |
|---|---|
| Qualification | Masters |
| Awarding Institution |
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| DOIs | |
| Publication status | Unpublished - 1997 |