Traditional models of the delivery of higher education are everywhere being challenged; new models appear, offering distance and open-access learning, promising to dissolve old barriers of age, geography, prior experience and financial means that had in the past restricted advanced education to the few. However, these new developments are themselves subject to scrutiny, and demand new methods and concepts of pedagogy. This book chiefly offers empirical studies relating to distance and open learning, drawn from a rich variety of countries and cultures. The first section considers current issues in the social sciences within higher education, and ranges from the pedagogy of cyberfeminist literature to the contemporary relevance of the work of Karl Popper. The second section considers the theory and practice of distance learning, such as the pedagogy of mobile learning in bridging the geographical gaps between students and teachers, and the potential for virtual reality technology to deliver results in distance education. The final section gives international perspectives on distance learning. Topics include distance and open learning for teachers' professional development in the Global South, and different approaches to classroom and distance learning in Norway.
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