The Differences of Distance Learners

Wednesday, 8 September 2010, 1:55 pm
Press Release: Open Polytechnic

Education Performance Information Acknowledges the Differences of Distance Learners

The Tertiary Education Commission (TEC) is right in highlighting the differences of distance learning when compared on new education performance measures, says Open Polytechnic Chief Executive Dr Caroline Seelig.

Information released by the Commission today shows how tertiary education providers perform in student course and qualification completions, retention in study and progression.

The TEC says that the type of student enrolled influences an institution’s performance.

It says that compared to those in full-time education part-time and distance learners often have to balance study with work, family or other commitments and may have different study goals.

Nearly all of the Open Polytechnic’s 25,000 students study part-time by distance and over 70% are in the workforce, says Dr Seelig.

“They are Kiwis making the effort to upskill themselves in their own time and on top of other demands in their lives.

“They are contributing to the economy while they study because the majority are in work, paying taxes and using their new skills in the workplace. We also have a lot of learners at home getting the skills to re-enter work.

“Our learners usually take longer to complete a diploma or degree. A sizeable group don’t want a qualification or higher study. They want immediate skills to use in the workplace or to get ahead in their lives.

“An example is professionals such as funeral directors and palliative care nurses that enrol in our psychology of grief course to help them in their jobs. Most of the time that’s all they want from us.”

Dr Seelig says the Open Polytechnic matches the performance of the world’s best open and distance universities and has 92% student satisfaction.

“At the same time, we are absolutely focused on lifting student success including the innovative use of new technology.

“It is right for the Government to measure the outcomes of tertiary education. Hopefully this will evolve to show how providers are meeting the many different learning needs in a changing society and economy.

“One of New Zealand’s key skills challenges is the need for ongoing upskilling of people in the workforce.

“The Open Polytechnic and its learners are very much part of that picture.”

The Open Polytechnic has provided more information about how to interpret its educational performance results on its website at www.open polytechnic.ac.nz

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