most appropriate learning environment and study mode to suit their personal learning objectives and learning styles, and can clearly understand the implications of choosing one mode over another. In a review of higher education and the role of universities, Ernst & Young () have suggested that will remain, but digital technologies will transform the way “…campuses education is delivered and accessed, and the way is created by higher education “value” providers, public and private may force the University to develop alike”. Market demands new learning environments and study modes that reflect their new business model. Conclusion The University () but has yet to articulate how that promises “personalised learning” is to be operationalized within the University as a learning environment and mode of study. The literature suggests that the choice of an theme for the University runs the risk of “online” deterring those students who have negative perceptions of an online learning environment, especially international students who make up twenty per cent of all enrolments. The use of terminology such as flexible, blended or hybrid does not convey a meaningful image of the learning environment to prospective students in comparison to the more recognisable image conveyed by the term distance education. The literature suggests that a message of openness best fits with the strategic plan and the promise, but University’s the University has yet shown little tendency to move towards a truly open learning environment. Arguably, once an institution is clear on the delivery modes it is using for student access to courses, prospective students will have a clearer understanding of the attendance options available.
most appropriate learning environment and study mode to suit their personal learning objectives and learning styles, and can clearly understand the implications of choosing one mode over another. In a review of higher education and the role of universities, Ernst & Young () have suggested that “…campuses will remain, but digital technologies will transform the way education is delivered and accessed, and the way “value” is created by higher education providers, public and private alike”. Market demands may force the University to develop new learning environments and study modes that reflect their new business model. Conclusion The University promises “personalised learning” () but has yet to articulate how that is to be operationalized within the University as a learning environment and mode of study. The literature suggests that the choice of an “online” theme for the University runs the risk of deterring those students who have negative perceptions of an online learning environment, especially international students who make up twenty per cent of all enrolments. The use of terminology such as flexible, blended or hybrid does not convey a meaningful image of the learning environment to prospective students in comparison to the more recognisable image conveyed by the term distance education. The literature suggests that a message of openness best fits with the strategic plan and the University’s promise, but the University has yet shown little tendency to move towards a truly open learning environment. Arguably, once an institution is clear on the delivery modes it is using for student access to courses, prospective students will have a clearer understanding of the attendance options available.
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