Distance learning for criminal justice professionals in the United Kingdom
Development, quality assurance and pedagogical proprieties
Bibliographic Data
| ID | 15316266 |
|---|---|
| Authors | Ian K McKenzie (University of Portsmouth, corresponding author) |
| Year | 2002 |
| Volume | 13 |
| Issue | 2 |
| Pages | 231-249 |
| Publication date | 2002-11-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Criminal Justice Education (JOURNAL) |
| Journal identifiers | ISSN: 1051-1253 • E-ISSN: 1745-9117 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/10511250200085461 |
| OpenAlex | W1972417013 |
| Language | EN |
| References cited | 6 |
Education for criminal justice professionals in the UK (particularly for the police) was a long time coming. The deep resistance to such notions shown by individual officers, to say nothing of antipathy from the Police Federation (a quasi police union) only started to dissipate in the wake of critical research (and criticism of police ‘research’) in the mid-1980s. Early efforts at such education concentrated on delivery using traditional classroom-based teaching. However, by the early 1990s the inadequacies of such delivery were identified, and full undergraduate programs were developed using distance learning (DL) technology. This paper examines, in the context of 10 years of experience in developing and managing high-quality DL programs for a wide range of criminal justice professionals, the key features of development, design and delivery of such programs in the UK, which extend well beyond Internet/WWW delivery. The article also describes and considers the impact and expectations of the Quality Assurance Agency (QAA), which seeks to monitor and assess the delivery of higher education in the UK, and examines the positive pedagogical outcomes that can, for CJ professionals, follow DL study
Agency (philosophy · Antipathy · Context (archaeology · Criminal justice · Criticism · Pedagogy · Political science · Public relations · Social science · Sociology · Law · Policing Practices and Perceptions · Psychology · Student Assessment and Feedback
| Citation velocity | historical |
|---|---|
| Highly cited | No |