The research road

In 1997 I commenced research towards a Masters of Education (with Hnours) through the University of New England, Armidale, New South Wales, Australia, which essentially examined equity issues in e-learning from a distance learner perspective. The thesis was entitled "Looking from the Outside In: The Issue of Equal Access to Computer-Mediated Learning by Distance Learners in Higher Education". It was completed part-time and via distance education over a seven-year period whilst I continued teaching variously in the secondary, TAFE (Technical and Further Education) and tertiary education sectors, and whilst simultaneously updating my teaching qualifications from certificate to a Graduate Diploma of Education through Charles Sturt University, Bathurst, New South Wales Australia.

In late 2004, and hot on the heels of the completion of the Masters (Honours) thesis, I was 'encouraged' to commence my doctorate. This was a change of pace: full-time, on-campus at Monash University, Gippsland Campus, in rural Victoria, Australia. My doctoral research focus shifted towards an investigation of the overlap between e-learning and learning styles. It nears completion as I rework and repolish the chapters. However, I do remember claiming a similar thing this time last year. Indeed this penultimate aspect of the thesis production seems to be the most lengthy...or perhaps that perception is because the initial drive and passion of the early research phase has declined to a permanent level of fatigue. Perhaps others have had this experience?

Research pathways can be lengthy journeys. I continue to be appreciative of the encouragement (not necessarily agreement) of my colleagues from around the globe, including those in the ASCILITE, ODLAA and AACE communities.