Managing distance learning shares many of the features of managing anything. Fundamentally the process involves planning, implementation and evaluation. Managing a service differs, however, from managing the manufacture of a good or product. When viewed in service management terms, distance education provision, as the following quotation suggests, involves managing 'unique characteristics'. (Introduction by authors)

The ASEAN Journal of Open and Distance Learning is dedicated to the promotion of the practice of Open and Distance Learning particularly in the ASEAN region. The AJODL is dedicated to the sharing of knowledge, ideas and experience on all matters pertaining to Open and Distance Learning particularly, but not limited to, the ASEAN Region.

This article opens with a discussion of how and why mobile learning (m-learning) is purported to be the next step in the evolution of distance education, before looking at various perspectives on what m-learning constitutes. It critically examines the degree to which 'true' m-learning has been achieved, by offering pedagogical value beyond the mere use of mobile devices to deliver e-learning content. The authors argue that podcasting, in combination with a variety of portable MPEG Layer 3 (MP3)-capable devices that are increasingly ubiquitous, can be used to deliver a form of m-learning that offers a higher degree of lifestyle integration than many current 'state of the art' m-learning applications, despite not being as technically complex. They present an example of a study in which podcasting was used to deliver supplementary listening material to distance learners undertaking an information technology subject. An end-of-semester survey yielded extremely positive feedback about uptake levels and the perceived effectiveness of the podcasts in aiding the students' learning of the subject matter. However, it also produced interesting results on the ways the students made use of the podcasts, which deviated from the researchers' original intentions for 'anytime, anywhere, any device' learning. The results are discussed in the light of possible influencing factors, supported by follow-up interview data. The study may have broader implications for the still nascent field of m-learning. [ABSTRACT FROM AUTHOR].

Reflective activities, in some cases quite extensive teaching material about reflection's role in adult learning, have been used within distance taught courses at the Open University UK for more than a decade [6]. Some of these courses have focused on professional development in adult learning and encouraged reflection within the frameworks created by theorists of adult learning [2]. Others have integrated reflective activities into courses in introductory maths and science courses, in order to foster greater awareness of how best to learn within these disciplines, and of their connection with the day to day world of the student [3]. This article reviews experience in three Open University courses, notably a recent course — T293 Communicating Technology — a second level 30 credit point course (equivalent to approximately 300 hours study) in the Undergraduate Programme of the Open University. All three courses include material about reflection and are designed to emphasise the process of the student's own learning. Reflective activities are linked with the assessment process and the importance of the role of tutors in feeding back and responding to the content of student reflections is emphasised. There are particular challenges to encouraging reflection for students studying at a distance, though T293 students are networked and also attend tutorials and a residential school. The invitation to reflect as a specific activity in study is something many students find difficult. How effectively do students engage in reflection when required to do so in these circumstances, and what response to their reflections do their tutors make? [ABSTRACT FROM AUTHOR].