Notes for Editor Online Learning Programs as Learning Organizations: A Case Study of Information Management Programs at Anadolu University, Turkey Deniz TASCI, Eskisehir, TURKEY……………………………………………… 10-18 (original) (raw)
Turkish Online Journal of Distance Education
In educational institutions, as in other organizations in contemporary society, traditional purposes and modes of operation are being challenged and changed. In the process of such change, the people who define and constitute institutions are caught up in a transition between eras, a situation that can lead to confusion, alienation, anger, and in some cases, apathy. It can also have the effect of excitement and challenge, sparking creativity and the development of innovative approaches and strategies (Inglis et al., 1999:16). Accordingly, some of the most widely addressed issues in the literature related to education in recent years have been change and transformation. There seems to be a growing consensus among academics, business people, administrators, and policy makers on the existence of key underlying changes that have been affecting many aspects of higher education in recent decades. Nevertheless, the responses towards how to cope with the changes differ widely, depending on varying perceptions of the impacts, scope, or direction of the changes, and on managerial, financial, legal and visionary capabilities of the institutions. Due to the confluence of technological advancements and globalization, ODE institutions, and particularly the now traditional 'open universities' operating in developing countries, also are exposed to challenges on many fronts. Traditionally, they have operated with print plus correspondence provision and sometimes audiovisual supplementary resources. Their clientele has tended to be the non-matriculated school leaver or the 'second chance' learner. The quality and status of their courses has sometimes been called into question and their provision has usually been regional or national rather than international. The emergence of new Internet based learning environments, the increased interest of the traditional face-to-face higher education institutions in ODE, the emergence of private providers and inter-institutional and inter-sector consortia that rely on network-based distance education present challenges to the single-mode ODE institutions, and engender serious concerns regarding the management of these institutions in a highly uncertain and competitive environment. The changes taking place also represent new opportunities for those institutions that can foresee them. Traditional ODE institutions today feel obliged to deliver online programs, develop strategies to address the increased competition, become innovative in creating and delivering new courses and programs, and find new markets. To do this calls for extensive managerial, organizational, technological, cultural, and financial review and reform. Most of the research in the ODE literature discusses organizational change and the issue of transition in a piecemeal manner, missing the interconnectedness of the key issues. In different contexts, this research emphasizes the necessity of change; lists the reasons for change and some of the critical issues in the transition to online delivery of programs; makes
Turkish Online Journal of Distance Education ( …, 2005
In educational institutions, as in other organizations in contemporary society, traditional purposes and modes of operation are being challenged and changed. In the process of such change, the people who define and constitute institutions are caught up in a transition between eras, a situation that can lead to confusion, alienation, anger, and in some cases, apathy. It can also have the effect of excitement and challenge, sparking creativity and the development of innovative approaches and strategies (Inglis et al., 1999:16). Accordingly, some of the most widely addressed issues in the literature related to education in recent years have been change and transformation. There seems to be a growing consensus among academics, business people, administrators, and policy makers on the existence of key underlying changes that have been affecting many aspects of higher education in recent decades. Nevertheless, the responses towards how to cope with the changes differ widely, depending on varying perceptions of the impacts, scope, or direction of the changes, and on managerial, financial, legal and visionary capabilities of the institutions.
Distance Learning Perspective in Turkey and Kırıkkale University: A Case Study
International Journal of Trend in Scientific Research and Development
In the early days, the distance learning (DL) process, which started with writing, has become quite common with applications from radio, television, computer and mobile devices until today. At the same time, distance learning is a teaching process starting from childhood and where people of all ages can receive education. Therefore, the number of people receiving education by distance learning method has increased considerably. Both in Turkey and globally, particularly in undergraduate and graduate levels, distance learning is widely used. In this study, distance learning structure of Kırıkkale University, which provides distance learning services at associate and undergraduate level, has been examined. At Kırıkkale University, where the distance learning software is developed by its own staff, students are provided with written, audio and visual educational materials. Thanks to the weekly managed virtual classrooms, a strong communication between instructors and students, such as face-to-face education model, is ensured. Mid-term exams are conducted online, and final exams are conducted under the supervision of the instructor at the school. Online exams are made available through a module within the Learning Management System (LMS). Likewise, the forum and chat modules are integrated into the LMS, where the students can communicate with each other and with the instructors, students can find solutions to their problems easily. Kırıkkale University provided an opportunity for people who could not receive formal education. The use of distance learning in the university has led to the introduction of a large number of distance learning materials and technologies and also has led to an increase in the level of formal education.
Administrative-Related Evaluation for Distance Education Institutions in Turkey
Administrative Leadership in Open and Distance Learning Programs
The purpose of this chapter is to argue that all open and distance learning (ODL) institutions should carry out quality assurance and accreditation processes in order for students and funders to have confidence in them. It also explains in detail what quality assurance and accreditation entails in ODL. This chapter follows a qualitative approach in understanding quality assurance and accreditation in ODL. Data were collected via literature review. During recent decades, the discourse and practices of systematic quality assurance and quality control have spread around the world, resulting to a great extent in market-based models related to the ideology and policy of neo-liberalism and expressed in economic rationalities such as new public management, total quality management, public choice, and human capital. Quality assurance and accreditation in ODL aims to maintain and raise the quality of education and to guarantee the improvement of its standards.
Distance learning as an open educational system in the information society
LAPLAGE EM REVISTA, 2021
The article studied the principles of distance education in the educational process and its use in distance learning in Ukrainian higher education institutions. The research was developed through an exploratory and empirical study. The results proved the effectiveness of introducing distance learning in the higher education system; as it helps in the formation of new management approaches in the distance education system. Based on the analysis, proposals were developed for the organization and improvement of distance education at the university.
Organizational and Pedagogical Problems in the Process of Distance Learning at a University
2021
The article is devoted to the analysis of the existing organizational and pedagogical problems of distance learning in a contemporary university. The problems of distance learning solved at different levels are considered, such as those at the levels of the university authorities and ministries, university departments and higher schools, technical departments of the university. A comparative analysis of the scientific and methodological literature on distance learning is carried out, the results of students’ and teachers’ survey are studied. Practical importance of the information duplication principle is shown when conducting online teaching for any distance learning disciplines. Duplication of informing students in the process of distance learning in two universities of St. Petersburg, PSTU and SPbPU, which contributes to an increase in reliability in conducting classes, is illustrated with specific examples of teaching translation practice and mathematics.
Turkish Online Journal of Distance Education, 2020
This study aimed to examine the core issues and challenges with web-based distance education programs in Turkish higher education institutes. Formative research method, which is a qualitative research method in nature, was selected to analyze web-based distance education programs thoroughly. The study group comprised 4 higher education institutes, offering web-based distance education services, located in different provinces of different geographical regions in Turkey, and with varying experiences. The research used interview transcripts from semi-structured interviews, documents (weekly reports, meeting reports, presentations, organization chart, and implementation procedures) shared by the distance education centers, and information gathered from their web sites. Primary research data were compiled from interviews with representatives of the distance education centers managing and upholding distance education services while the documents acquired from these centers were used to verify the interview findings. The study resulted in 9 core issues related to (1) program launching process, (2) legislation, (3) program structure, (4) instructional design, (5) assessment and evaluation, (6) communication and interaction, (7) support, (8) technical issues, and (9) program evaluation.
An overview of Organization and Management of Distance Education
New International Valuable Research Journal, 2015
The present paper dealt with the organization and management of distance education systems. As its original form is concerned, distance education is a system of imparting education where the students are away from formal classroom and teachers. Organization of such educational form requires planning and play very significant role in management of Distance Education. Planning of such a complex system involves thorough elaboration and effective execution. Management refers to fortitude and splitting up of activities, distributions of activities as flexible accountability and entrustment of authority. The term ‘management’ is applied to communicate such activities as processes of planning, decision-making, leadership, implementation and evaluation. The management of distance education is dissimilar to the management of conventional education. The management of autonomous institutions is also different from the management of mixed institutions providing the education through both ways. The widened structure of the management process of autonomous distance Educational institutions or Universities are similar to conventional educational institutions or universities, though organisational details differ from each other. The present paper also shows the different aspects those are carried by the management of distance education. In dealing with these aspects an effort is also taken to through the lights on their appropriate planning, identifies various units or divisions, organisation of actual work, organisational formation and the assignment of different activities to different stakeholders, phases of work and actual work and responsibilities carrying by different persons associated with management system of Distance Education.
Organisational Models of distance education
The organisational models of Nigerian uni-mode and dual-mode distance learning universities were observed and found to exhibit basic similarities. This was because distance learning units in dual-mode universities were embedded in the faculty structure, while organisational structure of the only uni-mode university was a replica of conventional university system. Although choice of organisational structures were dependent on so many factors, existing framework for distance education universities was perceived as highly bureaucratic to cope with the dynamics of technology for distance education. Although the paper identified financial consideration rather than impartation of knowledge, as the primary motive behind proliferation of dual-mode universities, it made a case for uni-mode distance education system. This was to address the problem of access and for being economical due to its capacity for large students' intake. Using the British Open University as a model of decentralized organizational structure, an organisational model for uni-mode distance education was developed to address the problem of centralisation in the existing uni-mode university in Nigeria. Finally, the paper concluded that organisational structures were not sacrosanct due to the dynamics of technology.
Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning
2003
Hershey (U.S.) and London (U.K.): Information Science Publishing (an imprint of Idea Group Inc.), 2004. 352 pages. $59.95 US, paperback. ISBN: 1-59140-221-2 Reviewed by Res. Ass. Mestan KUCUK Anadolu University Eskisehir-TURKEY This book is published by Idea Group Publishing. The book has three sections which consist of sixteen chapters. In addition of those it has an author bibliography and an index. 28 authors, including editors, have contributed to the book. This book consists of three sections. First section focuses on strategies and paradigms. Second section is about course development instruction and quality issues. Third section is about building an organization for successful distance educations programs.