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)
Related papers
Learning Organizations in the Information Age: The Case of Selcuk University, Turkey
Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2003
In the information age, the concept of learning increasingly gains importance both for individuals and organizations. A learning organization is defined as an organization that facilitates the learning of all its members and teams and continually transforms itself. Being a learning organization is crucial for educational organizations, particularly colleges and universities since they should transform themselves into open system-learning units to meet the requirements of the age of rapid organizational change. Selcuk University is Turkey's one of the largest multidisciplinary university, education policy of which is to equip students with necessary knowledge and research capabilities to be successful in the global information age. The administration of Selcuk University is determined to facilitate and lean the learning processes in the academic units and formulates its policies in accordance with the demands and imperatives of this age. In this context, Selcuk University is found to be conscious of utilizing the modern instruction methods, especially those supported by the advanced information technologies. In this study, Selcuk University is examined in terms of the criteria of a learning organization.
Situations of distance education institutions in Turkey
When present conditions are taken into consideration, the numbers of distance learning institutions are gradually increasing as well as formal education institutions. The numbers of programs which have been used in these institutions have been increasing in both graduate and postgraduate levels of education with a meaningful variety. Especially, universities have been following these programs through the medium of distance learning centers which they have set up within their institution. Furthermore, colleges of further education, educational institutes and some special centers have been established which follow these distance learning programs outside the university. The purpose of this study is to evaluate/to assess the present conditions of distance learning organizations. In this study, the data will be collected and evaluated about the structure of the institutions, how the distance learning programs are carried out (mixed and/or online) and how the evaluation is made (face to face and/or online). The data will be collected via the present web pages of these centers. Thus, the present conditions of these centers which are increasing in numbers day by day and a subject of a quality discussion will be evaluated.
Administrative Leadership in Open and Distance Learning Programs
2018
Since the emergence of ODL to date, paradigm shifts were observed which radically impacted the way distance educators design and deliver learning. ODL has always adopted a pragmatist approach to provide effective and efficient learning opportunities by benefiting from developments in the field of education and technology. As a response of these efforts, ODL was widely adopted by learners and then became part of the mainstream education. In such a time when transformation become inevitable, management, administration and leadership issues also adopted themselves according to the changes happening in ODL sphere. A perfect strategy to adopt the changes happening is to map and identify changes and act accordingly. In this regard, this book intends to fill in this gap by addressing management, administration, and leadership issues in open and distance learning. The chapters in this book addresses the topics as followings. The book includes 12 chapters covering various aspects of administrative leadership in open and distance learning programs. Chapter 1, “Leadership: In a Time When Learners Take Ownership of their Learning,” explores the topics of open online learning, learning spaces, personal learning and learners’ orchestration of their own learning, leadership and the digital transformation and quality related concerns raised by the global digital transformation. Chapter 2, “Leadership in Open and Distance Learning Institutions Within the Scope of 21st Century Skills,” discusses leadership in open and distance learning institutions within the scope of 21st century skills. In this study, the importance of having 21st century skills in order to maintain the functioning of open and distance learning institutions in a healthy manner and the necessity of possessing leadership are emphasized. Chapter 3, “The Virtual CSU: A Leadership Model for Universities Transitioning to Online, Open, and Distance Delivery,” focuses on the virtual CSU is a model of distributed leadership and team-based consultancy and support which has been implemented at Victoria University of Wellington over the last four years as part of an overall plan transitioning to greater use of online, open and distance provision of higher education. Chapter 4, “Open and Distance Learning Administration: The Organizational Models, Cultures, and Structure and the Barriers and Trends in ODL Administration,” aims at providing a perspective regarding the concept of open and distance learning administration. In this respect, it includes basic terms and definitions regarding the topic, open and distance learning administration units and roles, management functions in open and distance learning institutions, and barriers and trends related to management in open and distance education. Chapter 5, “Administrative Factors in Design and Delivery of Open and Distance Learning Course Materials: Within the Scope of Universal Design for Instruction,” argues that principles of the Universal Design for Instruction can be applied to open and distance education systems as an approach. In the chapter, universal design concepts and use of universal design in management processes of open and distance education systems are discussed. Chapter 6, “Quality Assurance and Accreditation in Open and Distance Learning,” focuses on the necessity of quality assurance and accreditation processes in open and distance learning institutions. Chapter 7, “A Critical İnvestigation of Quality Assurance in Open Distance E-Learning,” examines quality assurance in open and distance learning form a critical point of view and proposes a reengineering of quality assurance within alternative frameworks. Chapter 8, “National Strategies for OER and MOOCs From 2010 to 2020: Canada, Japan, South Korea, Turkey, UK, and USA,” investigates national strategies on OER and MOOCs in Canada, Japan, South Korea, Turkey, UK, and the USA. In the chapter, concerns and priorities of these countries are also addressed. Chapter 9, “Integrating Motivational Strategies Into Massive Open Online Courses (MOOCs): The Application and Administration of the Motivation Design Model,” introduces Keller’s ARCS-V motivational design model and discuss it as a potential remedy to motivational issues in MOOCs by administering and delivering motivational strategies based on the model in MOOCs environments. Chapter 10, “Reflections on Distance Higher Education in Africa: Challenges and Opportunities,” discusses challenges and opportunities in the provision of distance higher education in Africa and makes suggestions for providing quality distance education. Chapter 11, “Administrative-Related Evaluation for Distance Education Institutions in Turkey,” evaluates distance education institutions in Turkey in terms of administrative aspects, which aims to determine the existing distance learning programs and compulsory joint courses being provided in distance mode, to identify varying titles given to the institutions or units which provide compulsory joint courses or programs in higher education, to determine the LMSs used to provide distance education, to determine e-learning activities in distance education institutions and to identify the roles of administrative staff in distance education institutions. Chapter 12, “Using Gamification in Open and Distance Learning: Management of Learning and Human Resources,” aims to investigate the potential use of gamification in management processes of open and distance learning.
Analysis of Organizing Distance Learning in Public Institutions
2021
Increasing the role of information technologies in society, digital transformation in public institutions need to accelerate the improvement of professional skills and the level of IT competence of specialists and employees. The article presents the results of research of the current situation with the learning of employees of state institutions. The organization of distance learning is considered as a complex socio-economic system, on the one hand, simplifying the process of learning the necessary knowledge, on the other, giving rise to new problems. In the research, a grouping of users of state information systems was carried out, problems of their distance learning were identified, and recommendations were made on the development of the process of organizing distance learning. Considering the need for psychological analysis of different classes of users, assessments of their competent level, the issues of improving technological tools for systematizing improving the reliability o...
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.
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.