A Typology for Distance Education - Tool for Strategic Planning (original) (raw)
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2019
As well as speeding up communication between institution and student and making the preparation and distribution of media-rich course material much easier, the World-Wide Web will change distance education in more fundamental ways. The Virtual University for Small States of the Commonwealth is a unique laboratory for examining these trends, which pose fundamental challenges to the role of institutions in approving the content of courses and certifying student learning. How will disance education take advantage of the effervescent creation of open educational resources? Is there a trade-off between openness and usefulness when we create OERs? Are educational Wikis more than an electronic vanity press: can they produce usable teaching material at scale? More fundamentally still, who will determine course content in the Web 2.0 world, the institution or the student? Constructivist approaches to education are now fashionable and the interactive Web makes it possible for students to desi...
The development of an online course for a virtual university
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Abstract: Universities are under increasing pressure to develop a virtual presence in the face of widespread global competition. Online courseware development and delivery presents many exciting opportunities, and brings with it a number of challenges to be overcome. This ...
The Online Education in the Higher Education, a Complete System Rather Than Just a Platform
Business and Management Studies by RedFame, 2022
The online education in the higher education is a complete system rather than just a platform. The participants for this research study included twenty enrollees in distance learning programs. The respondents got online instruction from two distinct higher education institutions (the University of Florida and the Florida State University). The qualitative research design chosen for this study was conducted through observations, and interviews. To begin the study, each respondent had a formal structured interview recorded and transcribed. The interviews with each respondent lasted around 60 minutes on average. Depending on the respondents' preferences, interviews were done at a convenient location, such as their workplace, the university library, or dorm room. Interviews with each participant were performed in an unstructured manner. The following were among the favorable experiences: ease of connection, availability of technical help, self-paced learning, convenience, cost-effectiveness, and adaptability of the program. The difficulties included: a feeling of isolation, self-motivation, and self-regulation, inability to get help from the teacher, and a delay in seeking feedback. The following factors contributed to participants' positive interactions: accessibility to the internet and technology, a well-designed instructional format, easily accessible technical help from the institution, immediate grade filings following assessments, and a flexible learning participative timetable. Untimely or ineffective communication from the educator was among the variables that contributed to participants' unfavorable experiences. Other factors were boring educational approaches, a lack of technical assistance, a lack of interpersonal connection, and an inadequately-designed course interface. Keywords: governance, digital learning, online education, online learning, e-learning
Distance Education and the WWW
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Table of Contents A Position Paper Introduction 1. Distance education evolution: the main features in the field a) Teaching vs. learning b) "Closed" distance learning vs. "open flexible" distance learning (OFDL) c) Full degree vs. qualifying d) Teaching and research university vs. ...
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The first section of this article examines the current models of "virtual universities" that provide various forms of distance education. Distance teaching at university level is offered, nowadays, through at least five major organizationa l models: single-mode distance teaching universities, dual-and mixed-mode universities, extension services, consortia-type ventures, and new technology-based universities. The article analyzes the merits of the new information and communication technologies (ICTs) in the context of each of these five models, as well as the problems associated with their implementation. The second section discusses future trends in the development of distance education in higher education systems and touches upon five domains: potential student constituencies, new roles for the academic faculty, new forms of knowledge generation and delivery, the restructuring of the organizationa l infrastructures of universities, and the impact of globalization on higher education markets. The conclusion highlights some of the major difficulties in the processes of implementing the new ICTs into various higher education systems and offers a few suggestions as to how to proceed in tackling major problems.
Dominant Trends of Online Education in International Higher Education pp 10 1120200226 74549 1hs2hfe
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Online education has been topical in university for about twenty-five years, starting around the mid 1990s, just when the world wide web became popularized, and universities gradually lashed on to online education sort of as a trend. While online education introduced distance education into its fourth generation –- thanks to access to Internet resources—, it created diverse teaching and learning practices for on-campus students. This short article discusses two dominant current trends in higher education: the blended learning and the dual mode university.
Higher Education in Online Environment – Challenges and Possible Solutions
Journal of Pedagogy, 2021
In the current national and international context, the education “hosted” in the online environment, which was once only a secondary solution, rarely used, has become the main way to ensure the continuity of the learning process. In this study, we aimed to capture the reactions of those who were the first to experiment an exclusively online, learning process, i.e. the reactions of the students. We used an investigative approach focused on the following objectives: identifying the perception of students/learners regarding the efficiency and quality of the educational process carried out in the online environment and highlighting ways to improve teaching activities conducted online. The main research method was the questionnaire-based survey. The questionnaire was administered online, integrating a series of items that addressed issues such as: students’ participation in educational activities, problems encountered, solutions to optimize the didactic process conducted in the online en...
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Online education is established, growing, and here to stay. It is creating new opportunities for students and also for faculty, regulators of education, and the educational institutions themselves. Much of what is being learned by the practitioners will flow into the large numbers of blended courses that will be developed and delivered on most campuses. Some of what is being learned will certainly improve pedagogical approaches and possibly affect other important problems, such as the lengthening time to completion of a degree. Online education is already providing better access to education for many, and many more will benefit from this increased access in the coming years.