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1.
Reehana R. Raza 《Compare》2008,38(4):483-500
To policy planners in developing countries open and distance learning (ODL), because of its cost and delivery characteristics, is and has been a very attractive option for delivering tertiary education. Yet we have very little evidence on outcomes and the system's effectiveness. Providing some of this evidence is the main contribution of this article. South Asian institutions are some of the oldest of this type and enrol a large number of students. New data from a number of ODL tertiary institutions in South Asia, gathered though a UK DFID funded project, are presented here. This data is some of the most comprehensive material gathered on the ODL experience and offers new comparative data with conventional tertiary programmes and, data on completion rates and pass rates. All this provides the basis to reach new conclusions and reaffirm old ones on where ODL tertiary institutions are most effectively able to deliver. 相似文献
2.
The University of South Africa (UNISA) has recently redesigned its honors degree in Gender Studies. The course design team members have been mindful of three key factors while redesigning this degree. First, we are aligning our course design with the demands of open and distance learning (ODL) and UNISA’s institutional move to online delivery of all teaching materials. Second, we are guided by the theoretical principles of feminist pedagogy. Third, we are committed to producing graduates who can take on the challenge of being gender change agents in a country with an escalating rate of gender-based violence. This article charts the development of the Gender Studies curricular initiative at UNISA with reference to the pedagogical insights provided by feminist scholarship on teaching, learning, and technology. We hope that our experience will provide insight into the parameters and process of creating an effective program in Gender Studies within an ODL context. 相似文献
3.
Dorothy M. Chun 《Pedagogies: An International Journal》2015,10(1):5-21
This article focuses on the ways of researching the process of designing, developing, and using telecollaboration (also known as online intercultural exchange) to facilitate the learning of both linguistic and intercultural communicative competence (ICC) in higher education courses in different educational contexts in the United States, Europe, and Asia. Although telecollaboration would intuitively seem to be an ideal medium for learning another language and about another culture, extensive research has shown that this learning process takes years and faces many challenges. This paper situates the research on language and culture learning within the broader scope of language and intercultural education (see Pedagogies, 8(2), for a report of an interview with Michael Byram, one of the originators of the concept of ICC). A multinational example of the integration of telecollaborative networks in European university language classes collaborating online, the INTENT project, is described. In addition, a telling case, the Cultura model, implemented in the United States, Europe, and Asia, demonstrates a successful approach (with accompanying research) to telecollaboration for language and culture learning. However, there are also invisible factors and unanticipated challenges that teachers and learners need to understand in order to benefit from these telecollaborative environments; these are examined at the end of the article. 相似文献
4.
黄丹青 《现代远程教育研究》2012,(1):16-22
第25届AAOU年会于2011年9月28-30日在马来西亚槟城召开。本届年会的主题为＂通过远程开放学习改变亚洲＂。国内外远程教育的专家学者分别围绕主题以及＂文化与社会变化＂、＂质量＂、＂远程开放教育的商业模式及合作伙伴的作用＂、＂技术＂和＂未来趋势＂五个分主题开展学术研讨和经验交流。年会透露的一个共同信息为：远程开放教育经历了从以拓宽高等教育的受众群体为重心,到以信息通讯技术的创新应用和优质开放教育资源的提供为依托,以真正推动社会经济发展为核心的转变。丹尼尔的主题报告指出,槟城是亚洲基于加强法制观念扩展而变革的成功范例;远程开放学习通过扩展人们的自由意志和法制意识可以成为改变亚洲各国的重要途径;技术的有效运用不但可以降低成本,还可以提升教育质量,从而创造效益;电子学习的发展已经促使许多传统大学提供远程开放学习,但北美洲的研究表明在该领域做得出色的大学寥寥无几,较为成功的往往是盈利性的私立机构;在对待电子学习的态度方面,年轻的＂数字土著＂和年长的学生之间并没有什么代沟,以技术为媒介的学习促进学生开展深度学习;开放教育资源大学具有彻底改变高等教育的潜能。 相似文献
5.
Online distance learning (ODL) is now recognised as a mainstream teaching method for undergraduate and postgraduate students around the world. However, differences in learner characteristics such as help-seeking behaviour between transnational students and home students may impact on student attainment. 64 students undertaking an online master of public health programme in the UK completed a survey which explored students’ access of learner support resources, their experience of technical difficulties, demographic characteristics and learner characteristics. We collected data on the geographic region in which students were currently living and their geographical region of origin. Students whose region of origin was outside the UK/EU accessed a greater number of support resources than students based within the UK/EU and students whose region of residence was outside the UK/EU experienced a greater number of technical difficulties than students from within the UK/EU. Thus transnational students access more support resources than home students despite having to overcome more technical difficulties in order to do so. The classification of students based on fee-paying status was unable to detect these differences and may not be appropriate for ODL courses. 相似文献
6.
A Web 2.0 environment that is coupled with emerging multimodal interaction tools can have considerable influence on team learning outcomes. Today, technologies supporting social networking, collective intelligence, emotional interaction, and virtual communication are introducing new forms of collaboration that are profoundly impacting education. In this study, an empirical analysis was conducted on a Web 2.0 learning space designed to promote and support project-based group learning. Three different group reflection (GR) methods (i.e., self-reflection, GR, and instructor-supported reflection) were implemented for a micro community of undergraduate students completing a team project. Findings from this study suggest that promoting and supporting ‘deep learning’ through GR is essential for team project learning in a Web-based community. In addition, effective instructor intervention is a crucial component leading to better group performance. In terms of group learning evaluation rubrics, structural equation modeling revealed that the level of activeness in online contributions may not be as important as the evidence of collective reflection and critical thinking in team learning scenarios. 相似文献
7.
Open and distance learning (ODL) is enjoying phenomenal growth in Asian higher education, new forms of provision are being developed, new institutions are being established and there is a surge in online export and import. However, there is still need to ensure that increasing access does not result in lowering standards and to prove that ODL is at least as good as conventional education and, in many cases, more innovative, effective and efficient. The paper examines the various quality assurance approaches employed in Asian university ODL, and the values, assumptions and advantages and disadvantages of these. It concludes by suggesting what is needed to encourage and achieve a culture of quality in the field. 相似文献
8.
Melinde Coetzee 《高等教育研究与发展》2014,33(6):1085-1098
The objective of this study is to add to the extant literature on graduate attributes by examining the mediating role of global/moral citizenship and lifelong learning attributes in the relation between students' scholarship attributes and their academic self-directedness in a higher-education open distance learning (ODL) environment. The Graduate Skills and Attributes Scale and Adult Learner Self-directedness Scale were administered to a stratified proportional random sample of N?=?1102 undergraduate ODL students in the economic and management sciences field. Data analyses consisted of an analysis of correlations and two simple mediational models. The results revealed significant direct and indirect effects between the variables. The academic self-directedness of the participants was positively influenced by their scholarship, global/moral citizenship and lifelong learning attributes. The influence of scholarship attributes on academic self-directedness is significantly mediated through global/moral citizenship and lifelong learning attributes. These findings contribute new knowledge that informs the design of teaching and learning activities aimed at enhancing the academic self-directedness of students pursuing educational studies in an ODL environment. 相似文献
9.
《Africa Education Review》2013,10(3):569-580
Abstract This article examines the comprehensiveness of the University of South Africa (UNISA) as an Open Distance Learning (ODL) institution and the challenges faced by experimental disciplines within ODL. Those challenges are brought about by the attempt to harmonize study and research programs in the College of Science, Engineering and Technology (CSET) following the merger and harmonization of programs from the former distance learning UNISA and Technikon South Africa (TSA). The paper discusses the current realities with the aim to promote further debate on the place of ODL in science and technology programs in tertiary education such as UNISA in general and CSET in particular. 相似文献
10.
开放与远程教育将来自不同国家或地区的学习者联系起来,通过Internet和学习管理系统(Learning Management System,简称LMS)的支持,学习者可以方便地进行网上交互和学习.学习者网上交互是学习者对所学知识的理解和深化的过程,因此交互成为提高学习质量的重要方式.然而,学习者网上交互受到多个因素的影响.本文以上海电视大学(Shanghai TV University,简称SHTVU)和马来西亚宏愿大学(Wawasan Open University,简称WOU)的学习者为研究对象,并对他们的网上交互进行了比较研究.研究发现了两国学习者网上交互行为的差异,并从国家文化差异、LMS的支持作用和教学模式的设计三个方面分析了差异产生的原因.针对这些原因,我们给出一些建议以帮助提高学习者网上学习的质量. 相似文献
11.
《Africa Education Review》2013,10(1):106-122
Abstract In this article the Sub-Saharan Africa region's attempt to implement open and distance learning collaboration programmes, in line with the ideals of the World Declaration on Education for All (WDEFA), are discussed. The discussion is based on an analysis of the WDEFA policy; participation in, minutes and reports of the Multi-Channel Learning Base (MCLB) initiative; and a brief review of the literature on policy and ODL collaboration. The conclusions drawn from this analysis are that: the WDEFA was a useful policy on international collaboration for meeting basic learning needs; the MCLB initiative, though laudable in having shared in three regional activities of ODL experience in Sub-Saharan Africa and having developed a regional ODL programme of action, was unsuccessful in implementing collaborative programmes in the region. The reasons for the MCLB's failure relate to unrealistic timeframes, lack of resources, preference for national rather than international programmes, and the proposed location of the MCLB. 相似文献
12.
An understanding of the key characteristics and implicit competencies underlying online teaching is essential to distance education institutions that embark on the assertive use of technology in their tuition development and delivery. The Virtual Teaching Dispositions Scale (VTDS) assists in investigating professional teaching dispositions associated with effective online instruction. It was initially validated among academic staff members at a residential university in the United States of America (USA). Strong support was found for the construct's cognitive, pedagogical and social presence that served as the conceptual foundation for developing the scale. The aim of this study was to validate the VTDS among academic staff members of an open distance learning (ODL) institution and to make suggestions for improving online teaching in this environment. This study highlights the need for interventions aimed at enhancing academic staff members’ experienced level of virtual/technological presence. 相似文献
13.
In the White Paper on Post-School Education and Training of 2013, the South African Department of Higher Education and Training (DHET) encourages the use of digital technology where appropriate to enhance access, improve communication and generally optimise student engagement. As a consequence, higher education and open and distance learning (ODL) must contemplate a transformation that requires high quality teaching and learning. Faculty teaching staff must therefore be reskilled not only to teach in this digitised environment, but also to become technocratic learners. In this article, we report on a literature review and an exploratory study that we conducted of sources published from 2003 to 2014 in order to map the requirements for the planning of an online course. We identify the elements needed to ensure student success in this environment, focusing on course design and the self-efficacy of students. We end with an attempt to explain why many online courses do not seem to reflect a scholarly approach. 相似文献
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Open and distance learning (ODL) gives learners control of the time, place, and pace of learning, often being characterized as flexible learning. However, this flexibility goes hand‐in‐hand with procrastination and non‐completion. As a result, the efficiency of the educational process is of importance to ODL providers, government funding agencies, and learners themselves. Despite its importance, measuring efficiency in ODL is problematic. This article presents a case study in measuring educational efficiency using a method which reflects the special characteristics of ODL. The article concludes with a discussion of the wider applicability of the measurement method in the context of lifelong learning. 相似文献
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17.
de Jong Ton Gillet Denis Rodríguez-Triana María Jesús Hovardas Tasos Dikke Diana Doran Rosa Dziabenko Olga Koslowsky Jens Korventausta Miikka Law Effie Pedaste Margus Tasiopoulou Evita Vidal Gérard Zacharia Zacharias C. 《Educational technology research and development : ETR & D》2021,69(2):417-444
Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.
相似文献18.
Yee Ming Lee 《Journal of Food Science Education》2015,14(2):60-65
Project‐based, collaborative learning is an effective teaching method when compared to traditional cognitive learning. The purpose of this study was to assess student learning after the completion of a final meal project that involved a group of sensory panelists. A paper survey was conducted among 73 senior nutrition and dietetics students enrolling in Experimental Food Science, Spring 2013 and 2014. The survey comprised of qualitative and quantitative questions about students’ perceived learning outcomes. The project required students to prepare a 4‐course meal in 90 min, in groups of 4. Eighteen sensory panelists consisting of faculty and graduate students from the Nutrition, Dietetics, and Hospitality Management Department and administrative staff from the college evaluated the foods, asked students several food science‐related questions, and completed a survey about their involvement in the project. Students reported that this project reinforced class material (4.7 ± 0.6), and was enjoyable (4.6 ± 0.6) yet challenging (4.4 ± 0.7); numerous skills were developed, including team‐building (4.7 ± 0.5), food preparation (4.6 ± 0.5), and time management (4.4 ± 0.5). Students perceived that the involvement of sensory panelists was beneficial in terms of providing constructive feedback for improvement and motivating them to prepare high‐quality foods. It also prepared them for serving foods to individuals from different cultural backgrounds. However, some students found the experience stressful. For the sensory panelists, the project helped them to venture out of their areas of expertise. In conclusion, a meal project involving sensory panelists can result in positive learning outcomes. 相似文献
19.
Lisa C. Yamagata-Lynch Jaewoo Do Anne L. Skutnik Duren J. Thompson Adam F. Stephens Cheryl A. Tays 《Open Learning》2013,28(2):178-189
This article reports on a case of participatory self-directed online learning within the context of a graduate-level instructional technology course. The course was about online learning environments and relied on both asynchronous and synchronous technologies. In this case, the instructor and students engaged in collaborative course design through one of the assignments where student teams and the instructor led one week’s worth of course activities and discussions. This article begins with a discussion of the literature on participatory self-directed online learning. Then, the article presents an overview of the course design, detailed discussion of the assignment that framed student participatory self-directed learning and two examples of student assignments. The framing question for organising this case was as follows: What lessons can a team of graduate students and the instructor learn about self-directed participatory online learning from a collaborative design project? The article ends with the overall lessons learned from the case and implications to future design of online activities. 相似文献
20.
AbstractWith the growing demand for tertiary education, especially in Africa, the transformation of contact universities to dual-mode institutions is critical. However, conventional universities have had limited success establishing the dual-mode delivery stream. This paper assesses barriers to adoption and implementation of open and distance learning (ODL) in conventional higher education institutions in Cameroon, Kenya and Rwanda by applying a framework on innovation adoption to case studies of ODL in higher education in these countries. This qualitative meta-study shows that the transition to dual-mode is not systematic and that there are various barriers, ranging from national policy and funding; infrastructure, organisational structure and capacity; complexity and cost of ODL; as well as student and staff skills and perceptions, which have impeded adoption. Based on the findings, this paper makes recommendations for implementing ODL in existing conventional universities. Cases of successful transition to dual-mode are provided. 相似文献