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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
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2011年10月在印度尼西亚巴厘岛召开的"第24届国际开放与远程教育理事会世界大会"以"拓展视野——开放与远程学习的创新方法"为主题,是国际远程教育界探索新时期开放与远程教育挑战与发展的又一次盛会。大会期望提供一个国际论坛,邀请世界各国,尤其发展中国家的远程教育专家学者、管理者与实践者在全球可持续发展的背景下,共同讨论如何规划、开发和有效管理各类开放与远程学习项目,使其为人类追求优质生活与发展提供能够兼顾环境、社会与经济发展的新途径。本文是对此次大会的综述,涉及以下方面的内容:开放与远程学习在推进全球能力建设方面的贡献、全球开放教育资源建设进展及挑战、开放与远程学习理论与实践的发展与创新,以及质量保证工作的未来方向。作者希望本文能够帮助读者全面了解会议的内容与精神,以及开放与远程学习的最新热点及其相应成果,为我国开放与远程教育的实践和研究提供启示。 相似文献
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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
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ABSTRACTAlthough there is a substantial literature critical of the colonising discourses of higher education in both teaching and learning and research, there has been relatively little commentary about work integrated learning (WIL) from an Indigenous perspective. Currently, the higher education discourse of WIL is dominated by a teaching and learning perspective, which focuses almost entirely on the benefits to the student and/or the educational institution. This leaves the Indigenous community experience invisible and continues to reinforce a neo-colonial relationship between higher education providers and Indigenous people. This article reports the findings of a study undertaken in partnership with the Aboriginal community of Cherbourg in Queensland, Australia, which sought to understand the community experience of students undertaking WIL within Cherbourg. Twenty yarns, undertaken by a research assistant employed from the community, provided the basis for identifying key meanings and requirements of the community in their hosting of higher education students. The recent experience of students by the community was found to be positive with reciprocity, openness and practical benefit over time being central concerns. The study concludes that WIL with Indigenous agencies and communities requires decolonising, temporal and relational frames to be employed in the process of negotiating the purpose and processes of higher education student engagement. 相似文献
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在构建终身教育学习体系中,远程开放教育具有不可替代的作用。终身教育具有不间断性、开放性、教育内容与生活内容紧密相连的特征。远程开放教育为实现终身学习提供了现代教育技术手段和丰富的学习资源,改革了学习方式,适应了社会和个人发展需求,在终身教育学习体系建设中发挥着重大的作用。 相似文献
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Megan Paull Natalie Lloyd Sally A Male Teena Clerke 《Journal of Higher Education Policy & Management》2019,41(5):534-549
ABSTRACTWork Integrated Learning (WIL) is embraced in Australian higher education (HE) and is a feature of most Australian HE ‘entry to profession’ engineering education programs accredited by Engineers Australia. Accreditation guidelines articulate the need for curriculum-integrated engagement with professional practice (EPP) and encourage EPP in a separate workplace environment, e.g. WIL. This article reports on the analysis of semi-structured interviews with staff and student engineers from four Australian HE institutions with mandatory engineering WIL. Framed by a Bourdieusian theoretical perspective, the influence of capitals on student access to engineering WIL placements was investigated. The research found that students’ capitals influenced access to engineering WIL placements. Policy and educational practice recommendations are made. 相似文献
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作为马来西亚第一所开放远程学习机构,马来西亚开放大学的创建旨在通过向不同背景的人士提供高等教育机会,从而帮助政府实现教育民主化的倡议。然而,这里存在两个明显不相容的议题,一是无所不包,另一个就是卓越。为了应对这一挑战,马来西亚开放大学设计并实施了一些策略,以确保获得学习机会的学习者能有成功的机会,这些策略涉及到开放远程学习的很多方面,例如入学要求、提供相关专业和课程、适当的评估和监控。本文还介绍了规模和保持方面的问题,以及未来一些新的确保教育公平、灵活的方法。 相似文献
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《Africa Education Review》2013,10(4):142-159
AbstractWork integrated learning (WIL) is an integral part of the curriculum in higher education institutions (HEIs). WIL project leaders require a strategy to evaluate the success of WIL projects. This article reports on the evaluation criteria used in assessing the strengths, weaknesses, opportunities and threats (SWOT) identified in WIL projects. This multi-qualitative research was conducted to determine and confirm the SWOT criteria deemed significant for WIL project evaluation. Feedback was collated from 12 WIL specialists, representing the major HEIs in South Africa. The Delphi technique and inductive content analysis formed the basis of the research method. The key finding revealed that the strengths of WIL projects should be evaluated by measuring how well the WIL project maintains a competitive advantage and has a strong financial budget. Major weaknesses of WIL projects are a lack of strategic direction and the HEI’s lack of sound academic offerings and reputation. 相似文献
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远程开放教育英语专业学习者辍学现象调查(一)——来自电大系统14个省级电大样本观测点的实证研究 总被引：1，自引：0，他引：1
高辍学率是远程开放教育不可回避的一个问题。本研究对广播电视大学辍学率较高的英语专业展开实证研究,研究首先选择英语专业招生较集中的广播电视大学系统14个省级电大作为样本观测点,进而确定各观测点2010年春入学的2237名学生进入研究与学业观察范围,研究计划连续跟踪该届学生3个学期,记录每学期发生的辍学现象。到2010年秋季,研究得到了入学半年后首批辍学者名单共204人,研究者邀请到其中的118人填写了调查问卷,并对其中98名辍学者进行了面对面访谈或者电话、网络访谈。研究同时得到了195名辍学者在校学习成绩记录。研究还对辍学者身边的40名英语专业教师以及班主任进行了面对面访谈。基于以上数据,研究揭示了远程开放教育英语专业学生学习半年后发生的辍学现象及其影响因素,并提出了远程教育机构作为方向的思考。 相似文献
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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
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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
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AbstractThis paper discusses the relevance of lifelong learning vis-à-vis the Sustainable Development Goals (SDGs) and stresses the need for an approach blending formal education, non-formal and informal learning. The role of Open and Distance Learning (ODL) in moving beyond formal education and the importance of integrating pedagogy, andragogy and heutagogy in lifelong learning are raised as key factors in ensuring that education and learning can generate positive externalities and impact livelihoods. Through a case study in the agricultural sector, this paper analyses the role of lifelong learning in empowering smallholders of backyard poultry enterprises in Kenya and argues that lifelong learning needs to be placed in appropriate social and economic contexts to generate outcomes and impacts such as empowerment. 相似文献
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远程开放教育非计算机专业计算机应用基础课程应从成人学习的心理特征、学习者的学习动机、学习者的学习取向等方面营造情境学习环境,比如在教学过程中提供及时的作业指导、批改,对实验结果进行及时总结,并利用远程教育平台建立适时的回馈与沟通互动的情境有助于学生学习好这门课程。 相似文献
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Aras Bozkurt 《Distance Education》2019,40(4):497-514
ABSTRACTDistance education (DE) is a constantly evolving and advancing field, and as such, its intellectual network and dynamics need to be investigated and explored. In this regard, this study reviewed a total of 1685 articles and 51,940 references through social network analysis for a bibliometric examination of the DE field. The findings indicate that DE is an interdisciplinary field and part of mainstream education. The progressive knowledge domain analysis revealed that the intellectual roots of DE stem from generic social learning theories, after which DE-related theories began to emerge following the foundation of open universities. The research concludes that there was a paradigm shift that resulted from developments in online networked technologies in the 2000s, at which time DE started to gradually evolve into sixth generation ubiquitous DE. 相似文献
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《Journal of Further & Higher Education》2012,36(10):1363-1375
ABSTRACTThis study uses a Foucault-inspired discourse analysis to examine two ideas about learning which reinforce the terminology whereby theory means campus-based training and practice means work placements. The purpose is to problematise this theory–practice terminology and provide scope for a non-dualistic alternative. The ideas examined are the idea of theory vs. practice as the point of departure for learning and the idea of theory and practice as harmonious points of departure for learning. These ideas were voiced by interviewed students who discussed the usual design of Work-integrated Learning (WIL) whereby students go to university to learn ‘theory’ and into working life to learn ‘practice’. The analysis shows how the ideas are formed by different ranking orders between theory and practice which are mutually exclusive, while also working together to reinforce the theory–practice terminology. The discussion on how a non-dualistic terminology can emerge highlights how the usual WIL design forms a dualistic setting where the theory–practice terminology thrives and how designing WIL at a third place between university and working life can provide scope for the terminology we seek. 相似文献
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《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
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ABSTRACT Work-integrated learning (WIL) has assumed life as a central feature of higher education curriculum design in a wide range of disciplines with the ultimate goal of producing work-ready graduates. Under recent Australian government initiatives affecting teacher education, placement forms of WIL have been touted as the panacea for perceived problems with graduate teacher quality; resulting in the national regulation of placement design and length in this discipline. This article reports the findings of a qualitative study into the perspectives of fifteen teacher education students from one regional Australian university. The study investigated these students’ placement experiences and the impact of these experiences on their perceptions of readiness for a career in the teaching profession. Thematic analysis is the method used to identify two key themes in the data collected through semi-structured interviews. Despite recognising the benefits of real-world opportunities for skill development and practice inherent in WIL placement experiences, the study highlights important limitations of these forms of WIL on the development of professional readiness arising from the contextual features of particular placement sites; relationships with workplace supervisors and performance pressure associated with assessment during placements. These findings not only confirm the importance of social processes in the preparation of work-ready graduates but question reliance on placement forms of WIL learning for nurturing graduates’ readiness for professional work. 相似文献
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Work-integrated learning (WIL) is regarded as an important vehicle to assist students’ development of relevant professional skills, knowledge and attributes that can enhance their employability. WIL arrangement for international students is a challenging issue for institutions, international students themselves as well as other related stakeholders. While there is an emerging body of literature that examines WIL for international students, how the value of WIL is perceived by this cohort is little known. This paper responds to this dearth of the literature by exploring the different meanings that international students in the vocational education and training sector attach to WIL. Using Bourdieu’s thinking tools of capitals and habitus to interpret interview data from 105 international students, this paper shows that WIL is seen to not only add value to student learning, career aspiration and employability but also transform and enhance their symbolic and social capitals. The paper underscores the instrumental, symbolic and developmental meanings that international students associate with WIL. In particular, it highlights the reciprocal relationship between students’ development of vocational ‘being’ and personal ‘being’ through WIL. 相似文献
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In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the ‘embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context. 相似文献