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1.
《Journal of Further & Higher Education》2012,36(1):89-103
Distance education issues affect nearly all participants in higher education, whether or not they are planning to offer (or to take) on-line courses. These issues are affecting business-university interactions as well as the relationship between faculty mem bers and their institutions. This article discusses an assortment of concerns in the USA and many other Western nations related to the nexus between on-line distance education and the traditional classroom, including intellectual property, evaluation and equity. These matters are being heavily influenced by the emerging international market for higher education offerings and by heightened competition from for-profit institutions. Discourse on distance education issues is likely to stimulate thinking about the nature of higher education, especially on the part of students who are being presented with an increasing array of educational options. Faculty members are facing issues of critical importance (especially in the realm of intellectual property rights), issues that will shape the nature of higher education as an entity. 相似文献
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Joy Blanchard 《Innovative Higher Education》2010,35(1):61-69
According to the “work made for hire doctrine” of the Copyright Act, the creators of artistic and literary works are not legally
granted ownership of works created in the course of employment; ownership rests with the employer. However, through de facto custom and court dicta, academics may enjoy a “teacher exception” that grants them copyright ownership of publications and
course materials. Though there are several benefits behind this practice, the question of intellectual property ownership
has blurred as institutions are investing in distance education and commissioning faculty members to create online courses. 相似文献
4.
Amy Kirle Lezberg 《The American journal of distance education》2013,27(2):26-35
Abstract Presidents wanting their institutions to maintain traditional educational primacy despite necessary changes occasioned by offerings made possible through technological innovations can rely upon the quality assurance mechanisms of their regional accrediting association. This article discusses how, by augmenting traditional standards as well as the process for their application, the associations address such areas as: the admission, promotion, and graduation of students; the availability of out‐of‐class services, including information resources; the integration of distance education programming into the institution as a whole; and public communication of the expectations, process, and results of distance education programming at an accredited institution. 相似文献
5.
Melody M. Thompson 《The American journal of distance education》2013,27(1):33-49
Abstract The chapters in Part IV of Handbook of Distance Education (2007), “Policies, Administration, and Management,” focus on the ways in which policies encourage or hamper the integration of distance education into mainstream educational institutions. The authors provide insights and perspectives into the key policies, roles, structures, processes, and standards that characterize the rapidly changing educational environment. The information in this chapter will be useful to distance education practitioners and leaders in responding to current challenges and in proactively influencing future change. 相似文献
6.
澳大利亚政府对私立高等教育机构监管政策变迁的历史轨迹与公立高等教育占主导地位的国家有诸多相似之处，都经历过从“排斥”或者说“边缘化”到“被动接受”再到“标准化引领”的过程。该文从历史演进的视角慎思澳大利亚政府对私立高等教育监管政策变迁的动因与导向，进而总结澳大利亚政府监管政策的特点：通过间接管理方式控制私立高等教育机构逐利行为的度；通过诱致性制度强化公私立高等教育机构的竞争与合作；通过分类资助引导私立高等教育机构质量优先发展。 相似文献
7.
Richard England 《The American journal of distance education》2013,27(3):41-48
Abstract This article examines copyright issues related to online course development and delivery. An overview and brief history of copyright law is presented, with attention to the ways in which various technologies have shaped modern interpretations of copyright law. Examples of recent lawsuits and several case studies provide a context for examination of fair use issues and liability for online copyright infringement. Finally, some helpful questions are presented on topics such as process issues, institutional policies, software and licensing, copyright issues, and other alternatives. These questions should provide a basis to help online course providers think through issues related to copyright, the Internet, and distance education. 相似文献
8.
《The Journal of educational research》2012,105(4):195-206
Abstract The authors used the National Survey of Teacher Education Program Graduates, developed by Freeman, Loadman, and Kennedy (1991), to evaluate the baccalaureate and master's of education (M.Ed.) teacher education programs at a major Carnegie I research university. The instrument's 4 measures—acting as proxies for teacher education graduate careers, quality of program, teaching skills, and teaching knowledge satisfaction—were compared with national norms from other teacher education programs across the country. The survey data from the class of 1996, consisting of 263 baccalaureate graduates and 171 M.Ed, graduates, suggested that they were generally very positive about their programs and careers. In general, the baccalaureate and M.Ed. graduate responses on all 4 measures were more alike than different. Both groups of 1996 graduates rated the measures more positively than the national norms. 相似文献
9.
Daniel Couch 《Globalisation, Societies & Education》2019,17(1):44-60
ABSTRACTThis paper explores how a national higher education sector can be assembled upon a relatively narrow ideological foundation during and in the aftermath of violent conflict. It analyses the case of Afghanistan's higher education system, and argues that the violent disintegration of this system during the 1980s and 1990s created the conditions for a neoliberal reassembly and subsequent expansion of higher education from 2001. This paper draws on data gathered from document analysis, and semi-structured interviews with key policy actors. It identifies an ideological grounding in neoliberalism within higher education policies which are responsible for directing the sector's growth since 2010. I argue that this neoliberal agenda, largely driven by globalised influences, has exploited Afghanistan's conflict-affected context to position higher education primarily as a driver of economic growth, thus limiting policy emphasis on higher education's non-economic dividends. The paper concludes by critiquing the underlying assumption that this role is sufficient if higher education is to serve as a key institution in Afghanistan's ongoing national development. 相似文献
10.
周静 《武汉职业技术学院学报》2010,9(6):32-34
我国加入WTO后,全面实施《知识产权协定》,公民的知识产权意识不断增强。而教师编写的教案是否具有知识产权问题也日益受到各方面人士的关注。文章从我国首例教案所有权民事纠纷入手,分析教案的性质、著作权问题、教案本的所有权归属问题。立法部门和教育部门要明确：教案具有著作权、著作权归属教师、教案本的所有权归教师享有。 相似文献
11.
Peter S. Cookson 《Open Learning》2013,28(1):71-80
Internet-based technologies are triggering significant changes in higher education. While in some cases the applications are limited to enhancing face-to-face instruction (Level I applications) or to enhancing existing distance education provision (Level II), in other cases instruction is taking place entirely online (Level III). As higher education institutions seek to exploit these different levels of application of emerging information technologies to deliver education courses and programmes at a distance, they are encountering a number of difficulties. This article presents what a number of higher and distance education observers in North America consider the most pertinent issues related to Internet technologies. The relevance of those issues for an existing distance teaching university, Athabasca University - Canada's Open University, is also discussed. 相似文献
12.
Anne M. Phelan 《课程研究杂志》2013,45(1):93-114
Practical reasoning refers to a teacher's capacity to discern particulars and make wise judgements about how to act in pedagogical situations. But how do teachers know what is right? How are teachers' preferences to be grounded and their choices justified? I explore the disciplines as one source of moral perception. Assuming that narrative unities underscore the coherence and continuity of an individual's experience, I generated data in the context of a 2‐year teacher education programme. The case study of an aspiring teacher of secondary school language arts illustrates how the intellectual virtues of a discipline can influence a student teacher's practical reasoning. I conclude that teacher educators must attend to the complex ways in which a prospective teacher's prior discipline may influence aspiring teachers' orientations to experience, their consideration of educational ends, and, finally, their characters. 相似文献
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Business school deans at institutions accredited by the Association to Advance Collegiate Schools of Business were surveyed on distance education programs offered at their respective schools. This study examined sixteen characteristics of the distance education programs: the number of offerings, the question of not offering distance education, future plans, degree level of programs, number of years offered, number of graduates, length of programs, public or private institutions, grant funding, faculty qualifications and student-faculty ratio, method of delivery, use of a librarian, geographic areas served, tuition rates, financial aid, and the successful aspects. The results of this study may be used to make decisions in planning new distance education programs and the enhancement of existing programs. 相似文献
14.
Kagendo Mutua Dimiter M. Dimitrov 《International Journal of Disability, Development & Education》2001,48(2):179-191
The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education. 相似文献
15.
Christopher S. Gregg Jo Dale Ales Steven M. Pomarico E. William Wischusen Joseph F. Siebenaller 《CBE life sciences education》2013,12(3):383-393
We offered four annual professional development workshops called STAR (for Scientific Teaching, Assessment, and Resources) modeled after the National Academies Summer Institute (SI) on Undergraduate Education in Biology. In contrast to the SI focus on training faculty from research universities, STAR''s target was faculty from community colleges, 2-yr campuses, and public and private research universities. Because of the importance of community colleges and 2-yr institutions as entries to higher education, we wanted to determine whether the SI model can be successfully extended to this broader range of institutions. We surveyed the four cohorts; 47 STAR alumni responded to the online survey. The responses were separated into two groups based on the Carnegie undergraduate instructional program categories, faculty from seven associate''s and associate''s-dominant institutions (23) and faculty from nine institutions with primarily 4-yr degree programs (24). Both groups expressed the opinion that STAR had a positive impact on teaching, student learning, and engagement. The two groups reported using techniques of formative assessment and active learning with similar frequency. The mix of faculty from diverse institutions was viewed as enhancing the workshop experience. The present analysis indicates that the SI model for training faculty in scientific teaching can successfully be extended to a broad range of higher education institutions. 相似文献
16.
The reemergence and growth of private higher education institutions (HEIs) represent one of the most significant developments
in Chinese higher education over recent decades. Against a macroeconomic background of decentralization, this phenomenon is
essentially fuelled by a broad spectrum of political and socioeconomic forces. This study sets out with the primary aim of
discussing the current policy environment constraints faced by different types of private HEIs based upon a theoretical framework
of property ownership rights. This is undertaken through a comparative analysis with HEIs in the United States, as well as
case studies on three different types of private HEIs in China (accredited private universities, independent colleges and
Sino-foreign colleges). Recommendations are offered on the key issues aimed at overcoming the difficulties encountered by
such institutions; these include transfer rights, income rights, government subsidies, access to bank loans and tax-exempted
social donations. The government in China has adopted an incremental approach to the regulation of the private higher education
sector, thereby providing ad hoc solutions to problems encountered along the way; however, within a mutually understood framework of action, a system of clear
property ownership rights is essential to the practical coordination of the activities of the economic actors. 相似文献
17.
Brenda Leibowitz 《Teaching in Higher Education》2013,18(8):981-994
ABSTRACTAlthough the concept of a scholarship of teaching and learning (SOTL) has emanated from the global North, it is a relevant and useful concept in the global South. The concept was initiated in the 1990s in the US. The original emphases in the seminal Boyer Report, on the integration of various forms of scholarship, the importance of intellectual thought and the collaborative nature of teaching have been subject to various distortions, in part due to the depredations of neoliberalism and performativity. We argue that Slow scholarship, which has resonances with Boyer's notions of the scholarship of teaching and learning provides much potential for reconceptualising SOTL in the South. These claims are explored via a case study set in South Africa, where academic developers at eleven higher education institutions covering the range of institutional types were interviewed. 相似文献
18.
Jill W. Fresen 《Distance Education》2018,39(2):224-240
AbstractDistance education reaches out to non-traditional students in geographically dispersed locations, who are unable to attend face-to-face classes. Contact institutions have been quick to realise the many advantages of distance (online) learning, such as easy access to learning materials, interactive activities, assessment and communication tools. However, the path to anything approaching dual-mode provision has not been without obstacles. In South Africa in the early 2000s, the Council on Higher Education reinforced the mandate of distance education universities and decreed that contact institutions should not encroach on this territory. Subsequently, various frameworks and guidelines emerged which can inform current consideration of dual-mode provision. This practitioner report presents two case studies (University of Pretoria, South Africa; and University of Oxford, United Kingdom) which explore the implications for contact institutions in expanding their provision to include distance education. 相似文献
19.
董秀红 《福建工程学院学报》2005,3(5):452-456
一起涉及海峡两岸的计算机软件侵权纠纷历时3年多才得以判决,从中体现了我国软件产权保护的诸多问题.依靠著作权法实施对软件的保护存在相当大的误区.由专利法、商标法、合同法和反不正当竞争法等共同组成多层次的保护体系,可以使权利人针对不同性质的软件和不同程度的侵权保护有更多的选择,然而这种做法也仅仅是权宜之计.制定专门法或把软件置于工业产权与版权的双重保护之下,或许是一种更为合理的做法. 相似文献