- Commonwealth of Learning (COL) (10)
- National Association of Distance Education and Open Learning in South Africa (NADEOSA) (9)
- Latchem, Colin (8)
- Kanwar, Asha (6)
- Zirkle, Christopher (6)
- South African Institute for Distance Education (SAIDE) (5)
- Hartzell, Richard E. (4)
- TAFE National Centre for Research and Development (Australia) (3)
- Uvalic-Trumbic, Stamenka (3)
- Western Australia. Department of Employment, Vocational Education and Training (DEVET) (3)
- Aluko, Ruth (2)
- American Association of Community Colleges (AACC) (2)
- Anderson, Tony (2)
- Australia. Parliament. Senate. Employment, Education and Training References Committee (2)
- Australian Flexible Learning Framework (AFLF) (2)
- Using digital technologies to implement distance education for incarcerated students: a case study from an Australian regional university
As universities become increasingly reliant on the online delivery of courses for distance education, those students without access to the Internet are increasingly marginalised. Among those most marginalised are incarcerated students who are often from low socio-economic status backgrounds and have limited access to resources. This article reports on four projects that incrementally build on each other, three of which are completed, at the University of Southern Queensland that seek to provide access to higher education for incarcerated students. These projects developed a modified version of Moodle, called Stand Alone Moodle (SAM), which doesn't require Internet access, but provides the same level of access and interactivity as regular Moodle. Ebook readers were also used in two of the projects. A description of the projects, a summary of the results and issues is provided. The projects will be extended to deploy Stand Alone Moodle and tablet computers to correctional centres across Australia with a focus on Aboriginal and Torres Strait Islander students.
As universities become increasingly reliant on the online delivery of courses for distance education, those students without ... Show Full Abstract
- Tertiary distance education and technology in Sub-Saharan Africa
The Association for the Development of Education in Africa (ADEA) Working Group on Higher Education (WGHE) was founded in 1989 to strengthen collaboration between African governments, development agencies, and higher education institutions. Its goals were to improve the effectiveness of development assistance and, more broadly, to support the revitalization of African universities. This paper addresses the question of how African nations might improve the balance between tertiary education access and funding without further sacrifices in quality. In brief, the author argues that the answer lies in the use of distance learning complemented, in some cases, with a selective application of new information and communication technologies. The paper provides an overview of tertiary level distance learning and technology experience throughout Sub-Saharan Africa and the world at large. It highlights the relevance of these experiences for African nations that are committed to achieving increased participation in the global knowledge-based economy of the 21st century. It concludes with various suggestions as to how distance learning and technology use at the tertiary level might be adapted and gradually expanded within Africa.
The Association for the Development of Education in Africa (ADEA) Working Group on Higher Education (WGHE) was founded in ... Show Full Abstract
- Measuring student graduateness: reliability and construct validity of the Graduate Skills and Attributes Scale
This study reports the development and validation of the Graduate Skills and Attributes Scale which was initially administered to a random sample of 272 third-year-level and postgraduate-level, distance-learning higher education students. The data were analysed using exploratory factor analysis. In a second study, the scale was administered to a stratified proportional random sample of 1102 early-career, undergraduate open distance-learning higher education students in the economic and management sciences field. The data were analysed using confirmatory factor and Rasch analyses. The structural validity and reliability of the scale were confirmed by the results. Educators and learning and development practitioners may be able to use the findings in their teaching, learning and assessment design.
This study reports the development and validation of the Graduate Skills and Attributes Scale which was initially ... Show Full Abstract
- Policy for the provision of distance education in South African universities in the context of an integrated post-school system
This policy seeks to resolve areas of uncertainty and provide strong support for the progressive development of South African university distance education as an indispensable and integral component of the national post-school education system. The policy is part of a broader focus on building the capacity of the post-school system but focuses primarily on university education because of its unique features. The development of this policy has taken place in the context of two important factors: the development and release of the ‘White paper on post-school education and training’ with its imperative to expand the system dramatically; and increasing, but by no means ubiquitous, penetration and affordability of information and communication technologies (ICTs) across South Africa. Both factors have a seminal impact on the provision of distance education in the public and private university sector.
This policy seeks to resolve areas of uncertainty and provide strong support for the progressive development of South ... Show Full Abstract
Corporate authors: South Africa. Department of Higher Education and Training
Geographic subjects: Africa; South Africa
Resource type: Policy document
Series name: Government gazette = Staatskoerant (South Africa. Department of Higher Education and Training
Subjects: Policy; Teaching and learning; Higher education;
- Massive open online course (MOOC) report 2013
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.
The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ... Show Full Abstract
- Going beyond Kirkpatrick's Training Evaluation Model: the role of workplace factors in distance learning transfer
This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on graduates' job performance, in which the authors built on the findings of a previous pilot study. After using Kirkpatrick's Training Evaluation Model in a previous study, one of the authors found there to be a strong relationship between graduates' completion of the programme and their performance at school. However, the model does not probe factors that impede on transfer of learning. Quite a number of the graduate participants indicated that they were faced with this problem. In order to further probe this phenomenon, the authors fused Baldwin's Transfer of Training Model with the second level of Kirkpatrick's model by using a mixed-methods enquiry. It became clear that the organizational climate of schools has a strong influence on the transfer of learning in the workplace. Suggestions are presented on how educators and school managers can work together effectively.
This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on ... Show Full Abstract
- Distance learning can help low-income parents attend school: TANF agencies should adopt supportive policies
Distance learning is an increasingly popular way to acquire higher education. Distance learning programs are particularly attractive to nontraditional students, including low-income parents, who often must fit their classes around work and family responsibilities. The current economic recession provides an opportunity for low-income parents who are working part-time or having trouble finding employment to use distance learning to get more education and advance once the economy recovers. However, states may be placing unnecessary limits on distance learning to meet work participation requirements under the Temporary Assistance for Needy Families (TANF) program. On February 5, 2008, in the final rule implementing the Deficit Reduction Act of 2005 (DRA) changes, the US Department of Health and Human Services (HHS) declared that states can count distance learning coursework as a work activity under the vocational educational training classification. This paper identifies language from HHS-approved work verification plans that other states can adopt to maximize access to distance learning and raise work participation rates. It also highlights some restrictive and burdensome language that should be dropped from work verification plans.
Distance learning is an increasingly popular way to acquire higher education. Distance learning programs are particularly ... Show Full Abstract
- Promise and/or peril: MOOCs and open and distance education
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and institutions. The paper begins with a short description of the characteristic of the four words included in the MOOC acronym and then tries to show how each contributes to the complexity of this education phenomena. The paper concludes with discussions of MOOC business models and the implications for open and distance education institutions.
This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and ... Show Full Abstract
- Initial trends in enrolment and completion of massive open online courses
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5 per cent of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.
The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC ... Show Full Abstract
Authors: Jordan, Katy
Journal title: International review of research in open and distance learning
Resource type: Article
Subjects: Participation; Higher education; Outcomes;
- Distance learning in adult basic education: a review of the literature
The purpose of this literature review is to provide background information about distance learning (DL) in adult basic education (ABE), specifically, to identify program design and policy implications to inform the use of [distance education] DE for [general educational development] GED students in rural Pennsylvania. Adult educators have long sought to encourage greater participation in, and more equitable access to, educational opportunities for adult learners. This literature review examines how DE can help adult educators address issues of equity and participation, especially in rural areas with restricted educational opportunities. In Pennsylvania, for example, rural residents tend to have lower educational attainment and more limited access to adult education services than their urban counterparts.
The purpose of this literature review is to provide background information about distance learning (DL) in adult basic ... Show Full Abstract