- Commonwealth of Learning (COL) (10)
- National Association of Distance Education and Open Learning in South Africa (NADEOSA) (9)
- Latchem, Colin (8)
- Kanwar, Asha (6)
- South African Institute for Distance Education (SAIDE) (6)
- Zirkle, Christopher (6)
- 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)
- Making real the dream of Education for All through open schooling and open universities in Ghana
Although the last three decades have witnessed astronomical increases in enrollment in basic education, the challenges of access, equity, and quality continue to confront countries, especially in sub-Saharan Africa. In Ghana, education sector policies and reforms have been unable to deal with low transition rates from primary to junior high schools, from junior high schools to senior high schools, and from senior high schools to tertiary level. Children and young students who are unable to continue fail to re-enter because of the absence of complementary or alternative pathways. The old paradigm of physical expansion continues to dominate policies of access. Although several developed and developing countries have used open schooling and open universities to widen access, the success of these programs has been founded on strong policies, commitment of government, and huge investment in technology. Indeed, the future lies with open schooling and open universities.
Although the last three decades have witnessed astronomical increases in enrollment in basic education, the challenges of ... Show Full Abstract
Authors: Tagoe, Michael
Geographic subjects: Africa; Ghana
Journal title: SAGE open
Resource type: Article
Subjects: Participation; Outcomes; Pathways;Higher education; Providers of education and training; Primary education; Secondary education; Students; Youth; Technology; Disadvantaged; Governance; Policy; Statistics; Teaching and learning; Equity; Quality show more
- A feasibility study for a distance education program for Canadian academic credential assessors
Around 550 organizations undertake academic credential assessments in Canada. They employ about 1,200 full-time and 500 part-time assessors, and conduct around 285,000 assessments per year. The aim of this project was to conduct a feasibility study and market research into the possibility of an on-line learning program for academic credential assessors, in particular to: determine the numbers, characteristics, and attitudes of potential users of the program (e.g. regulatory bodies, assessment agencies, educational institutions); seek input on course information from key stakeholders including assessment agencies; and partner with educational institutions to discuss the development of a distance education program specifically designed for existing credential assessors and for those individuals interested in a future career in credential assessment. The establishment of a common training course would help to improve the consistency of practice by academic credential assessors, who are often separated from other assessors and have mostly learned from experience. It will also build a pool of individuals familiar with the basics of foreign credential assessment best practices whose initial on-the-job training would be shortened.
Around 550 organizations undertake academic credential assessments in Canada. They employ about 1,200 full-time and 500 ... Show Full Abstract
- The economics of online postsecondary education: MOOCs, nonselective education, and highly selective education
[The author] considers how online postsecondary education, including massive open online courses (MOOCs), might fit into economically sustainable models of postsecondary education. [The author] contrasts nonselective postsecondary education (NSPE) in which institutions sell fairly standardized educational services in return for upfront payments and highly selective postsecondary education (HSPE) in which institutions invest in students in return for repayments much later in life. The analysis suggests that MOOCs will be financially sustainable substitutes for some NSPE, but there are risks even in these situations. The analysis suggests that MOOCs will be financially sustainable substitutes for only a small share of HSPE and are likely to collapse the economic model that allows HSPE institutions to invest in advanced education and research. [The author] outlines a non-MOOC model of online education that may allow HSPE institutions both to sustain their distinctive activities and to reach a larger number of students.
[The author] considers how online postsecondary education, including massive open online courses (MOOCs), might fit into ... Show Full Abstract
- National sharing of TAFE off-campus resources: draft report
This report deals with the implications of implementing the sharing of off-campus learning resources between states by commenting on copyright, costs, format, printing and warehousing.
This report deals with the implications of implementing the sharing of off-campus learning resources between states by ... Show Full Abstract
- The value of transnational education to the UK
This report provides details on transnational education (TNE) activities by UK higher education institutions (HEIs). Transnational education refers to the provision of education for students based in a country other than the one in which the awarding institution is located. For example, transnational education can be delivered via overseas branch campuses, distance learning or partnerships with overseas institutions. Data is sourced from a survey of HEIs and case studies of TNE programmes. The report provides details on: the modes of TNE delivery offered by UK HEIs; the number of students studying on TNE programmes offered by UK HEIs; and the value of transnational education activities to UK HEIs.
This report provides details on transnational education (TNE) activities by UK higher education institutions (HEIs). ... Show Full Abstract
- Open and distance education systems: do they enhance graduates' soft skills?: the results from 2009 Universitas Terbuka tracer study
The vision and mission of Universitas Terbuka (UT) is to become a highly qualified open and distance education institution and to provide higher education access to all communities. Graduates of UT are expected to acquire adequate knowledge, hard skills and soft skills. Soft skills play important roles in the world of work. The aim of this article is to describe: (1) whether the open and distance education systems are capable of providing graduates with soft skills; (2) how soft skills are acquired during the period of study; and (3) how are the range of soft skills acquired by graduates and required by stakeholders at work. This article uses the 2009 UT tracer study, which employed survey and in-depth interviews to selected respondents and stakeholders. Two thousand four hundred and seventeen pairs [of] data (graduates and stakeholders) were analysed. The rating scales were from one (very poor) to four (excellent). The attributes analysed were personal, interpersonal and situational skills. The results show that learning systems that are based on individual learning and tutorial did provide graduates with soft skills. Graduates and stakeholders perceived interpersonal skills as fair. In general, soft skills required at work were time management, self-confidence, problem solving, creativity and team-work.
The vision and mission of Universitas Terbuka (UT) is to become a highly qualified open and distance education institution ... Show Full Abstract
- Distance higher education programmes in a digital era: good practice guide
This guide sets out to clarify the key distinctions between distance and contact education provision in South Africa, and to provide guidelines on how general programme accreditation requirements need to be interpreted for a distance education context and the wide variations thereof, including the effective integration of supporting information and communication technologies (ICTs). The guide is divided into eight sections as follows: introduction and background; a conceptual framework for distance education in a digital era; curriculum design, development and delivery for distance education in a digital era; teaching and learning in distance education in a digital era; assessment in distance education in a digital era; partnerships and collaborations for distance education provision in a digital era; managing distance education provision in a digital era; and concluding remarks. These sections include examples of good practice in distance education. There is also a glossary of terms that are useful in the discussion of distance education provision, and a distance education bibliography.
This guide sets out to clarify the key distinctions between distance and contact education provision in South Africa, and to ... Show Full Abstract
- Eliminating educational inequality through e-learning: the case of Virtual University of Pakistan
This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in the field of higher education in Pakistan. The education system in Pakistan is mainly characterized by educational disparity. The standard of education is directly proportional to the investment students make in the form of registration and fees. Another important issue is the non-availability of reputed educational institutes in small towns and villages. Unfortunately, very few people from rural areas have access to quality higher education. Virtual University of Pakistan through its distance e-learning mode has come forward to break this trend in social inequality by providing equal educational opportunities to all social classes through its affordable fee structure yet ensuring high standards of teaching.
This study aims at examining the role of e-learning in combating the issues of inequality in terms of access and quality in ... Show Full Abstract
- Improving open access through prior learning assessment
This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): type-one for prospective students to be allowed to register for a course; type-two for current students to avoid duplicating work-load to gain certification; and type-three mapping occupational skills as portfolio-needs analysis. In each of these some e-assessment can play a role, notably in type-three in distance education. [The authors'] previous research has been in type-two and [the authors] report the empirical results and challenges involved in practice. Moving beyond type-two [the authors] further report how e-type-three can improve practice in the Open University of China - a very large [open and distance learning] ODL provider. [The authors] discuss the barriers and challenges being faced, and ways being explored to resolve these issues, to reduce the costs involved and to improve open access to learning.
This paper explores and presents new data on how to improve open access in distance education through using prior learning ... Show Full Abstract
- 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