- Open University (21)
- Commonwealth of Learning (COL) (12)
- McBeath, Clare (7)
- Open Training and Education Network (N.S.W.) (OTEN) (7)
- Webb, Greg (7)
- Barnard, Barbara (6)
- Rumble, Greville (6)
- Benson, Angela D. (5)
- Johnson, Scott D. (5)
- Kerr, Jenny (5)
- Latchem, Colin (5)
- Wilson, Liz (5)
- Adelaide College of TAFE (4)
- Atkinson, Roger (4)
- Cilesio, Cecelia (4)
- 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
- 'We thought we would be the dunces': from a vocational qualification to a social work degree: an example of widening participation in social work education
The policies of successive UK governments have promoted access to higher education by students from diverse social backgrounds. This paper uses the example of social work education to examine one way in which the Open University (OU) has sought to attract 'non-traditional' students into higher education. It draws on findings from a small-scale research study that explored the experiences of students with vocational and other prior qualifications who gained 'advanced entry' to the university's social work programme in Scotland. The paper explores the interplay between students' day-to-day experiences of transition and broader influences on widening access to education, including the political and organisational contexts within which this change has taken place. It reflects on both the university's learning from the experience of implementing this initiative and the continuing experience of widening participation in relation to social work education and, more broadly, to distance learning practices in higher education.
The policies of successive UK governments have promoted access to higher education by students from diverse social ... 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
- Satellite lessons: vocational education and training for isolated communities
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and training (VET) courses are being delivered to students in isolated homesteads and remote Aboriginal communities by Interactive Distance eLearning (IDL). IDL provides satellite-supported two-way broadband voice, one-way video and Internet access for school-age and adult distance education. Adults commonly access VET courses offered by WITAFE using the equipment provided to their children who are students of a 'School of the Air' or through community facilities in remote Aboriginal communities.
At the Western Institute of Technical and Further Education (WITAFE) in New South Wales (NSW), vocational education and ... Show Full Abstract
- 'It took me ages to work out': multiple challenges of digital distance vocational learning
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low socioeconomic status students who are new to university education. A survey of students in vocational primary education and early years qualifications in a distance university is illuminated by interviews with individual students and video diaries recorded by them during module study. Areas of challenge include: where and when to go online, finding support for digital study, navigating virtual learning environments and knowing what is relevant, technologies in the workplace, making connections between workplace technologies and [information and communication technology] ICT for study, and storing and organising digital information. As university education goes increasingly online, the research aims to improve institutional awareness and provision for widening participation, and makes suggestions for improving the experience of digital distance vocational learning.
This research examines the challenges of blending digital, distance and vocational learning for non-traditional and low ... Show Full Abstract
- Moving transfer to transformative learning: a curriculum model for adult educators in open distance learning (ODL)
This article reviews the literature on theories of adult learning particularly transfer and transformative learning and how they inform a model curriculum for adult educators in open distance learning (ODL). Online instructions have to change from the habitual teacher-based to more inclusive and integrating transformative learner-centred learning designs. Continuous professional development of educators of adults needs to be transformative if they are to measure up to growing demand for adult education. Currently the adult educators are not receiving relevant training for deep learning and change. With the rapid pace of technology in the fast-paced knowledge economy self-directed transformative learning must inform curriculum. Adult educators need proactive institutional contexts that stimulate them to deep learning.
This article reviews the literature on theories of adult learning particularly transfer and transformative learning and how ... Show Full Abstract
- Mobile learning for colleges of education in Nigeria: an educational analysis
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile learning, an extension of e-learning. Currently, attention is drawn towards location-aware, context-aware and ubiquitous learning systems. The slow pace of development in Nigeria has hindered technologically enhanced learning in institutions of higher learning. The purpose of this paper was to assess the status of mobile learning in institutions of higher learning in Nigeria. The study adopted a theoretical approach by reviewing the possibilities and applications of mobile learning systems globally and in particular Nigeria.
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile ... Show Full Abstract
- Space and time to engage: mature-aged distance students learn to fit study into their lives
Student engagement, a student's emotional, behavioural and cognitive connection to their study, is widely recognised as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time.
Student engagement, a student's emotional, behavioural and cognitive connection to their study, is widely recognised as ... Show Full Abstract
- Persistence, perseverance, and success (PPS): a case study to describe motivational factors that encourage Zimbabwe Open University ODL students to enroll, persist, and graduate with master's and doctorate credentials
The purpose of this qualitative study was to describe motivational factors that increased open distance learning (ODL) students' capacity to successfully graduate with master's and doctoral credentials. Study background revealed that Zimbabwe Open University (ZOU) persistently experiences increased levels of student dropout and competition from conventional universities that introduce ODL through 'block-release' programs. [The authors] used a descriptive qualitative research approach to collect and analyze data - hence, data collection through audio-recorded open-ended semi-structured interviews helped to maintain accurate accounts of data. [The authors] presented data through themed reporting enhanced by direct quotes from participants. [The] research broadly concluded that once participants registered to study, perceived attention from various social angles created immense motivational factors ranging from institution motivators, personal factors, and social-generated motivators such as fear of what society would think of them all motivated them to persist and graduate with proposed credentials.
The purpose of this qualitative study was to describe motivational factors that increased open distance learning (ODL) ... Show Full Abstract