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Gender analysis of open and distance learning in the Caribbean region

This report provides an overview and analysis of the existing literature on open and distance learning (ODL) in the Caribbean from a gender perspective. It covers a wide range of themes encompassing the socio-cultural and economic factors. For some there was no data or analysis available directly related to gender issues or the data available is over 10 years old. In these instances, the report summarized key ODL issues in that area and assessed the relevant gender equality issues and questions influencing the related current practices and status.

This report provides an overview and analysis of the existing literature on open and distance learning (ODL) in the ...  Show Full Abstract  

Authors: Peebles, Dana
Date: 2014
Geographic subjects: Central America and the Caribbean
Resource type: Report
Subjects: Gender; Teaching and learning; Technology;

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The development of massive open online courses (MOOCs) in New Zealand

The aim of this project was to provide a baseline account of massive open online courses (MOOCs) in the New Zealand context. An introductory section puts MOOCs into their theoretical and conceptual context in commitments to freedom, citizenship, knowledge for all, social progress, individual transformation and 'openness'. Five themes emerged from the literature: the disruption of higher education; open learning; technology and education; the political economy; and learners and learning. Stakeholders identified a range of potentially disruptive effects of MOOCS, but there is evidence of significant caution among organisations in adopting MOOC models. Disruption may occur from issues of access, price and non-traditional modes of learning, new models of learning and incompatibilities. Little is yet known about MOOC learners, but many see the potential to improve access and reduce costs to learners, including particular groups of learners. The conclusion examines the themes raised in the report and considers options for the sustainable development of MOOCs in the New Zealand context.

The aim of this project was to provide a baseline account of massive open online courses (MOOCs) in the New Zealand context. ...  Show Full Abstract  

Authors: Gordon, Elizabeth Audrey; Peters, Michael; Besley, Tina
Date: 2014
Geographic subjects: New Zealand; Oceania
Resource type: Report
Subjects: Teaching and learning; Technology; Innovation;

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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  

Authors: Anderson, Terry
Date: 2013
Geographic subjects: United States; North America
Resource type: Paper
Subjects: Technology; Teaching and learning; Higher education;

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Introduction to MOOCs: avalanche, illusion or augmentation?

The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open online course (MOOC) at Stanford University and with potentially over five million students around the world now registered with a MOOC platform, massive open online courses would appear to be a new and significant force within higher education (HE). However, it is still unclear what effect, if any, MOOCs will have on the HE sector in the longer term and whether their explosion in popularity has enough momentum to sustain their method of educational delivery. This policy brief aims to provide a background to the expansion of MOOCs, explain their differences and similarities, identify the types of students using MOOCs, investigate their business models and potential direction, and finally to scope the risks and benefits associated with their development.

The New York Times labeled 2012 'The Year of the MOOC'. Less than 24 months after the launch of the first massive open ...  Show Full Abstract  

Authors: Grainger, Barnaby
Date: 2013
Resource type: Paper
Series name: IITE policy brief
Subjects: Teaching and learning; Technology; Higher education;

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Proceedings: EADTU 25th anniversary conference 2012: the role of open and flexible education in European higher education systems for 2020: new models, new markets, new media

Educational models are changing increasingly. More universities are embracing open and flexible learning and as a consequence, the creation of international student markets is becoming a reality. The Conference presents the most recent results of task forces and projects with regard to quality assurance in e-learning; networked curricula involving strategic partnerships between universities; online or virtual mobility; and knowledge sharing with business.

Educational models are changing increasingly. More universities are embracing open and flexible learning and as a ...  Show Full Abstract  

Conference name: European Association of Distance Teaching Universities' Annual Conference
Corporate authors: European Association of Distance Teaching Universities
Date: 2012
Geographic subjects: Europe
Resource type: Conference
Subjects: Higher education; Teaching and learning; Technology;

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The MOOC: what the research says

This article presents a critical overview of the MOOC (massive open online course) in university education. [The author reviews] the history of this innovative education delivery mode, highlights the main university actors who developed the MOOC, addresses the issue of the ‘openness’ or cost-freeness of the MOOC, and describes how the MOOC works. [The author] also discusses the issue of supergroups: how can 100,000 students be taught at once? [The author] then looks at assessment methods and so-called connectivist MOOCs. [The article concludes with a review of] the results of about 100 studies on the MOOC.

This article presents a critical overview of the MOOC (massive open online course) in university education. [The author ...  Show Full Abstract  

Authors: Karsenti, Thierry
Date: 2013
Geographic subjects: Canada; North America
Journal title: International journal of technologies in higher education
Resource type: Article
Subjects: Teaching and learning; Higher education; Innovation;

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Peer assessment for massive open online courses (MOOCs)

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.

The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative ...  Show Full Abstract  

Authors: Suen, Hoi K.
Date: 2014
Geographic subjects: United States; North America
Journal title: International review of research in open and distance learning
Resource type: Article
Subjects: Teaching and learning; Assessment; Technology;

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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  

Authors: Njiro, Esther
Date: 2014
Geographic subjects: Africa; South Africa
Journal title: Journal of educational and social research
Resource type: Article
Subjects: Skills and knowledge; Teaching and learning; Providers of education and training;

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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  

Authors: Madhlangobe, Lewis; Chikasha, Jennifer; Mafa, Onias;
Date: 2014
Geographic subjects: Africa; Zimbabwe
Journal title: SAGE open
Resource type: Article
Subjects: Higher education; Students; Participation;

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Journal of learning for development

Published in electronic form only, this peer-reviewed journal provides a forum for the publication of research with a focus on innovation in learning, in particular but not exclusively open and distance learning, and its contribution to development. Content includes interventions that change social and/or economic relations, especially in terms of improving equity. The journal publishes research and case studies from researchers, scholars and practitioners, and seeks to engage a broad audience across that spectrum. It aims to encourage contributors starting their careers, as well as to publish the work of established and senior scholars from the Commonwealth and beyond.

Published in electronic form only, this peer-reviewed journal provides a forum for the publication of research with a focus ...  Show Full Abstract  

Date: 2014
Resource type: Journal
Subjects: Research; Teaching and learning; Innovation;

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