Technology Management Through Artificial Intelligence in Open and Distance Learning

2019 ◽  
pp. 338-368 ◽  
Author(s):  
Serap Uğur ◽  
Gulsun Kurubacak
Keyword(s):  
Artificial Intelligence ◽  
Qualitative Research ◽  
Distance Learning ◽  
Technology Management ◽  
Qualitative Research Methods ◽  
Learning Systems ◽  
Distance Learners ◽  
Interpretive Phenomenology ◽  
Open And Distance Learning ◽  
Learning Institutions

Technology management is a management discipline that evaluates the potential of the cutting-edge technology integration to maintain the competitive institutions, and seeks ways to use these potentials for the benefit of the organizations. The technologies that use in open and distance learning institutions for learner enrollment and course follow-ups, software that teachers use both in content presentations and evaluation stages, etc. They need to use technology in many different services and processes in the managerial dimension. In this chapter, which is conducted by using interpretive phenomenology method from qualitative research methods, it was questioned how to integrate artificial intelligence in open and distance learning systems determined within the scope of technology management for a technology-driven international university. Suggestions were made for artificial intelligence applications in the management of open and distance learners.

An American Perspective of Ethical Misconduct in ODLS

2011 ◽  
pp. 216-229
Author(s):  
Chi Lo Lim
Keyword(s):  
Distance Learning ◽  
Academic Dishonesty ◽  
Research Effort ◽  
Faculty Members ◽  
Learning Systems ◽  
American University ◽  
American Perspective ◽  
Ethical Misconduct ◽  
Open And Distance Learning ◽  
Appeals Process

Open and distance learning systems (ODLS) brought about immeasurable advancement in the delivery of education. Albeit all the benefits ODLS offers, there are some issues that need to be addressed. One of the most prevalent issues is the problem of persistent academic dishonesty. Much research effort has been devoted to explain why students commit acts of dishonesty, but there is limited research done on why faculty members do not take on a stronger position against it. This chapter offers cases of ODLS misconducts at an American University, the process that faculty members took to document academic dishonesty, the appeals process used by students, and the consequences of dishonesty. This chapter provides insights from faculty faced with dishonesty. It also addresses what administrators should do to support their faculty in curbing dishonesty in their institutions.

Quality Assurance in Open and Distance Learning

2021 ◽  
pp. 22-35
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Economies Of Scale ◽  
Management Practices ◽  
Case Analysis ◽  
Access To Higher Education ◽  
Open And Distance Learning ◽  
Learning Institutions

Today, open and distance-learning universities are regarded as a groundbreaking option to expand access to higher education. Economies of scale supported by a large number of enrolments have fueled the growth of open and distance learning institutions (ODLIs) across the globe. At the same time, many have raised serious concerns about the quality of education provided by ODLIs. This chapter presents a comparative case analysis of quality assurance (QA) programs in distance education at two large open and distance learning universities in Pakistan. The study explored QA policies and their implementation in the context of management practices and structures and internal and external environmental factors.

Using Graphs in Developing Educational Material

2010 ◽  
pp. 55-66
Author(s):  
Thanassis Hadzilacos ◽  
Dimitris Kalles ◽  
Dionysis Karaiskakis ◽  
Maria Pouliopoulou
Keyword(s):  
Distance Learning ◽  
Theoretical Model ◽  
Communities Of Practice ◽  
Web Mining ◽  
Educational Material ◽  
Digital Content ◽  
Learning Needs ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning institutions need to find a way to transplant the benefits of conventional tutoring practices into the development of digital content that is conducive to students’ learning needs. Therein lie two great challenges: promote real distance learning effectively and, at the same time, try to accommodate the ability of students to learn via collaboration. The authors have proposed the development of learner’s open-and-distance-learning (ODL) courses as both a theoretical model and an applied methodology to be one of their key priorities and describe how this concept co-evolves with Web mining and institutional infrastructures to address the needs of emergent communities of practice within their university, primarily of students and secondarily of tutors.

Postgraduate Degree by Distance Learning

2011 ◽  
pp. 1651-1659
Author(s):  
Tiong Kung-Ming
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Higher Learning ◽  
Degree Programs ◽  
The United Kingdom ◽  
The World ◽  
Learning Programs ◽  
E Learning ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning provides a wide opportunity for learners to access postgraduate qualifications. With the establishment of such open and distance learning (ODL) institutions like open universities and e-learning programs by higher learning institutions around the world, more learners are getting into postgraduate degree programs. In the United Kingdom, for example, a group of reputable institutions have established the UKeU (UK e-Universities). This article looks at the types of programs offered (master’s and doctorate) and their characteristics in contrast to traditional on-campus study. We will look into the challenges and issues faced by distance learning postgraduate-degree providers, as well as those faced by the learners. Among the issues are accreditation and recognition, curriculum and assessment, instructional methods, factors influencing learners’ choice of postgraduate programs, and institutional support for learners. Finally, we discuss the effects of postgraduate distance learning programs in the education landscape as a whole.

Using Gamification in Open and Distance Learning

2018 ◽  
pp. 289-318
Author(s):  
Serap Uğur ◽  
Yusuf Levent Şahin
Keyword(s):  
Distance Learning ◽  
Age Groups ◽  
Scoring Systems ◽  
Learning Processes ◽  
Learning Systems ◽  
Human History ◽  
Stimulation Level ◽  
Management Processes ◽  
Open And Distance Learning ◽  
Game Context

Many researchers have given priority to the stimulation feature of the games. This concept can be stated to be not only as old as human history but also one of the trend activities. Therefore, many researchers have recently concentrated their attention on the term “gamification”. This term, which includes using the stimulating components of the games out of the game context, has provided items like badges, grading/scoring systems and leadership tables in the work and learning processes. Mostly, it increases stimulation level in the work and learning processes. When the important potential of gamification has been noticed, the number of gamification-integrated applications has rapidly increased in both work and learning processes of individuals from various age groups. In this regard, this paper aims to review the literature in order to find out how and where gamification could be used in the management processes of open and distance learning systems.

Open and Distance Learning in India

2018 ◽  
pp. 359-381
Author(s):  
Anshu Mathur ◽  
Arbind K. Jha
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Systems ◽  
Flexible Systems ◽  
Cultural Variations ◽  
Development Agenda ◽  
Long Time ◽  
Indian Higher Education ◽  
Open And Distance Learning ◽  
Poor Infrastructure

Rise of Open and Distance Learning (ODL) systems in India is largely a 20th century phenomenon. The ODL systems have taken up responsibilities to identify the educational needs of diverse segments of people and accordingly plan innovative and flexible systems to meet their requirements. Though ODL systems have been on the priority of the Governments in India for a long time, Post 2015 Development Agenda of United Nations has given a renewed policy thrust for it. Despite their tremendous potential to address the problems in Indian Higher Education, the functioning of ODL systems is constrained by low reach of technology, poor infrastructure and sharp socioeconomic, linguistic and cultural variations in targeted areas. This chapter gives an account of gaps in theory and practices of Open and Distance Learning systems. Recommendations have been made to optimise the practice of ODL to suit Indian context. Existing research studies have been put in to perspective and recommendations have been made for practitioners of Open and Distance Learning systems.

How Did They Study at a Distance? Experiences of IGNOU Graduates

2011 ◽  
pp. 217-229
Author(s):  
Manjulika Srivastava ◽  
Venugopal Reddy
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Empirical Research ◽  
Research Study ◽  
Study Habits ◽  
Distance Learners ◽  
Open University ◽  
Open And Distance Learning ◽  
Diverse Groups ◽  
National Open University

The question why some learners successfully study through distance mode and others do not is increasingly becoming important as open and distance learning (ODL) has come to occupy a prominent place in providing higher education to large segments of the population in India. With barely 1112 students studying through distance mode in 1962, the number has crossed 2.8 million in 2006. This article presents the findings of an empirical research study conducted to investigate the study habits of successful distance learners of the India Gandhi National Open University (IGNOU). Every year, nearly 70,000-80,000 pass out of IGNOU. What strategies were adopted by these diverse groups, what media they utilized, and what modes of support they prefered are some of the major issues addressed in this study.

scholarly journals Evaluation of Open and Distance Learners' Views on Employment

2021 ◽  
Vol 11 ◽  
Author(s):  
Hakan Kılınç ◽  
Hakan Altınpulluk ◽  
Mehmet Fırat
Keyword(s):  
Distance Learning ◽  
Career Planning ◽  
Youth Unemployment ◽  
Digital Transformation ◽  
Distance Learners ◽  
Open University ◽  
Face To Face ◽  
Open And Distance Learning ◽  
Working Adult ◽  
Business Sectors

The rise in youth unemployment rates across the world is considered as an important problem. Higher education institutions tasked with raising the human profile needed for various business sectors are undergoing a digital transformation, supported by digital technology. The focus of this digital transformation is open and distance learning. Open and distance learning is becoming increasingly important, and is becoming an effective way to access the most up-to-date information, especially for working adult individuals. Open and distance learning, which covers mass education activities, reach more people than face-to-face education by its nature and so it produces more graduates. This important feature of open and distance learning necessitates studies to reveal the employment status of graduates in different countries. Using the basic qualitative model, this study aims to examine open and distance learners' views on employment. Thus, the employment-related views of 92 open and distance learning graduates from Anadolu University in Turkey, Open University in UK, and Indira Gandhi National Open University in India were analyzed. The themes obtained through content analysis were peer views, expectations for employment, gaining prestige after graduation, career planning, increasing diversity in the business sectors of open education, and the need for experience for employment. The study is concluded with suggestions for both application and research.

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