scholarly journals Exploration for network distance teaching and resource sharing system for higher education in epidemic situation of COVID-19

2021 ◽  
Vol 183 ◽  
pp. 807-813
Author(s):  
Shun Yao ◽  
Defu Li ◽  
Alula Yohannes ◽  
Hang Song
Author(s):  
Paul Genoni

The ‘distributed national collection’ is a scheme whereby the British Library envisages completing agreements with other libraries to facilitate the development of specialized subject-based research collections in order to make the most of total national resources. The implementation in Australia of a similar scheme, the Distributed National Collection (DNC), was proposed during the late 1980s and 1990s, with the National Library (NLA) as a main advocate, and a great deal of enthusiasm was generated. The use of Conspectus was envisaged, and a DNC Office was set up at the NLA. It failed for various reasons: Conspectus proved unusable, the NLA had to cut back its own acquisitions, and financial restraints forced other libraries to look after their own interests. In the UK, the initiative for collaborative collection development has been driven by the British Library and the Higher Education Funding Councils. The UK has some features which give it a better chance of success - for instance, the responsible office should be independent of all the main players, whereas in Australia this responsibility could be carried only by the National Library; the UK has a more established network of research libraries, including a number outside the higher education/national library nexus; and the existence of BLDSC is highly beneficial. However, key challenges lie ahead, notably the complexities of managing the scheme, the time needed to put it into operation, the commitment demanded from participants (notably some sacrifice of local interests required for ‘deep resource sharing’), and obtaining the initial acceptance needed from users.


Author(s):  
David Olugbenga Ojo ◽  
Felix Kayode Olakulehin

In the West African Region of Africa, the National Open University of Nigeria (NOUN) is the first full fledged university that operates in an exclusively open and distance learning (ODL) mode of education. NOUN focuses mainly on open and distance teaching and learning system, and delivers its courses materials via print in conjunction with information and communication technology (ICT), when applicable. This 'single mode' of open education is different from the integration of distance learning system into the face- to- face teaching and learning system, which is more typical of conventional Universities in Nigeria and other parts of the world. Thus, NOUN reflects a novel development in the provision of higher education in Nigeria. This study assesses the attitudes and perceptions of distance teaching and learning by students enrolled in the NOUN and of the National Teachers' Institute (NTI) compared to their experiences at conventional universities. One hundred and twenty (n = 120) randomly selected NOUN and NTI students of NOUN were the subjects of the study. The Students' Attitude and Perception Rating of Open and Distance Learning Institutions Inventory (SAPRODLII), developed by the researchers, was administered to the subjects to measure their attitudes and experiences. Results of the study showed that students generally have a positive perception and attitude towards ODL, compared to traditional forms of higher education.


2018 ◽  
Vol 13 (1) ◽  
pp. 13-23 ◽  
Author(s):  
Alan Tait

Purpose The purpose of this paper is to report on research on the views of Presidents and Vice Chancellors of Open Universities of current threats and opportunities for their institutions as the author marks the 50th anniversary of the first Open University in the UK established in 1969. The paper offers a historical account of the development of the Open University model, and assesses the extent to which it remains in the key position as owner of innovation in the higher education sector. Design/methodology/approach Interviews were conducted with leaders of Open Universities or distance teaching universities. They covered a total of 14 universities. Findings The replies from institutional leaders reveal the current developments, opportunities and strategic challenges of the universities. It is suggested that the digital revolution along with a wider range of environmental changes for higher education have substantially eroded the first-mover advantage that Open Universities had undoubtedly enjoyed in the first 25 years. Originality/value The paper concludes that there are significant concerns that innovation in Open Universities is not sufficiently embedded to ensure that their contribution to the UN Sustainable Development Goals will be maximised, or even in some cases their survival, and that a key but undervalued element is leadership development for innovation and change.


2019 ◽  
Vol 43 (5) ◽  
pp. 9 ◽  
Author(s):  
Davey Young

As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において,障がいのある学生(SWDs)が徐々に認められつつある中,英語教育者,プログラム管理者,カリキュラムデザイナーが,そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は,日本の高等教育機関の現在のSWDsの状況の概要を述べた後,言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し,また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと,研究と情報共有を通して,言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ,締めくくりとする。


Author(s):  
Vladimir Gorbachev ◽  
Aleksandr Suprunov ◽  
Vyacheslav Vasiliev

The transfer of institutions of higher education of the Ministry of internal Affairs of Russia to the format of a distance learning model has led to significant changes in the actual, representative, technical nature in the field of educational, methodological and didactic support for the entire process of educational activities of the universities. The article discusses not only basic questions of the content of educational-methodical and didactic providing of distance teaching, but also specific features and problems, that arise in connection with the transformation of the process of development of all educational programs implemented by the University of the MIA RF in remote mode.


Author(s):  
Eduard Skibitsky ◽  
Evgeniya Kitova

Higher education has to develop effective means of pedagogical communication and teaching patterns as a result of the social and economic changes brought about by the COVID-19 pandemic. Distance learning requires no face-to-face contact with the teacher. It is based on unconventional teaching patterns and uses modern means of informatization. The research objective was to develop a new system of didactic support in the context of a total distance learning format. The author analyzed the opinions of academics and students of two institutions of higher education. The research revealed some problems related to the use of traditional teaching methods in distance learning. The article introduces a new complex approach to the design of effective didactic support based on the psychological, pedagogical, and methodological features of distance learning. The paper also features various definitions of didactic support, its stages, and component, i.e. content, procedure, and motivation. The new approach was tested experimentally. It involved a rating system, which improved the motivational, emotional, and cognitive aspects of distance learning. A higher degree of formalization of information content also improved such indicators as universality, adaptability, multivariance, and multifunctionality.


Author(s):  
Andrea Reupert ◽  
Darryl Maybery

Research on higher education distance education tends to focus on the technical aspects of distance teaching, with little focus on the personal components of teaching and learning. In this chapter, students are interviewed to identify whether they want a personal presence from their lecturers and if so, what this presence might look like in distance education. Conversely, lecturers are interviewed to determine what they personally bring of themselves when teaching in distance mode. Results indicate that many, but not all, distance students want their lecturers to be passionate about their subject, form relationships and be open and available. However, there were some students, albeit a minority, who wanted to focus solely on the subject. Other students were clear that even though they valued lecturers’ personal revelations, these needed to be directly related to subject materials. Similarly, distance lecturers suggest that while they do reveal aspects of their personality there are also boundaries as to how much they ‘give’ of themselves. A case study is presented that extends this discussion and provides one approach, through the use of technology, for taking the ‘distance’ out of distance teaching.


Author(s):  
Sara Guri-Rosenblit

This article examines the integration of the new information technologies (IT) into Israeli higher education, and most particularly its research universities through a top-down strategy, initiated by the Israeli Council for Higher Education since the end of 1999. This top-down strategy has created a systemic change that will affect the many layers of university activities rather than in a random, sporadic manner undertaken by enthusiastic individuals. This article discusses the built-in contradictions and dilemmas in the process of adapting distance teaching methods by conventional universities in Israel (as well as in other higher education systems). It examines the merits of a top-down strategy aimed to implement the IT through a macro-level, systemic approach, and analyses the differential uses of the IT in Israeli higher education institutions, relating to variables of: access-outreach; teaching-learning processes; study materials production; data and information retrieval; administrative functions; the creation of "researcher" communities; inter-institutional collaboration; and associated costs. The article concludes with some suggestions for effective implementation of the IT in different types of higher education institutions in a comprehensive and systematic manner, that will take into account their academic ethos and organizational infrastructure, and cater to the unique needs and characteristics of their relevant constituencies.


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