scholarly journals Learning Terminology in the Age of Higher Education Internationalization: Problems and Solutions

2015 ◽  
Vol 215 ◽  
pp. 107-111
Author(s):  
Roman V. Deniko ◽  
Olga G. Shchitova ◽  
Daria A. Shchitova ◽  
Nguyen T. Lan
Keyword(s):  
Higher Education ◽  
Problems And Solutions ◽  
Higher Education Internationalization

scholarly journals Essential and Content-Related Characteristics of Higher Education Internationalization

2015 ◽  
Vol 8 (3) ◽  
Author(s):  
Elena V. Grigoryeva ◽  
Elena A. Tenyakova ◽  
Irina V. Afanasyeva ◽  
Tamara A. Kordon ◽  
Elena V. Bakshaeva ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Internationalization

scholarly journals Ideological Shift in Indian Higher Education Internationalization

2014 ◽  
pp. 12-14 ◽  
Author(s):  
Mona Kahre
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Private Education ◽  
New Strategy ◽  
Education Hub ◽  
Indian Higher Education ◽  
Higher Education Internationalization ◽  
Opening Up ◽  
Different Levels ◽  
Regional Education Hub

A new strategy sees India seeking to become a regional education hub by developing new forms of international collaboration based on co-creation, opening up to private education provision for dual and joint degrees, and entering international associations for knowledge sharing. But, it will need to ensure that appropriate strategies and quality assurance systems are in place at the different levels to ensure successful outcomes.

scholarly journals Analysis of the cross-border mobility of students between China and Latin America in the context of higher education internationalization

2021 ◽  
Vol 3 (3) ◽  
pp. 20-38
Author(s):  
Yan Li
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Educación Superior ◽  
Educacion Superior ◽  
Cross Border ◽  
The Cross ◽  
America Latina ◽  
Higher Education Internationalization

En la actualidad, a medida que se van acelerando el desarrollo la economía y el conocimiento, la internacionalización de la educación superior llega a ser una tendencia común en el desarrollo de la educación, con la movilidad estudiantil internacional como indicador importante. En el periodo que comprende el inicio del siglo XXI hasta el brote de la epidemia de COVID-19, el flujo transfronterizo de estudiantes ha mostrado un importante desarrollo de escala y velocidad de crecimiento; y los intercambios humanísticos cada vez más estrechos entre China y América Latina están intensificando aún más la cooperación e interacción entre ambas partes en el ámbito de la educación superior. En la nueva era del desarrollo constructivo entre China y América Latina, sería de gran importancia estratégica realizar un análisis profundo de la situación actual, pasando por la trayectoria histórica, factores favorables y desfavorables, así como problemas existentes y perspectivas de la movilidad estudiantil transfronteriza, con el fin de seguir fomentando la cooperación integral de las dos regiones y promover el papel que desempeñan los talentos sino-latinoamericanos.

scholarly journals Implementation of ICT tools to improve the object-oriented distance education in India: A perspective

2021 ◽  
Author(s):  
Gudapati Naresh Raghava ◽  
Darbha V Ravi Kumar
Keyword(s):  
Higher Education ◽  
Mode Iii ◽  
Good Opportunity ◽  
Oriented Distance ◽  
Problems And Solutions ◽  
Education In India ◽  
Quality Checks ◽  
Ict Tools ◽  
Youth Population

India, being a country with a majority youth population, has a good opportunity to strengthen its economy in the next few decades. However, this could only be possible, if the youth population is trained with the required skill-set for the job market with improved opportunities for higher education. Unfortunately, the percentage of higher education enrolment does not possess encouraging numbers due to various social & economic reasons. The ratio in the coming years can be improved by offering the higher education courses in open & distance learning mode (ODL). Recently University Grants Commission (UGC also eased the norms for the higher educational institutes to offer ODL programs. However, the present ODL programs that are being offered were challenged with (i) lack of quality checks (ii) lack of paradigm shift in the course delivery, which is still through correspondence mode (iii) the degrees offered by the distance mode are not on par with regular courses. In this view, it is time to assess the quality of the present ODL programs and the necessary steps have to be initiated to improve the quality of the program. Due to the COVID 19 pandemic condition, major parts of the world dependent on online classes for the delivery of the regular courses, in this view, various tools for delivery and assessment are being widely used/developed. The integration of these tools with the present corresponding courses shall improve the quality of the courses. Herein, we comprehensively present the above-mentioned problems and solutions to improve the quality of ODL courses in India.

Framework for the Structuring of Distance Education in Higher Education Institutions in the COVID-19 Pandemic Process

2022 ◽  
pp. 315-329
Author(s):  
Ali Kürşat Erümit ◽  
İsmail Çetin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Content Analysis ◽  
Normal Process ◽  
Structured Interviews ◽  
Technical Problems ◽  
Assessment And Evaluation ◽  
Process Communication ◽  
Communication Problems ◽  
Problems And Solutions

The aim of this study is to examine the structure, tasks, and resources of distance education centers of Turkey universities to determine the changes occurring in the centers during the pandemic process by interviews with center employees and to create the framework for the tasks and responsibilities of centers. For this purpose, the organizational structure, tasks, and resources of distance education centers were examined by websites and a variety of documents by content analysis. Then, new tasks, problems, and solutions in the COVID-19 pandemic process were examined with semi-structured interviews with center employees, and changes in the structuring of center were determined. According to results, it is seen that there are more support requests coming to the assessment and evaluation unit than the normal process, communication problems with instructors, slowing and delayed question checks, and technical problems.

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