scholarly journals Construction of public policy of higher education with participation of the academic community, Colombian, case for recognition of virtual and distance learning programs

2019 ◽  
Vol 1161 ◽  
pp. 012001 ◽  
Author(s):  
F Cantor
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Distance Learning ◽  
Academic Community ◽  
Learning Programs

scholarly journals The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

2021 ◽  
Vol 19 (4) ◽  
pp. pp262-281
Author(s):  
Marta Migocka-Patrzałek ◽  
Magda Dubińska-Magiera ◽  
Dawid Krysiński ◽  
Stefan Nowicki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Quantitative Analysis ◽  
Large Scale ◽  
Online Courses ◽  
Academic Community ◽  
Teachers And Students ◽  
Willingness To Use ◽  
Academic Year

The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.  

An Overview of Virtual University Studies

2003 ◽  
pp. 1-20 ◽  
Author(s):  
Joseph Barjis
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
General Model ◽  
Virtual University ◽  
University Studies ◽  
Virtual Universities ◽  
The Future ◽  
Learning Programs ◽  
Basic Characteristics

This chapter provides an overview of virtual university studies pertaining to issues, concepts and trends. Although numerous papers, reports and booklets are published with respect to that, there is still lack of an overview of virtual universities. In this chapter, the author tries to draw basic directions of the virtual university studies and developments. These basic directions grasp virtual universities’ issues, concepts and trends in general, model, definition and basic characteristics of virtual universities in particular. The author goes on giving some educational and financial features of future higher education. It is discussed that virtual universities and distance learning are currently lacking in some areas that need to be paid attention to in the future. The chapter concludes with some recommendations for the future designers of virtual universities and distance learning programs.

Leadership and Distance Learning

2011 ◽  
pp. 328-336
Author(s):  
Don S. Stumpf
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Educational Leadership ◽  
Paradigm Shift ◽  
Leadership Practices ◽  
Colleges And Universities ◽  
Efficient Operation ◽  
Extended Campus ◽  
Learning Programs ◽  
Educational Leadership Practices

Distance learning programs have influenced nearly all aspects of higher education. Extended campus locations at many colleges and universities have been assigned administrative responsibility for distance learning programs. The merger of these highly visible programs creates an educational leadership paradigm shift that draws attention to itself. This merger requires a re-evaluation of the current educational leadership practices associated with efficient operation of the extended campus location.

Using Course Maps for Easy Classroom to Computer Transition

2011 ◽  
pp. 1940-1944
Author(s):  
Stephanie J. Etter ◽  
Lisa T. Byrnes
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Online Courses ◽  
Online Classes ◽  
History Of Higher Education ◽  
Course Content ◽  
Learning Programs ◽  
History Of

Online learning is the fastest growing segment in the educational marketplace (Conhaim, 2003). As the number of online courses increases and distance learning programs grow in popularity, questions of quality and comparability of online courses with traditional methods naturally arise (Schulman & Sims, 1999). While online learning is the fastest growing educational segment, partly in thanks to on-campus students who choose to take courses online, there are still debates about not only the quality of the course content, but the quality of the technology used as well. According to Bowman (2003), in “the history of higher education, online classes are relatively new, and it is yet to be determined how to take full advantage of the technology” (p. 73).

The Open University, United Kingdom

2011 ◽  
pp. 1430-1432
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Open University ◽  
Distance Teaching ◽  
Nontraditional Higher Education ◽  
Private Correspondence ◽  
Learning Programs ◽  
The University ◽  
Stated Purpose

The British Open University has been a leader in nontraditional higher education for years and has influenced the development of distance learning programs in many countries including America. The origins of the open university movement generally and the British Open University specifically can be traced to the University of London. The University of London began conducting examinations and the offering of degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without enrolling in the university. Described in an internal history document as the “world’s first successful distance teaching university” (British Open University, 2004, p. 1), its origin can be traced to a university of the air proposal that gained support in the early 1960s. By the 1970s the university was up and running, planning on 25,000 students per year. At the end of the 1970s, the British Open University had over 70,000 students, and currently has more than 180,000 students. The stated purpose of the university was to break the so-called link between excellence and exclusivity.

The Birth of Virtual Libraries

2011 ◽  
pp. 166-171
Author(s):  
Edward D. Garten
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Attractive Alternative ◽  
Library Services ◽  
Virtual Library ◽  
Electronic Learning ◽  
Post Secondary ◽  
Electronic Information Resources ◽  
Learning Programs ◽  
Time Basis

The phenomenal growth of distance learning programs in higher education worldwide has had immense implications for the provision of library services to students learning at a distance. Major trends such as telecommuting and the changing profile of traditional college students have fueled the demand for distance education. More adults, in particular, are working full time, balancing family responsibilities, and seeking to return to study at the post-secondary level on a part-time basis. Distance learning has become an attractive alternative, especially for working mothers, military servicepersons, and rural residents (Hanson, 2001). One of the most startling new forms of higher education in the last decade has been the development and proliferation of the online or virtual college or university (VCU). The VCU is used today to describe a broad range of entities and activities: corporate training centers, nonprofit and governmental education activities, multi-state and international learning collaborations, as well as the distance learning efforts of individual institutions (Epper & Garn, 2004). This proliferation of distance learning opportunities, especially in the form of the virtual or online university, has had considerable implications for the provision of library services to distance students; indeed, it has been argued that distance learning without access to electronic information resources and services is simply impossible (Faulhaber, 1996). Concurrent with the emergence of the virtual university has been the rise of the virtual library. This article defines the virtual library and situates it within the context of contemporary electronic learning.

scholarly journals A política pública de ação afirmativa da educação superior indígena na Universidade Federal do Paraná (UFPR) sob o olhar de uma secretária executiva

2021 ◽  
Vol 20 (4) ◽  
pp. 133-154
Author(s):  
Valéria dos Santos de Oliveira ◽  
Rodrigo Rossi Horochovski
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Community ◽  
Multiple Streams ◽  
The Social ◽  
Politica Publica ◽  
The University ◽  
University Council

A Universidade Federal do Paraná (UFPR) se mostrou uma das pioneiras na implementação da política de educação superior indígena, pois em 2004 já realizava discussões nesta temática, o que culminou na Resolução n. 37/2004 do Conselho Universitário (COUN). Considerando tal afirmativa, este artigo tem como objetivo analisar a política pública de ação afirmativa pelo viés da educação superior indígena na UFPR, considerando a atuação e experiência de uma Secretária Executiva nessa área e temática. Para tanto, realizou-se uma aproximação teórica entre os conceitos inerentes ao secretariado executivo, políticas públicas, ações afirmativas; política educacional superior indígena – específica de ingresso na instituição de ensino investigada. Na metodologia contemplou-se o Modelo de Múltiplos Fluxos, o Estudo de Caso e a abordagem da análise de conteúdo. O destaque foi dado à formação da agenda política, cotejando entrevistas com os gestores e informantes-chave da implementação da política na UFPR. Por fim, como resultado localizou-se a agenda nessa conjunção política considerando os elementos históricos e institucionais, a ocorrência da ação do governo no papel dos gestores da universidade, ainda a dos movimentos sociais, da comunidade acadêmica e verificou-se a mudança das ações políticas principalmente na gestão 2002/2006.   ABSTRACT The Federal University of Paraná (UFPR), proved to be a pioneer in the implementation of indigenous higher education policy, since in 2004, it already had discussions on this theme, that brought as a result the resolution number 37/04 of the University Council (COUN). Considering this statement, this paper aims to analyze the public policy of affirmative action by the bias of indigenous higher education at UFPR, considering the performance and experience of an Executive Secretariat in this area and thematic. Therefore, a theoretical approach was carried out between the concepts inherent to the executive secretariat, public policy, affirmative actions, indigenous higher education policy - the specifically of admission the educational investigated. In the methodology, we contemplated the Multiple Streams Models, Case Study and the Content Analysis approach. The emphasis was given to the agenda formation, collating interviews with managers and key informants of the implementation of the policy in UFPR. Nevertheless, as result, located the agenda in this political conjunction considering the historical and institutional elements, the occurrence of government action in the role of institutional managers, as well as the social movements, the academic community and there was a change in political actions mainly in the 2002/2006 management.  

The Open University, United Kingdom

2011 ◽  
pp. 1554-1556 ◽  
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Open University ◽  
Distance Teaching ◽  
Nontraditional Higher Education ◽  
Private Correspondence ◽  
Learning Programs ◽  
The University ◽  
Stated Purpose

The British Open University has been a leader in nontraditional higher education for years and has influenced the development of distance learning programs in many countries including America. The origins of the open university movement generally and the British Open University specifically can be traced to the University of London. The University of London began conducting examinations and the offering of degrees to external students in 1836. This paved the way for the growth of private correspondence colleges that prepared students for the University of London’s examinations and enabled them to study independently for a degree without enrolling in the university. Described in an internal history document as the “world’s first successful distance teaching university” (British Open University, 2004, p. 1), its origin can be traced to a university of the air proposal that gained support in the early 1960s. By the 1970s the university was up and running, planning on 25,000 students per year. At the end of the 1970s, the British Open University had over 70,000 students, and currently has more than 180,000 students. The stated purpose of the university was to break the so-called link between excellence and exclusivity.

scholarly journals Distance Learning in Higher Education

1998 ◽  
Vol 6 ◽  
pp. 11 ◽  
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Distance Learning ◽  
Private Industry ◽  
Virtual University ◽  
The Public ◽  
Learner Centered ◽  
Western Governors University ◽  
Competency Based

The Western Governors University (WGU) and the California Virtual University (CVU) are revealing examples of the complex issues involved in implementing distance learning on the public policy level. Although technology is certainly important, it has masked the fact that the WGU and CVU initiatives mark the rise of learner-centered higher education and the increased role of business in the academy. In comparing and contrasting WGU and CVU, it is clear that the WGU is a more radical proposition because of competency-based credit and the connection with private industry. Two important issues driving public policy are raised in these two efforts: First, are the California and Western Governors Association initiatives the product of the commercialization of education or the result of a reform of higher education that may lead to an increased learner-centered orientation? Second, what is the appropriate role of private industry in higher education?

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