scholarly journals Perceptions of female students toward hologram video conferencing technology at AOU

2020 ◽  
Vol 9 (3) ◽  
pp. 650
Author(s):  
Abdulrazak M. Aman ◽  
Norshuhada Shiratuddin
Keyword(s):  
Higher Education ◽  
Education System ◽  
Video Conferencing ◽  
Research Paper ◽  
Female Students ◽  
Open University ◽  
Gender Biases ◽  
E Learning ◽  
The Government ◽  
Scientific Learning

The research paper primarily aims at understanding women's discernment in the field of education if it is governed by technology such as hologram video conferencing. The paper is expounded in the context of Saudi Arab’s education system as the country of Saudi Arab is fringed by many rules and regulations for females pursuing higher education. The research paper will extrapolate the change in conventional learning and the ways in which it can benefit women’s perception and society at large. Arab Open University (AOU) has been a pioneer in distance and e-learning in SA and hence the study is directly directed towards implementing Hologram Video Conferencing and viewing the change in gender biases when it comes to acquiring scientific learning. The paper will also delve into the challenges that can be faced in adoption of holographic based learning and how it can be overcome by changing awareness and deploying more stringent rules by the government. 

scholarly journals Expanding Higher Education: Does the Open University of Sri Lanka Adequately Provide Distance Education Opportunities?

2021 ◽  
pp. 13-16
Author(s):  
Chitrangani Hewapathirana ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Sri Lanka ◽  
Education System ◽  
Open University ◽  
Higher Education System ◽  
The Government ◽  
The University ◽  
Second Chance

In Sri Lanka securing a place in a higher education institute has become more and more competitive and as a solution to the demand on the government for higher education opportunities for qualified students. The Open University of Sri Lanka was built up with a goal to provide an opportunity to enter Higher education to a large number of people. The intention of this research is to find out whether the students who get admitted are really gaining a second chance for higher education through the Open University of Sri Lanka. This research has 3 goals. Study the methods of university entrance in Sri Lanka, look into the methods of admissions practiced by the Open University for distant studying and whether these admissions provide a solution to the problem of entrance to the higher education system in Sri Lanka. In this context the documented data and information are primarily used and for analyzing purposes 15 interviews are conducted. According to this information the Open University currently faces 3 problems on its admissions such as Supply being unable to meet the demand, Supply being unable to win the demand it needs and The decrease in the number of student admissions in both methods. As such the Open University is facing the following problems. The primary goals of the university are challenged. Therefore, to overcome these problems, the Open University should come up with a program to increase its student admissions through its 22 centers throughout the country.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals COMMERCIALIZATION OF HIGHER EDUCATION THROUGH MEDIA SERVICES IN PAKISTAN: A CRITICAL REVIEW

2018 ◽  
pp. 23-35
Author(s):  
Habib Elahi Et al.,
Keyword(s):  
Higher Education ◽  
Human Resource ◽  
Education System ◽  
Critical Review ◽  
Role Model ◽  
Developed Countries ◽  
Educational Standards ◽  
Education Commission ◽  
Media Services ◽  
The Government

The education system in Pakistan does not cater to the need of the society especially inculcating the unity of thought, skills, and attitudes among the learners. The serious efforts to improve the standard of Higher Education for the commercialization of education especially higher education have not been made by the government. A number of policies were framed for the betterment of the education system but there could not be a single unanimous policy framed and materialized. Pakistan is a country that has invested meager resources in the education sector. The countries which invested in the human resource are now leading the economic arena and are counted as developed countries. With the reasonable allocation of funds and expertise in this field, the priorities can be fixed to correlate with the standards of the higher education of developed countries. Higher Education Commission or the like bodies of developed countries have played a pivotal role in making their educational standards and these are role model for Pakistan. In this respect, some practical suggestions are recommended for enhancing the marketability and commercialization of education in Pakistan.

scholarly journals The Thorny Excellence Initiative in India

2018 ◽  
pp. 24 ◽  
Author(s):  
Philip G. Altbach ◽  
Rahul Choudaha
Keyword(s):  
Higher Education ◽  
Education System ◽  
Research University ◽  
High Impact ◽  
University Rankings ◽  
Higher Education System ◽  
Excellence Initiative ◽  
Impact Research ◽  
World Class ◽  
The Government

India enrolls 35 million students in its large and complex higher education system. In its ambition to enter world-class university rankings, the government has identified six “Institutions of Eminence.” The case of the “greenfield” Jio Institute exemplifies the thorny policy landscape and expectations of building a high-impact research university.

Open Educational Resources for MOOC

2018 ◽  
pp. 220-239 ◽  
Author(s):  
Amit Kumar Deval
Keyword(s):  
Higher Education ◽  
Virtual Learning ◽  
End Users ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Time Space ◽  
E Learning ◽  
The Government

The higher education sector is being influenced by many factors, and a paradigm shift from conventional learning to virtual learning can easily be observed. MOOCs are an innovative initiative in promoting and imparting virtual learning to the end users that are restricted to pursue their higher education due to time, space, and money constraints. Open educational resources are an integral part of MOOCs, and to sustain the viability of MOOCs, quality open educational resources are a need of the hour. Issues related to MOOCs and open educational resources are being taken up by various governmental and non-governmental organizations in accelerating the e-learning concepts among their citizens and to fill up the gaps, if any, to avoid digital divide between the students of regular and open universities. India, being a developing country, needs to put more efforts into promoting the concepts of MOOCs and to popularizing the concepts. In this regard, the Government of India has introduced various platforms for open educational resources for enhancing and supporting MOOCs.

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

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