scholarly journals Distance Sustainable Education. Incentives and Expectations

2020 ◽  
Vol 31 (1) ◽  
pp. 9-18
Author(s):  
Stefanos Armakolas ◽  
◽  
Athina Kazana ◽  
Maria Mitroulia ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Distance Education ◽  
Continuing Education ◽  
Population Group ◽  
Environmental Problems ◽  
Global Community ◽  
Adult Participation ◽  
Sustainable Education

The present study investigates the motivation for adult participation in distance education on sustainability and specializes in a population group with specific characteristics, that of the Agronomists (Higher Education Graduates). In a global community with shifting conditions, environmental problems and geometrically increasing demands regarding the qualifications of workers and especially the scientists dealing with these problems, this issue is considered of major importance while exploring the incentives that lead to participation – after acquiring the first degree – continuing education and learning, and in particular distance education on sustainable development, is essential. The result so that Agronomists feel a strong need to extend their knowledge mainly through distance education.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 712
Author(s):  
Andrea Okanović ◽  
Jelena Ješić ◽  
Vladimir Đaković ◽  
Simonida Vukadinović ◽  
Andrea Andrejević Panić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Problems ◽  
Green Jobs ◽  
Positive Effects ◽  
The World ◽  
Different Types ◽  
Novi Sad ◽  
The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

Administrative-Related Evaluation for Distance Education Institutions in Turkey

2018 ◽  
pp. 263-288 ◽  
Author(s):  
Uğur Demiray ◽  
Gülay Ekren
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Distance Education ◽  
Continuing Education ◽  
Education Level ◽  
Administrative Staff ◽  
Mode 2 ◽  
Learning Programs ◽  
E Learning ◽  
It Departments

This chapter intends to determine the existing status of distance education at higher education level in Turkey. Recently, there are various institutions in Turkey which provide distance education such as distance education research and application centers, information departments, continuing education centers, head of IT departments etc. However, little is known about their administrative related structuring. This chapter provides a qualitative research which aims to answer following issues: (1) to determine the existing distance learning programs and compulsory joint courses being provided in distance mode, (2) to identify varying titles given to the institutions or units which provide compulsory joint courses or programs in higher education, (3) to determine the LMSs used to provide distance education, (4) to determine e-learning activities in distance education institutions, (5) to identify the roles of administrative staff in distance education institutions.

scholarly journals Competences for Solving Complex Problems: A Cross-Sectional Survey on Higher Education for Sustainability Learning and Transdisciplinarity

2020 ◽  
Vol 12 (15) ◽  
pp. 6016 ◽  
Author(s):  
Filippina Risopoulos-Pichler ◽  
Fedor Daghofer ◽  
Gerald Steiner
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Continuing Education ◽  
Real World ◽  
Academic Disciplines ◽  
Education For Sustainability ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Human Environment ◽  
Complex Problems

Successfully coping with complex, real-world challenges, such as those related to sustainable development and the resilience of coupled human–environment systems, calls increasingly for adapted forms of education and extended competences. Hence, we argue that, beyond knowledge and expertise in professional domains, additionally, personal, systemic, creative, and sociocultural competences are required to meet such challenges. Herefor, institutions of higher and continuing education play a crucial role. In this paper, universities as institutions of higher education are critically considered in relation to delivering education for sustainable development by raising awareness and providing the necessary competences to cope with complex problems such as sustainable development through effective forms of higher and continuing education as well as training. Research on attitudes and perceptions regarding sustainable development and the perceived need for comprehensive competences required to deal with such complex problems is still lacking. Our study provides a first attempt to elucidate core aspects of these attitudes, perceptions, and competences aiming to contribute to future, more tailored education approaches. We discuss the outcomes of a survey on sustainability in teaching and learning conducted at four Austrian universities. The analyzed sample comprised 3200 students as the recipients of, and 498 lecturers as the providers of, sustainability education in various academic disciplines at four distinct Austrian universities. Applying a questionnaire-based investigation of self-reported sustainability-related perceptions, attitudes, and competences and conducting factor analysis and cluster analysis, five sustainability types were identified that revealed a type of specific core awareness of sustainability and the perception of required competences related to sustainable development. The results presented are positioned to build a basis for further investigation that goes beyond the self-reported assessments to enable a comparison with sustainability-related, real-world problem-solving performance.

Addressing the higher education for sustainable development agenda at the College of Open and Distance Learning, St. Mary’s University, Ethiopia: opportunities and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wondwosen Tamrat
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Distance Education ◽  
Distance Learning ◽  
Assessment Tool ◽  
Sustainability Assessment ◽  
Structured Interview ◽  
Content Type ◽  
Development Agenda ◽  
Open And Distance Learning

Purpose This study aims to assess the extent to which sustainable development practices are prevalent at the College of Open and Distance Learning (CODL), St. Mary’s University, Ethiopia. The assessment focused on identifying the college’s inclusion of the sustainable development agenda in its policy statements, various functions and practices. Design/methodology/approach The study adopted a mixed-method approach and used a case study in its design. Data were generated from a standard survey questionnaire, adopted from the unit-based sustainability assessment tool (Togo and Lotz-Sisitka, 2009), a semi-structured interview and documentary evidence. Findings The findings revealed that CODL has limited involvement in sustainability issues despite relevant policy directions set at national and institutional levels. Current engagement patterns are limited to teaching, course provision and a few areas of operations and management while a serious gap has been noted as regard the two core functional areas of research and community service which happen to be neglected. Research limitations/implications This study was based on a single CODL, albeit an institution with a long history of offering distance education in Ethiopia. Despite its contribution to an understanding of how sustainability issues are addressed in the context of Africa in general and Ethiopia in particular, the generalizability of the findings to other similar institutions is limited. Originality/value There is very little research in Africa as regard the involvement of higher education institutions in promoting the issues of sustainability in general and distance education providers in particular. In addition to addressing this gap, the study suggests the need for distance education institutions to improve their mapping strategies and respond to the greater concerns of sustainable development.

scholarly journals Greening of higher education in the Republic of Serbia

Envigogika ◽  
2015 ◽  
Vol 10 (2) ◽  
Author(s):  
Vesna Nikolić ◽  
Jelena Ranitović ◽  
Slobodan Milutinović
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Environmental Protection ◽  
Professional Education ◽  
English Language ◽  
Environmental Problems ◽  
Education For Sustainable Development ◽  
Integrative Approach ◽  
New Paradigm ◽  
The Republic

Nowadays, Serbia is not at a satisfactory level of sustainability due to the well known events that occurred within the past two decades. According to the European Commission, environmental protection is an area in whichSerbiawill have to give its maximum effort to fully meet European standards and the requirements of sustainable development in the future. Poor water quality in some parts of the country, undeveloped systems for waste collection and recycling, illegal dumps, and industrial pollution are some  of the environmental problems affecting the Republic of Serbia. These findings encouraged the authors of the paper to focus on the environmental problems as a dimension of education for sustainable development in Serbian higher education.Regulatory frameworks of higher education and education for sustainable development in theRepublicofSerbiaare presented in the first part of the paper. The second part deals with observations on current staff development within professional education centres, where their abilities to work in the field of environmental protection are discussed. In the third part, an analysis of an autonomous and integrative approach to the environmental safety education is done, and the need and importance of greening higher education curriculum, as the new paradigm in the educational system, is emphasized.In this regard, an analysis of present ecological ideas and content in the syllabus of English language, which is one of the most common courses at Serbian faculties, and which is particularly important in response to the challenges of globalization, knowledge flow, international scientific research and mobility, is performed.Finally, as part of the authors’ concluding remarks, improvements related to the period before the reform of higher education and adoption of a national strategy for sustainable development, are presented. Also, their basic weaknesses and difficulties are described. New directions of the education for environmental protection in higher education, as well as the importance of training higher education lecturers in this area, are shown.

scholarly journals Essence of, Approaches to and Transformation Process in Higher Education for Sustainable Development: A Critical Review

IIUC Studies ◽  
2015 ◽  
Vol 9 ◽  
pp. 113-136
Author(s):  
Farid A Sobhani ◽  
Azlan Amran
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Transformation Process ◽  
Western Society ◽  
Local Context ◽  
Extensive Literature ◽  
Public And Private ◽  
Sustainable Education ◽  
Sustainability Research

The study aims at reviewing the essence of sustainable education, highlighting its different approaches and analyzing transformation process of higher education for sustainable development (HESD). Since there is lack of sustainability research in the developing countries, the study addresses the issues of higher education towards sustainability from the perspective of a developing nation. This research is qualitative and descriptive in nature. It considered extensive literature survey to meet the research objectives. The study found that the issue of higher education for sustainable development got global attention especially in the Western society. In Mexico, many public universities introduced sustainability education as core course at the graduate and post-graduate level. Among the Asian nations, Malaysia has set an example taking initiative to transform higher education for a sustainable society. Universiti Sains Mlaysia (USM) got APEX status incorporating that dimension in the program. Bangladesh, the local context of the study, is lagging far behind in attempting to sustainable education. Both public and private universities are facing many challenges towards that dimension, which are highlighted in this study.IIUC Studies Vol.9 December 2012: 113-136

scholarly journals ESTABLISHING THE KEY ELEMENTS OF INCORPORATION AND OUTCOMES OF 4TH INDUSTRIAL REVOLUTION IN BUILT ENVIRONMENT EDUCATION: A MIXED BIBLIOGRAPHIC AND BIBLIOMETRIC ANALYSIS

2020 ◽  
Vol 10 (1) ◽  
pp. 1-19
Author(s):  
Alireza MOGHAYEDI ◽  
Karen LE JEUNE ◽  
Mark Massyn ◽  
Christiana Ekpo
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Built Environment ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Digital Learning ◽  
Ict Literacy ◽  
Bibliometric Method ◽  
Environment Education ◽  
Sustainable Education

The rapid, exponential fusion of technologies which profoundly disrupts all industries and processes is commonly described as the Fourth Industrial Revolution (4th IR). The Built Environment (BE) sector has long been overdue for radical transformation that is symphonious with global trends. Consequently, how to incorporate 4th IR in BE education remains challenging. This research aims to establish what educational methods, context, tools, and technological pedagogy are required and should be adopted, as well as what the effects and outcomes can be expected from the incorporation of the 4th IR concepts in BE education. The rationale for this research stems from the aspiration to meet the United Nation Sustainable Development Goals, which advocate that young people need to be "future-ready" and this includes digital fluency and ICT literacy. The study utilised a verifiable and reproducible systematic literature review of digital education; with analysis and scrutiny of 582 academic articles for the co-occurrence of keywords, using a mixed bibliographic and bibliometric method. Through clustering analysis based on the bibliometric method, the key elements, outcomes, and their interconnections of incorporating 4th IR in BE education were outlined. The paper revealed that, in adopting 4th IR, Higher education, Design, Innovation and Privacy appear to be the predominant context. Distance education, Collaborative learning and Digital learning are the foremost education methods. Digital technologies, Virtual reality and cloud computing are the most significant education tools and technology elements. Sustainable education, Ethical learning and Student engagement are the resultant primary outcomes of incorporating 4th IR in built environment education. In addition, the results of the interconnections of indicators analysis revealed Higher education, Distance education and Sustainable education are significantly intertwined with Digital technologies. Based on the taxonomy of key elements and outcomes and the analysis of their interconnections, a conceptual framework for adopting 4th IR in built environment education was developed

scholarly journals Mediação Pedagógica, Afetiva e Operacional, Práticas de uma Tutoria na Educação a Distância

2019 ◽  
Vol 20 (3) ◽  
pp. 246
Author(s):  
Dayane Verginia Batista Bessa ◽  
Fátima Aparecida da Silva Dias ◽  
Samira Fayes Kfouri da Silva ◽  
Maria Elisabette Brisola Brito Prado
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Data Analysis ◽  
Continuing Education ◽  
Continuous Process ◽  
Analysis Data ◽  
Second Stage ◽  
Methodological Procedures ◽  
Object Of Study ◽  
Teaching Modality

Este artigo tem por propósito apresentar o recorte da pesquisa de mestrado que analisou a compreensão do tutor, que atua no Ensino Superior, acerca da tríade da mediação. O referencial teórico relativo à Educação a Distância se pautou  nos documentos oficiais, que regulamentam a oferta desta modalidade de ensino entre Leis e Decretos, além de pesquisadores como Moore. Quanto ao conceito de mediação, apoiou-se  nas pesquisas realizadas por Masetto, Almeida, Moran, Freire e também no exposto nos referenciais de qualidade para a Educação a distância. A metodologia utilizada nesta pesquisa foi do tipo exploratória, de cunho qualitativo. Os procedimentos metodológicos foram estruturados na elaboração do instrumento questionário, aplicação e análise dos dados. A análise dos dados foi realizada em duas etapas: i. documental; ii.questionário aplicado aos participantes da pesquisa e relatos dos mesmos. Neste artigo se discute  parte da análise da segunda etapa, que descreve a atuação dos tutores em relação à mediação pedagógica, afetiva e operacional, tríade de mediação objeto de estudo dos tutores pesquisados. Os resultados evidenciaram que os tutores compreendem a importância da mediação em suas ações junto aos alunos, porém muitos ainda não compreendem a tríade de mediação como um processo contínuo e que os programas de formação continuada oferecidos pela instituição contribuem diretamente para o enriquecimento profissional de seus tutores. Palavras-chave: Mediação. Educação a Distância. Ensino Superior. AbstractThis article aims to present the outline of the master's research that analyzed the understanding of the tutor working in higher education about the mediation triad. The theoretical reference related to Distance Education, was based on the official documents that regulate the offer of this teaching modality between Laws and Decrees, besides researchers like Moore. As for the mediation concept, it was based on research by Masetto, Almeida, Moran, Freire and also on the quality references for distance education. The methodology used in this research was exploratory, qualitative in nature. The methodological procedures were structured in the elaboration of the questionnaire instrument, application and data analysis. Data analysis was performed in two steps: i. Documentary; Questionnaire applied to the research participants and their reports. In this article  part of the analysis of the second stage is discussed that describes the tutors’ role in relation to pedagogical, affective and operational mediation, triad of mediation object of study of the researched tutors. The results showed that tutors understand the mediation importance in their actions with students, but many do not understand the mediation triad  yet as a continuous process and that the continuing education programs offered by the institution contribute directly to the professional enrichment of  the students’ tutors. Keywords: Mediation. Distance Education. Higher Education.

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