scholarly journals Distance Education at Conventional Universities in Germany

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Hans-Henning Kappel ◽  
Burkhard Lehmann ◽  
Joachim Loeper
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Basic Education ◽  
Library Science ◽  
West Germany ◽  
Research Network ◽  
Federal Republic Of Germany ◽  
Education Programs ◽  
Dual Mode ◽  
The University

Germany’s educational system has undergone a series of transformations during the last 40 years. In recent years, marked increases in enrolment have occurred. In response, admission requirements have been relaxed and new universities have been established. Academic distance education in the former Federal Republic of Germany (West Germany) was ushered in by the educational radio broadcasts around the end of the 1960s. Aside from the formation of the FernUniversität (Open University) in West Germany in 1975, there were significant developments in distance education occurring at the major universities in the German Democratic Republic (East Germany). After German reunification in 1990, the new unitary state launched programs to advance the development of distance education programs at conventional universities. Germany’s campus-based universities (Präsenzuniversitäten) created various entities, including central units and consortia of universities to design and market distance education programs. Hybridisation provides the necessary prerequisites for dual mode delivery, such as basic and continuing education programs, as well as for the combination of distance and campus-based education (Präsenzstudium). Hybridisation also has also opened the door for the creation of new programs. Following an initial phase in which distance education research is expected to centralize a trend towards decentralisation is likely to follow. The German Association for Distance Education (AG-F) offers a viable research network in distance education. Two dual mode case studies are also be surveyed: The Master of Arts degree, offered by the University of Koblenz-Landau, with Library Science as the second major, and the University of Kaiserslautern, where basic education will continue to be captured within the domain of the Präsenzstudium or campus-based education. The area in which distance education is flourishing most is within the field of academic continuing education, where external experts and authors are broadening the horizon of the campus. Multimedia networks will comprise the third generation of distance education.

From Distance Education to E-Learning as Integrated Training

2009 ◽  
pp. 160-165
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Active Role ◽  
Professional Life ◽  
Educational Training ◽  
Education Programs ◽  
New Information ◽  
Learning Techniques ◽  
E Learning

In the last few years, the methods for the delivery of professional and educational training have radically changed. More knowledge and information are required from people in order to achieve an active role in their social and professional life. At the same time, the period of validity of new information and the currency of competencies quickly decrease. As a consequence, continuing education is perceived as necessary, even if the traditional methods of delivery are sometimes limited by the distance between the learner and the training centers. For this reason many continuing education programs make use of distance learning techniques that make the adoption of distance education programs more popular.

Can a Viable DE Program Stay Behind the Technology "Wave"?

2004 ◽  
pp. 40-66
Author(s):  
John A. Sorrentino
Keyword(s):  
Distance Education ◽  
New Technologies ◽  
Nobel Prize Winner ◽  
Education Programs ◽  
Herbert Simon ◽  
Education Production ◽  
Face To Face ◽  
Mba Students ◽  
Production Models ◽  
The University

Starting with a quote from Herbert Simon to that effect, this chapter questions whether distance education programs should strive to be on the cutting edge of information technology. The general perspective taken is that of the Value Net. A provider of distance education can be seen as a Firm linking Suppliers and Customers while interacting with Competitors and Complementors. The Supplier-Firm-Customer chain can be seen as education production, and the chapter briefly discusses the debate over whether quantitative production models can explain the education process. Theoretical generality is sacrificed in favor of a discussion of the actual mechanics of an online course taught to MBA students by the author. Mean numerical grades in face-to-face and online sections of the course are compared to show that educational outcomes face-to-face and online are not significantly different. Enrollments in the course are stable. Hence, the course is thought to be viable, as a program of such courses might be. The results of a survey of MBA students reveal that most students consider the professor more important than the technology in their learning and satisfaction. Taken together, the two results provide the beginnings of a case for Distance Education programs staying behind the technology wave. In the coming years, many new technologies will be proposed to you for use in your university, and you will have the task of raising difficult questions in order to decide when and how these technologies can contribute to the mission of the university. … we must resist the temptation to use technology just because it is available. (Herbert Simon, Late Nobel Prize Winner in Economics, 2001, pp. 62-63)

Evolving Technology, Evolving Roles for Distance Education Librarians

2013 ◽  
pp. 197-212
Author(s):  
Lisa Abbott ◽  
Martha Kreszock ◽  
Louise Ochoa ◽  
Geraldine Purpur
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Library Science ◽  
State University ◽  
Education Students ◽  
Job Responsibilities ◽  
Virtual Reference ◽  
Education Decisions ◽  
Library Support ◽  
Science Curricula

This chapter explores technologically driven changes to distance education librarianship and their impact on the job responsibilities of librarians. It examines the necessary skills in the areas of technology, communication, networking, and roles that have emerged in distance education librarianship both globally and at Appalachian State University (ASU). These include: virtual reference librarian, Web librarian, course-integrated and/or instructional librarian, avatar librarian, and marketing librarian. Also discussed are collaboration and leadership opportunities for distance education librarians within the library and campus-wide, as a result of knowledge and expertise gained from providing library support to distance education students. This chapter will be relevant to administrators and practitioners as they make choices concerning library science curricula, hiring, and continuing education decisions.

Formação Continuada em EAD: Possíveis Contribuições para a Prática de Docentes em Matemática

2018 ◽  
Vol 19 (4) ◽  
pp. 386
Author(s):  
Fátima Aparecida da Silva Dias ◽  
João Acácio Busquini ◽  
Idalise Bernardo Bagé
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Professional Knowledge ◽  
Sao Paulo ◽  
The State ◽  
São Paulo ◽  
The Public ◽  
Teachers Training

Este artigo tem como propósito apresentar um recorte das pesquisas de doutorado de Busquini (2013) e Dias (2015), as quais versaram sobre ações do Programa de Formação Continuada ofertado para docentes que atuam na rede pública da Educação Básica brasileira do Estado de São Paulo. A pesquisa documental foi utilizada para selecionar os registros disponíveis das ações, em especial, dos cursos na modalidade a distância oferecidos aos professores de matemática da Secretaria de Educação do Estado de São Paulo. No referencial teórico foram apresentadas as concepções de formação de professores, saberes docentes e o conhecimento profissional. Os resultados da análise dos registros dos cursos mostraram que estes contemplaram os quatro tipos de conhecimentos profissionais defendidos por Porlán e Rivero (1998). Como resultado, percebeu-se que ações de educação continuada com o uso da Educação a Distância podem contribuir para a prática docente em Matemática Palavras-chave: Conhecimento Profissional. Formação Continuada. Educação a Distância. AbstractThis article intends to present a research cut-off of Busquini (2013) and Dias (2015) as those that dealt with the actions of the Continuing Education Program offered to teachers of the Brazilian Basic Education, especially in the state of São Paulo, who work in the public school. The documental search was used to select the available records of the actions, in particular, the courses in the distance modality offered to the mathematics teachers of the Education Department of the State of São Paulo. In the theoretical framework, the conceptions of teachers’ training, teachers’ knowledge and professional knowledge were presented. The results of the course analysis records showed that they include the four types of professional knowledge defended by Porlán and Rivero (1998). As a result, it was noticed that continuing education actions with the use of Distance Education can contribute to teaching practice in Mathematics. Keywords: Professional Knowledge. Distance Education. Continuing Education

PERSEPSI WIRAUSAHAWAN DI PASAR MENGENAI PENTINGNYA MELANJUTKAN SEKOLAH ANAK KE PENDIDIKAN TINGGI

2017 ◽  
Vol 4 (1) ◽  
pp. 48
Author(s):  
Mohammad Achsinul Farichi
Keyword(s):  
Continuing Education ◽  
Relevant Information ◽  
Qualitative Approach ◽  
Government Employees ◽  
Education Programs ◽  
Value System ◽  
Level Of Education ◽  
The Senses ◽  
Type Data ◽  
The University

<p><em>Perception is a process of delivering relevant information captured by the senses of the environment which then organizes it in its mind, interprets, experiences, and processes everything that happens in that environment. The factors of perception are a process of delivering relevant information captured by the senses of the situation, set, attention, value system, previous experience, selective attention. University is the level of education after secondary education, which includes diploma education programs, graduate, master, specialist, and doctorate, which are organized by the university. This research was conducted in an effort to reach the research objectives, namely: (1) To explain the perception of the entrepreneur in the Gudang Garam market Unit 8 Kediri city about the importance of continuing school children to university. This research uses qualitative approach and descriptive type, data collection is done by using the method of observation, interview, and documentation. Then the data has been collected in the form of words analyzed with Miles &amp; Huberman model. The results showed that: (1). An entrepreneur assumes continuing education of children to university is very important, (2). Entrepreneur send their children to university have hope that the children have a better future from than their parents, the goal is achieved, can become government employees or become civil servants and add insight to the knowledge of his son and as a bridge to achieve success in the future, (3 ). Past entrepreneur experiences greatly affect the entrepreneur’s perception of continuing his or her child's education to university as experienced by some traders, (4). Entrepreneurs have figures who influence their perceptions in educating their children.</em></p><p><strong><em>Keywords: Perception, Entrepreneur, University.</em></strong></p>

Community Building in a Distance Delivered MPA Program at the University of Alaska Southeast

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 31
Author(s):  
Jonathan Anderson
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Public Administration ◽  
Community Building ◽  
Department Of Education ◽  
The Us ◽  
Complete Study ◽  
The University ◽  
Education Courses

This paper presents a brief case study of the distance delivered Master of Public Administration program at the University of Alaska Southeast in Juneau, Alaska.  The US Department of Education notes that from 1995 to 1998 distance education programs in the US have increased by 72% (complete study available at http://nces.ed.gov/).  Many would say one of the greatest challenges to higher education in today's world is the challenge of distance education, particularly distance education mediated by technology.  For years, Universities have undertaken distance education through correspondence courses.  Despite the existence of such distance education courses, the fact that they were few in number, that they normally involved only preparatory or elective courses, that they rarely involved whole programs, and that they were normally administered by Departments of Continuing Education made them somehow less controversial.

Impact of continuing education programs (CEPs) on LIS professionals in academic libraries in Mumbai, India

2017 ◽  
Vol 38 (2/3) ◽  
pp. 117-130 ◽  
Author(s):  
Madhura Deodhar ◽  
Sushama Powdwal
Keyword(s):  
Continuing Education ◽  
Academic Libraries ◽  
Training Evaluation ◽  
Library Science ◽  
Academic Librarians ◽  
Survey Method ◽  
Education Programs ◽  
Content Type ◽  
Kirkpatrick Model ◽  
The Impact

Purpose The purpose of this paper is to report the research findings of an evaluation of the impact of continuing education programs (CEPs) on library information science (LIS) professionals of academic libraries in Mumbai, India. The paper also introduces Donald Kirkpatrick model of training evaluation for Library Science research in the area of program evaluation. Design/methodology/approach The impact of CEPs was evaluated using Donald Kirkpatrick model of training evaluation using survey method. The impact was evaluated at four levels; reaction, learning, behavior and results. The population of the present study included 344 LIS professionals working at colleges libraries affiliated to University of Mumbai and Shreemati Nathibai Damodar Thackersey (SNDT) Women’s University in Mumbai, India. The data collected through questionnaire were supplemented by five specimen interviews of heads of institutions of the academic librarians who had attended more than five CEPs in five years, 2009-2013. Findings The findings of the study revealed that professionals were satisfied with CEP attendance; keen on gaining more knowledge and transferring the acquired knowledge and skills at their workplaces and interested in implementing the learning to achieve results. The reasons given by academic librarians on not implementing the learning in the library indicated that there were hindrances like lack of management support, lack of technical expertise, inadequate staff in the library, poor IT Infrastructure, etc. in transferring the learning at work. Research limitations/implications The study was based on self-perceptions of respondents. The limitation of self-perception was eliminated to some extent by supplementing qualitative data wherever required. CEPs included conferences, seminars, workshops, refresher courses, orientation programs and online courses. Pre-test and post-test recommended by the Kirkpatrick model could not be conducted as the researcher has not adopted experimental design. The data of feedback from the organizers and content of the CEPs attended by respondents were not analyzed in the study. Practical implications The paper describes the implementation of Kirkpatrick model to evaluate the CEPs, which can be used by the organizers or institutions to evaluate the impact of CEPs in future. This will help them to improve upon the contents of CEPs making them more relevant and effective. Social implications Evaluation of CEPs will be useful to ensure the effectiveness of CEPs and performance of LIS professionals. Originality/value This paper reports an original research initiative undertaken to evaluate the impact of CEPs attended by LIS professionals of Indian academic libraries in Mumbai, India. It fills the gap in LIS research. The application of Donald Kirkpatrick model of Training evaluation is also valuable for LIS research.

Enabling continuous improvement in online teaching and learning through e-learning capability and maturity assessment

2020 ◽  
Vol 26 (6) ◽  
pp. 1687-1707
Author(s):  
Mohammad Issack Santally ◽  
Yousra Banoor Rajabalee ◽  
Roopesh Kevin Sungkur ◽  
Mohammad Iqbal Maudarbocus ◽  
Wolfgang Greller
Keyword(s):  
Distance Education ◽  
Quality Assurance ◽  
The Other ◽  
Maturity Model ◽  
Dual Mode ◽  
Learning Capability ◽  
Content Type ◽  
Maturity Assessment ◽  
E Learning ◽  
The University

PurposeThe University of Mauritius (UoM) established as a traditional face-to-face university has been engaged in distance education since 1993 and in e-learning since 2001 to establish itself as a dual-mode institution. In a context where it has engaged itself to promote its internationalization of online courses and a digital learning transformation process, there is a need to assess and evaluate its current e-learning capability to identify areas of good practices and opportunities for improvement to ensure a high quality of e-learning provisions. The paper reports the results of an assessment of the e-learning capability and the related quality assurance processes of the University of the Mauritius using the e-learning Maturity Model (eMM). Quality assurance in higher education is still a key issue, especially with the ever-growing influence of technology and the disruption that the Internet has caused with respect to e-learning and distance education provisions. No university in Mauritius has ever engaged in such an assessment of their e-learning capabilities.Design/methodology/approachThe EMM and the Open Learning Consortium Quality Scorecard Suite were found to be the most complete models in terms of available documentation and description of how to carry out the evaluation with respect to each process area as compared to the other models described in the literature review section. The EMM was, however, chosen as the model to be used for the UoM, given that there already exists a body of knowledge about its applications in different universities that operate in similar contexts. The researcher is at the heart of the process in the role of an ‘eLearning quality auditor’. Therefore, the research used mainly desk studies, and analysis of annual reports as well as a consultative approach with key stakeholders based on a consensus model to reach a rating for each element in the EMMv2.3 instrument. The rating is based on evidence that is available and verifiable through desk research and documentation.FindingsWe found out that the main strengths of the university were in the learning process areas mainly because of the need to follow existing quality assurance procedures in place at different phases of a course of life cycle, irrespective of the course modality. On the other hand, across all process areas, the university fared well in the delivery dimension, and this finding is consistent with other universities that were assessed using the EMM. However, it was found that the EMM in current form was more adapted for the assessment of universities operating fully as open or virtual universities rather than those operating as dual-mode institutions or as traditional universities promoting technology-enabled learning. The weakest link was the optimization dimension across all process areas, and the process area that needs more attention for improvement was the evaluation process area. Overall, the university can reasonably be pitched at level two (Repeatable) of the capability maturity model scale used for information systems maturity assessment, but operating towards level three (Defined).Originality/valueThe work presented here has never been carried out for any university in Mauritius, and there have been no reported evaluations or applications within the African region. It allows the university to benchmark and compare its standing with respect to other universities operating as dual-mode institutions and as a reference for other universities in Mauritius as well.

Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program

2007 ◽  
Vol 26 (2) ◽  
pp. 26-32 ◽  
Author(s):  
J. Matt Jameson ◽  
John Mcdonnell
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Special Education Teachers ◽  
Severe Disabilities ◽  
Highly Qualified ◽  
Rural And Remote ◽  
Education Programs ◽  
Remote Areas ◽  
Rural And Remote Areas ◽  
The University

Research indicates that there is a significant and chronic shortage of highly-qualified special education teachers nationally. Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities. This is especially true in rural and remote areas. The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area. However, this necessitates the development and delivery of comprehensive distance education programs. This article describes the evolution of the distance education programs in the Department of Special Education at the University and the current program in place to help alleviate the critical special education teaching shortage in rural and remote areas.

scholarly journals Development of a Bachelor of Science Degree Program in Horticulture at the University of Florida for Place-bound Students

2000 ◽  
Vol 10 (2) ◽  
pp. 390-393 ◽  
Author(s):  
Kimberly A. Klock-Moore ◽  
George E. Fitzpatrick ◽  
Richard K. Schoellhorn
Keyword(s):  
Distance Education ◽  
Degree Programs ◽  
Education Programs ◽  
Land Grant Universities ◽  
University Of Florida ◽  
Bachelor Of Science ◽  
Science Degree ◽  
The World ◽  
The University ◽  
Education Courses

As the horticulture industry enters the 21st century, advances in horticulture science will continue to be more rapid and frequent creating the need for more innovative approaches in information delivery. Moreover, decentralization continues to be a widespread trend. Land-grant universities have a long tradition of providing outreach, but with the development of new telecommunication technologies, larger audiences now can be reached. Many universities throughout the world have developed distance education programs through the use of modern telecommunication technologies. However, the University of Florida has responded to the needs of place-bound students by developing off-campus resident Bachelor of Science (BS) degree programs in horticulture at three locations in the state. These off-campus programs combine on-site instruction augmented with distance education courses to giveplace-bound students a flexible, efficient, and interactive alternative to degree programs offered at the main campus.

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