scholarly journals Open Content and Open Educational Resources: Enabling universal education

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Tom Caswell ◽  
Shelley Henson ◽  
Marion Jensen ◽  
David Wiley
Keyword(s):  
Distance Education ◽  
Open Educational Resources ◽  
Access To Education ◽  
Universal Education ◽  
Reproduction Costs ◽  
Open Content ◽  
The Right ◽  
The Cost ◽  
The University ◽  
Distance Educators

The role of distance education is shifting. Traditionally distance education was limited in the number of people served because of production, reproduction, and distribution costs. Today, while it still costs the university time and money to produce a course, technology has made it such that reproduction costs are almost non-existent. This shift has significant implications, and allows distance educators to play an important role in the fulfillment of the promise of the right to universal education. At little or no cost, universities can make their content available to millions. This content has the potential to substantially improve the quality of life of learners around the world. New distance education technologies, such as OpenCourseWares, act as enablers to achieving the universal right to education. These technologies, and the associated changes in the cost of providing access to education, change distance education's role from one of classroom alternative to one of social transformer.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

Introduction

2017 ◽  
Author(s):  
Jack R. Baker ◽  
Jeffrey Bilbro ◽  
Wendell Berry
Keyword(s):  
Educational System ◽  
Upward Mobility ◽  
Healthy Communities ◽  
The Right ◽  
The Cost ◽  
The University ◽  
Title Character ◽  
The Way

An education for health begins by forming the imaginations and affections of students so that rather than desiring upward mobility, they can imagine healthy, placed lives. The introduction starts with a reading of Hannah Coulter, whose title character describes her fear that she has failed to tell the right stories to her children, thus inadvertently contributing to their desire for upward mobility at the cost of healthy communities. Because our affections have such far-reaching influence—shaping the questions we ask and the ways we arrange knowledge—Berry focuses on the conflicting internal desires termed “boomer” and “sticker” and how we should work to rightly order these desires. The contrast between boomers and stickers—the different desires they have, the different stories they tell, the different questions they ask, the different economies they participate in, and the contrasting models of the university they propose—elucidates the contrast between the educational system we have now and an education for health: the boomer wants to isolate knowledge from its origins in order to maximize its utility and profitability, whereas the sticker values a medieval, rooted kind of learning whose branches connect as much as possible. Thus, the way we organize and order knowledge stems from the kinds of questions we ask, which in turn arise from the orientation of our desires.

scholarly journals Review and Content Analysis of the International Review of Research in Open and Distance/Distributed Learning (2000–2015)

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Courses ◽  
Distributed Learning ◽  
Open Educational Resources ◽  
International Review ◽  
Access To Education ◽  
Research Areas ◽  
The Status

<p class="3">This paper presents a review of distance education literature published in the <em>International Review of Research in Open and Distance/Distributed Learning</em> (IRRODL) to describe the status thereof and to identify gaps and priority areas in distance education research based on a validated classification of research areas. All articles (<em>N </em>= 580) published between 2000 and 2015 were reviewed for this study. An analysis of abstracts using the text-mining tool Leximancer over three 5-year periods reveals the following broad themes over the three periods: the establishment of online learning and distance education institutions (2000–2005), widening access to education and online learning support (2006–2010), and the emergence of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) (2011–2015). The analysis auf publication and authorship patterns revealed that IRRODL is a very international journal with a high impact in terms of citations.</p>

scholarly journals Recurring Issues Encountered by Distance Educators in Developing and Emerging Nations

2009 ◽  
Vol 10 (1) ◽  
Author(s):  
Clayton R. Wright ◽  
Gajaraj Dhanarajan ◽  
Sunday A. Reju
Keyword(s):  
Distance Education ◽  
Learning Experience ◽  
Transformation Process ◽  
Educational Resources ◽  
Cultural Imperialism ◽  
Emerging Nations ◽  
E Learning ◽  
Negative Perceptions ◽  
The Cost ◽  
Distance Educators

This article explores a number of challenges faced by e-learning or distance educators in developing and emerging countries, provides a context for many of the challenges, and outlines some measures devised to overcome them. These educators must determine a sound rationale for employing online learning, recognize that technology is only part of the educational transformation process, address the lack of infrastructure and the cost of internet bandwidth and equipment, counter the cultural imperialism of courseware from Western nations, deal with limited educational resources, place a greater emphasis on quality assurance systems and change negative perceptions of distance education, respond to the needs and concerns of both students and faculty, access or develop up-to-date educational resources, and consider the implementation of mobile learning. The continued growth and success of distance education in developing and emerging nations will depend on the extent to which issues covered in this article are addressed as they bear on the quality of the learning experience provided to students.

scholarly journals Not the Wand but the Wizard

2013 ◽  
Vol 24 (2) ◽  
Author(s):  
Patricia A. Post ◽  
Ellen Carusetta ◽  
Elin Maher ◽  
Judy Macintosh
Keyword(s):  
Distance Education ◽  
Adult Learning ◽  
New Brunswick ◽  
Video Conferencing ◽  
Teaching Style ◽  
Pedagogical Practice ◽  
Two Stage ◽  
Factors Affecting ◽  
The University ◽  
Distance Educators

A team of experienced distance educators, from three separate faculties at the University of New Brunswick, conducted a two- stage study that examined learners/participants' perceptions of factors affecting their learning in courses offered by audio- conferencing, audio-graphic conferencing, and video- conferencing. Study findings determined that, regardless of the technology used, learners were most influenced by instructor teaching style. These findings underscore the importance of maintaining and refining the more relational and interactive aspects of effective pedagogical practice within the contexts of adult learning and distance education.

scholarly journals OpenCourseWare, Global Access and the Right to Education: Real access or marketing ploy?

2008 ◽  
Vol 9 (1) ◽  
Author(s):  
Henk Johannes Huijser ◽  
Tas Bedford ◽  
David Bull
Keyword(s):  
Digital Divide ◽  
Tertiary Education ◽  
Global Scale ◽  
Access To Education ◽  
Right To Education ◽  
Global Access ◽  
The Right ◽  
The University ◽  
The Ideal

This paper explores the potential opportunities that OpenCourseWare (OCW) offers in providing wider access to tertiary education, based on the ideal of ‘the right to education’. It first discusses the wider implications of OCW, and its underlying philosophy, before using a case study of a tertiary preparation program (TPP) at the University of Southern Queensland (USQ) to draw out the issues involved in offering a program that is created in a particular national and social context on a global scale. This paper draws specific attention to the digital divide, its effects in national and global contexts, and the particular obstacles this presents with regards to OCW. This paper argues that OCW provides many opportunities, both in terms of access to education and in terms of student recruitment and marketing for universities. To take full advantage of those opportunities, however, requires a concerted effort on the part of tertiary education institutions, and it requires a vision that is fundamentally informed by, and committed to, the principle of ‘the right to education’.

scholarly journals Practicalities of implementing open pedagogy in higher education

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Michael Paskevicius ◽  
Valerie Irvine
Keyword(s):  
Teaching And Learning ◽  
Structuration Theory ◽  
Phenomenological Approach ◽  
Open Educational Resources ◽  
Open Education ◽  
Access To Education ◽  
Secondary Educators ◽  
Post Secondary ◽  
Learner Centered ◽  
The Cost

AbstractThis paper presents findings from a study which explored the ways in which post-secondary educators in British Columbia are reforming their teaching and learning practice as result of open education. Using a phenomenological approach with self-identifying open education practitioners we explore how openness is being enacted through learning design. Structuration theory is used as a theoretical lens to explore innovations to pedagogy through three modalities, which include facilities, norms, and interpretive schemes. The analysis identifies how participants in this study draw upon these modalities to support openness in their teaching. The findings suggest that open educational resources and practices can support learner-centered educational designs and should be considered design technologies, those that have the capacity to enhance teaching and learning practice; rather than simply content delivery technologies, those that influence the cost and access to education.

scholarly journals ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and explore potential scenarios to address the global education gap.

scholarly journals Decision Making Using Multicriteria Analysis: A Case Study of Decision Modeling Career in Education

2017 ◽  
Vol 4 (2) ◽  
pp. 24 ◽  
Author(s):  
Ioannis Dimitrakopoulos ◽  
Kostas Karamanis
Keyword(s):  
Decision Making ◽  
Multicriteria Analysis ◽  
Multicriteria Decision Making ◽  
Evaluation Framework ◽  
Basic Principles ◽  
Multicriteria Method ◽  
The Right ◽  
The Cost ◽  
The University

The aim of this paper is to offer an applicable evaluation framework relating to the right choice of one’s profession via his/her studies. The first part of the paper consists of the basic principles of Multicriteria Decision Making. To begin with, the paper initially focuses on the Macbeth Method. This helps to provide a perspective for procedural types of decisions in which various qualitative and quantitative aspects are incorporated. In the second part of the paper, the above-mentioned multicriteria method is applied to a “real-world” case concerning a specific case of a student, Eva. For this specific study, it is concluded that the factors of greatest importance that lead to choosing the University Eva finally chose, were four: the cost of undergraduate studies, the reputation-status of the University, its logistics and infrastructure and its interconnections with other Universities and other Academic Institutions.

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