scholarly journals CAUCE Institutional Members' Survey: A Snapshot

2009 ◽  
Vol 35 (2) ◽  
Author(s):  
Lorraine Carter ◽  
Tracey Taylor-O'Reilly
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Descriptive Statistics ◽  
Research Committee ◽  
Committee Chair ◽  
Canadian Universities ◽  
Number Of Factors

Continuing education in Canadian universities is currently at a type of crossroads. It is being affected by a number of factors, including recent changes in the economy; the different approaches universities are taking to continuing education, which range from centralized to decentralized models; and the blending of continuing education with areas such as online and distance education. Given these circumstances, the CAUCE Executive, under the leadership of Tracey Taylor-O'Reilly, CAUCE president, and Lorraine Carter, its Research Committee chair, designed and disseminated an institutional members' survey in Spring 2009. The ultimate goal of this initiative was to generate a snapshot of the needs of CAUCE's institutional members and to use these findings to plan programs and services that reflect the needs of the membership. Further, the Executive intends to repeat the survey every few years. This article reports the key findings of the survey as descriptive statistics and recurring messages offered in open ended questions and as additional comments.

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 Componentes Afetivo-atitudinais na Prática de Tutores em um Curso a Distância para Professores de Matemática

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Agnaldo da Conceição Esquincalha ◽  
Celina Aparecida Almeida Pereira Abar
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Mathematics Teachers ◽  
First Year ◽  
Second Phase ◽  
Tutor Training ◽  
Discussion Forums ◽  
Specific Training ◽  
Types Of Knowledge

Neste artigo, objetiva-se investigar os conhecimentos revelados por tutores de um curso de formação continuada para professores de Matemática na modalidade a distância. Inicialmente, acompanhou-se o trabalho de 32 tutores ao longo de um ano, a fim de tipificar suas intervenções realizadas em fóruns de discussão junto aos cursistas. A partir dos resultados, em um segundo momento da pesquisa foi oferecida formação específica a um novo grupo de tutores, com o intuito de promover melhoria nas ações consideradas aquém do esperado no primeiro ano. Seis dos novos tutores se voluntariaram para ter seu trabalho acompanhando por um ano, caracterizando-se como os sujeitos desta pesquisa. Sua formação foi fundamental no quadro teórico TPACK e em autores que discutem a importância de componentes afetivo-atitudinais para a formação de professores. A pesquisa, de natureza qualitativa, fez uso da observação do trabalho dos tutores, que foi analisado por meio das tipologias discursivas encontradas nas intervenções realizadas pelos tutores nos fóruns de discussão do curso. As análises indicaram que componentes afetivo-atitudinais têm papel fundamental no exercício da tutoria nesse contexto, sobressaindo-se em relação a outros tipos de conhecimento. Palavras-chave: Tutoria em Educação a Distância; Formação de tutores; Componentes afetivo-atitudinais; TPACK. Affective and Attitudinal Components in the Practice of Tutors in a Distance Learning Course for Mathematics Teachers AbstractThis paper aims to investigate the knowledge revealed by tutors in a continuing education course for mathematics teachers at distance. Initially, it followed up the work of 32 tutors over a year, in order to typify its interventions in discussion forums, with course participants. From the results, in a second phase of research, specific training was offered to a new group of tutors in order to promote improvement in actions considered below expectations in the first year. Six of the new tutors volunteered to have their work following by a year, they are characterized as the subjects of this research. His training was based on TPACK theoretical framework and in authors who discuss the importance of affective and attitudinal components for teacher training. The research, qualitative, made use of the observation of the work of the tutors, which was analyzed by discursive typologies found in interventions by tutors in discussion forums. Analyses indicated that affective and attitudinal components play a key role in the exercise of tutoring in this context, with more emphasis than other types of knowledge. Keywords: Tutoring in Distance Education; Tutor Training; Affective and Attitudinal Components; TPACK.

scholarly journals Identifying Attitudes and Deterring Factors Toward Continuing Education Among Certified Athletic Trainers

2005 ◽  
Author(s):  
Brian Hughes
Keyword(s):  
Continuing Education ◽  
Positive Attitude ◽  
Athletic Trainers ◽  
Descriptive Statistics ◽  
State University ◽  
Certified Athletic Trainers ◽  
Demographic Groups ◽  
Indiana State University ◽  
On Line ◽  
And Cluster Analysis

Objective: To explore the perceived attitudes toward continuing education and the deterrents to continuing education for certified athletic trainers (ATCs). Design and Setting: Data were collected using the Adults Attitudes Towards Continuing Education Scale (AATCES) instrument, Deterrents to Participation Scale-General (DPS-G) instrument, and self-reported demographics. Subjects: An imbedded on-line questionnaire was e-mailed three times in a 6-week period to ATCs who subscribe to the athletic trainers listserv at Indiana State University and the professional athletic trainers education listserv at Findlay University. The sample of this study consisted of approximately 1,200 ATCs of which 268 answered and returned the survey, a return rate of 22%. Measurements: Data included descriptive statistics, a one-way Analysis of Variance (ANOVA), and Cluster Analysis to compare the demographic groups on the AATCES and the DPS-G instruments. Results: This study found that the participants have a very positive attitude toward continuing education according to the AATCES instrument and that the participants report few deterrents through the DPS-G instrument. However, two deterrents of statistical importance were found in the items related to Time and Course Relevance and one deterrent, Cost, was found in the comparison to gender.Conclusions: This study found that ATCs have a very favorable attitude toward continuing education and that ATCs perceive few deterrents to continuing education. To further understand these trends in continuing education, these particular surveys must be made available to more ATCs. In addition, continuing education providers need to understand the needs of the ATCs that they serve.

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.

Tailor-Made Distance Education as a Retention Strategy

2011 ◽  
pp. 167-179 ◽  
Author(s):  
Prathurng Hongsranagon
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Continuing Education ◽  
Health Center ◽  
Rural Areas ◽  
Health Workers ◽  
Thai Population ◽  
Quantitative Research Methods ◽  
Center Staff ◽  
Rural Health Center

In rural areas of Thailand, health center personnel are responsible for primary health care. The opportunity for continuing education is imperative in the attraction and retention of these workers at their primary locations. The provision of continuing education also increases the quality and spectrum of health care available for the local people leading to better health outcomes for the Thai population. Distance education is one promising form of continuing education involving the use of advanced communication technologies to allow health center staff to continue to work and study off-campus. This chapter describes a tailor-made “Learning at the Workplace” distance education program provided to Thai rural health center personnel through the College of Public Health Sciences at Chulalongkorn University. Focus group discussions and selected quantitative research methods are recommended to evaluate the effectiveness of this learning model and determine the educational needs of health workers. Learning at the Workplace is expected to make a new contribution to the local needs of continuing education among the health care workforce in Thailand. This chapter emphasizes the potential that distance education offers to attract and retain health care personnel as well as the importance of providing a tailor-made curriculum in response to different regional and epidemiological factors.

Web-Based Information Science Education

2011 ◽  
pp. 164-181 ◽  
Author(s):  
Kathleen Schisa ◽  
Anne McKinney ◽  
Debbie Faires ◽  
Bruce Kingma ◽  
Rae Anne Montague ◽  
...  
Keyword(s):  
Distance Education ◽  
Science Education ◽  
Online Education ◽  
Faculty Development ◽  
Continuing Education ◽  
Information Science ◽  
Library And Information Science ◽  
Web Based ◽  
Administrative Division ◽  
Education Model

Web-based Information Science Education (WISE) is a collaborative distance education model that increases the quality, access and diversity of online education opportunities. The WISE Consortium is a group of graduate Library and Information Science (LIS) programs founded on three pillars: quality, pedagogy, and collaborations (Montague & Pluzhenskaia, 2007). This chapter outlines the approach to achieving these three pillars and the assessment mechanisms used to measure the consortium’s success. Highlights include WISE Pedagogy, the administrative division of WISE dedicated to providing faculty development resources for online education, and WISE+, an initiative that supports partnerships enabling WISE schools and LIS associations to develop courses together suitable for graduate credit and continuing education. While the WISE consortium is specific to LIS education, the model could be applied more broadly to other disciplines.

Distance Education in India

1995 ◽  
Vol 9 (2) ◽  
pp. 115-122
Author(s):  
R. Natarajan
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Engineering Education ◽  
Continuing Education ◽  
Engineering And Technology ◽  
Education In India ◽  
Degree Level

In this article, Professor Natarajan assesses the value and feasibility of distance education in degree-level and continuing education programmes in engineering and technology. Focusing on its applicability in India, he reviews experiences in other countries, describes the particular problems faced by developing countries, and summarizes the special characteristics which professional engineers need. He then sets out strengths and weaknesses of the single and dual modes of distance education, and considers its compatibility with continuing engineering education. Finally, Professor Natarajan discusses a range of current issues relating to engineering and distance education and looks at recent initiatives.

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