Graduate Education in Contemporary Society: Traditional and Distance Education Options and Opportunities

Agricultural economics teaching programs are becoming stressed. They vary considerably because of different institutional settings and are conducted under changing college, university, and department trends and paradigm shifts. To ensure success, strategic marketing processes need to be used in analyzing programs: identifying potential students (clientele or customers), ascertaining what to offer (majors, minors, service courses, enrichment options, and distance education), finalizing the strategic plan, and executing the plan (with students, administration, industry, and disciplinary peers). Conclusions and recommendations for enhancing teaching quantity and quality are presented for the strategic marketing processes. Finally, some implications and conclusions for graduate education are discussed.

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Percepções das práticas educativas presenciais e digitais (Perceptions of interaction in digital environmental for education)

Estudos da língua(gem) ◽

10.22481/el.v12i2.1259 ◽

2014 ◽

Vol 12 (2) ◽

pp. 161

Author(s):

Daniervelin Renata Marques Pereira ◽

Danilo Rodrigues César

Keyword(s):

Distance Education ◽

Pedagogical Practices ◽

Online Course ◽

Essential Difference ◽

Contemporary Society ◽

Face To Face ◽

Teachers And Students ◽

The Face ◽

Modes Of Existence ◽

Distance Interaction

Apresentamos aqui um estudo de enunciados produzidos por professores e alunos num contexto de disciplina online (Educação a Distância), contexto este que vem se tornando cada vez mais um “estilo de vida” diante das práticas da sociedade atual. Situamos nosso interesse nos conflitos entre esses dois sujeitos, que percebem de maneiras diferentes a prática digital, e também na diferença essencial e afetante entre a modalidade presencial e a distância. À luz da Semiótica Tensiva, analisamos alguns enunciados, estabelecendo por horizonte as correlações entre foco e apreensão e as categorias presença/ausência no “campo de presença”, que orientam os modos de existência dos sujeitos e objetos de um ponto de vista tensivo. Nessa perspectiva, privilegiamos a subjetividade, manifestada em discurso, sobre as práticas educativas digitais, na sua relação com a modalidade presencial. PALAVRAS-CHAVE: Percepção. Práticas pedagógicas. Discursos. Semiótica. ABSTRACT We present a study of statements produced by teachers and students in the context of online course (Distance Education). This context is becoming increasingly a "lifestyle" in the practices of contemporary society. We situate our interest in the conflicts between these two subjects (teachers and students) as they perceive differently digital practice, and also the essential difference between the face to face and distance interaction. We follow the perspective of Tensive Semiotics to analyze some statements as correlations between focus and apprehension and categories presence/absence in “field presence”, which guide modes of existence of the subjects and objects by a tensive view. From this perspective, we focus on the subjectivity manifested in discourse about digital educational practices in its relation to the face to face modality.KEYWORDS: Perception. Pedagogical Practices. Discourses. Semiotics.

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CULTURAL STUDIES, VICTORIAN STUDIES, AND GRADUATE EDUCATION

Victorian Literature and Culture ◽

10.1017/s1060150399272099 ◽

1999 ◽

Vol 27 (2) ◽

pp. 477-480 ◽

Cited By ~ 1

Author(s):

John Kucich

Keyword(s):

Cultural Studies ◽

White Noise ◽

Graduate Education ◽

Contemporary Society ◽

Job Market ◽

Graduate Studies ◽

Social Marginalization ◽

Victorian Studies ◽

The Social ◽

Speed Up

LIKE MANY OTHER PEOPLE these days, I’m concerned about the speed-up in graduate education. The chief cause of our students’ premature professionalization is, of course, the terrible job market — which John Guillory has faulted for propagating intellectual shallowness among our students, by forcing them to become active scholars too soon. Guillory remarks, incidentally, that the social marginalization of literary studies reflected in the job crisis coincides with its strident politicization, which he reads as symptomatic of — and by no means a solution to — the decreased relevance of the discipline itself in contemporary society. What Guillory doesn’t mention, however, is the obvious role that cultural studies plays in the speed-up of graduate studies, and the way its simplistic political imperatives contribute to that speed-up. But it seems to me that the vast new territories cultural studies opens up to scholarship, along with the pressures it creates in all of us to find a hot new cultural topic (in Don DeLillo’s White Noise, one cultural studies professor to another: “I want to do with Elvis what you did with Hitler”), require a reductive politics to enable the quick consumption of knowledge that makes rapid professionalization possible. Our students are no longer surprised by our “commodify or die” ethos.

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Collaborative Instruction over Interactive Television: The Agony and the Ecstasy

Rural Special Education Quarterly ◽

10.1177/875687059801700102 ◽

1998 ◽

Vol 17 (1) ◽

pp. 3-11 ◽

Cited By ~ 1

Author(s):

James Artesani ◽

Valerie Smith ◽

Deborah Goessling

Keyword(s):

Distance Education ◽

Graduate Education ◽

Rural Areas ◽

Interactive Television ◽

Collaborative Planning ◽

Graduate Courses ◽

Technological Advances ◽

Instructional Delivery Rationale For An On And Off Campus Graduate Education Program Using Distance Education Technology

10.18260/1-2--8465 ◽

2020 ◽

Author(s):

Mathias J. Sutton ◽

Kathryne A. Newton ◽

Duane D. Dunlap

Keyword(s):

Distance Education ◽

Graduate Education ◽

Education Program ◽

Education Technology ◽

Instructional Delivery ◽

Distance Education Technology

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Educação a distância: o significado da docência e as estratégias de fortalecimento para sua atuação

Revista Pesquisa Qualitativa ◽

10.33361/rpq.2019.v.7.n.14.272 ◽

2019 ◽

Vol 7 (14) ◽

pp. 312

Author(s):

Francisca Bertilia Chaves Costa ◽

Luiza Valeska de Mesquita Martins ◽

July Grassiely De Oliveira Branco ◽

Patrícia Passos Sampaio ◽

Ana Maria Fontenelle Catrib

Keyword(s):

Higher Education ◽

Distance Education ◽

Teaching Practice ◽

Education Institution ◽

Ethics Committee ◽

Qualitative Approach ◽

Contemporary Society ◽

Descriptive Research ◽

One Year ◽

The City

Resumo: Objetivou-se identificar o significado de ser docente na educação a distância na perspectiva de professores, bem como identificar as estratégias de fortalecimento para a sua atuação. Realizou-se uma pesquisa descritiva com abordagem qualitativa a partir de 11 entrevistas com docentes, com um ano de experiência nessa modalidade de ensino, de uma instituição de ensino superior da cidade de Fortaleza/Ceará em 2017. As entrevistas foram gravadas e transcritas, logo após foram ponderadas por meio da análise de conteúdo, mediante Parecer de aprovação do Comitê de Ética nº 1.795.390. Os resultados foram analisados a partir de duas categorias temáticas: 1) O significado de ser docente na EaD; e 2) Estratégias de fortalecimento do ensino na educação a distância. Diante da diversidade de possibilidades oriundas das tecnologias em que a sociedade contemporânea se encontra imersa, ressalta-se a necessidade de os educadores ressignificarem sua prática docente para a inserção dessas em seu contexto educacional.Palavras-chave: Educação a Distância; Docentes; Tecnologia. Distance education: the meaning of teaching and the strategies for strengthening its performanceAbstract: The objective was to identify the meaning of being a teacher in distance education from the perspective of teachers, as well as to identify the strategies for strengthening their performance. This is a descriptive research, with a qualitative approach was conducted from 11 interviews with teachers, with one year of experience in this type of teaching, from a Higher Education Institution of the city of Fortaleza / Ceará in 2017. The interviews were recorded and transcribed. afterwards, they were weighted through content analysis, upon approval of Ethics Committee no. 1,795.390. The results were analyzed from two thematic categories: 1) The meaning of being a teacher in EaD; and 2) Strategies for strengthening teaching in distance education. We can claim that, given the diversity of possibilities resulting from the technologies in which contemporary society is submerged, we should highlight the need for educators to reframe their teaching practice for introducing these technologies in their educational context.Keywords: Education Distance; Faculty; Technology.

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