Tempus Demed project and operational solutions for online distance education

CADMO ◽  
2012 ◽  
pp. 21-37
Author(s):  
Antonella Poce ◽  
Francesca Corradi
Keyword(s):  
Higher Education ◽  
Reference Area ◽  
Present Contribution ◽  
Online Distance Education ◽  
Funding Programme ◽  
Close Cooperation ◽  
Online Distance ◽  
Definition Of ◽  
Online Seminar

Lps-Diped - Universitŕ Roma Tre chaired the Tempus Demed - Development of Master Study Programmes in Education (2009-2011) - project. The project's main objective was the renovation of the Masters courses in Education in certain Balkan countries (Macedonia, Albania e Kosovo). The basic intention involved the adaptation of the higher education provided in the cultural reference area to the principles established within the European context. In particular, during the Dublin Conference in 2004, the so-called Bologna follow up group drew a number of indicators. As already mentioned, at different times, EU policy has highlighted the need to carry out actions aimed at a renovation of higher education cycles, but not much was provided in terms of definition of the curricula, especially for the second cycle of studies. The Demed project also attempted to fill a gap in this regard, operating an indepth revision of this level of studies in the Education sector in Albania, Kosovo e Macedonia. This intervention, moreover, was always carried out working in close cooperation with the partner countries, so that the support provided by Lps Diped, as leader, by Cdell - Centre for Developing and Evaluating Lifelong Learning - University of Nottingham (UK) and by DPU - Arhus University (DK) was realized with an actual collaboration programme, and never resulting as an imposition of certain Western models. The present contribution, therefore, is intended to give a general overview regarding the Tempus funding programme, a description of the Demed project itself, a synthetic report of the online seminar broadcasted to Seeu staff during the project period and of the data collected while evaluating the same experience.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2016 ◽  
pp. 453-476
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

Applied Competences for Students by Using M-Learning Devices in Higher Education

2020 ◽  
pp. 44-67
Author(s):  
José-Alberto Herrera-Bernal ◽  
Darinka del Carmen Ramírez-Hernández ◽  
María-Soledad Ramírez-Montoya
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Research Question ◽  
Basic Knowledge ◽  
Learning Technology ◽  
Learning Tools ◽  
Online Distance Education ◽  
Management Evaluation ◽  
Self Study ◽  
Online Distance

The purpose of this chapter is to present a case study for evaluating the competences (knowledge, skills, and attitudes) applied by students in Higher Education by using m-learning devices in a course taught in an online distance education. The research question was: Which skills do the students need to learn through m-learning devices? Two variables used in this study were: m-learning and learning technology skills. The results shows that m-learning becomes an extension, addition and/or evolution of online studying and that the student requires a set of basic knowledge and skills to handle cell phones and iPods as learning tools. Students also develop skills in computing, communication, productivity, relationships, leadership, self-study while being involved in a study mode such as mobile learning. Students also require competences such as self-management, evaluation and selection of information, creativity, communication and collaborative work.

scholarly journals Handling disruptive innovations in HE: lessons from two contrasting case studies

2015 ◽  
Vol 23 ◽  
Author(s):  
Stephen Powell ◽  
Bill Olivier ◽  
Li Yuan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Business Model ◽  
New Technology ◽  
Organisational Change ◽  
Disruptive Innovation ◽  
Learning Technology ◽  
Educational Innovations ◽  
Online Distance Education ◽  
Online Distance

This article aims to show how Higher Education Institutions (HEIs) can recognise and best respond to a disruptive innovation. A disruptive innovation creates a new business model using a new process and usually a new technology to offer a product or service with new features and/or lower cost and initially addresses a group of people who are either unserved or overserved by existing offerings. By contrast, a sustaining innovation may use the same technology, but enhance an existing business model. To illustrate this, we set out two case studies that each implement the same innovative model of work-focussed learning differently: one in an autonomous sub-unit of an HEI, while the other sought to embed the same model in existing faculty activities in another HEI. The theory of disruptive innovation (Bower and Christensen 1995) is set out and used to understand types of innovation, from sustaining to disruptive, and to identify the model of work-focussed learning as a disruptive innovation. We then used this to analyse the subsequent trajectories and different outcomes of the two case studies. Our aims then were (1) to show how disruptive innovation theory can be used to recognise different types of innovation and (2) to suggest the appropriate way to organisationally structure disruptive educational innovations as semi-autonomous enterprises. We also note potential constraints that government policy may place on HEIs attempting to respond to disruptive innovations.Keywords: disruptive innovation; business model; online distance education; organisational change; higher education(Published: 24 July 2015)Citation: Research in Learning Technology 2015, 23: 22494 - http://dx.doi.org/10.3402/rlt.v23.22494

Determined to Learn: Accessing Education Despite Life-Threatening Disasters

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Claudine SchWeber
Keyword(s):  
Higher Education ◽  
New York ◽  
Hurricane Katrina ◽  
New Orleans ◽  
Right To Education ◽  
Online Distance Education ◽  
Life Threatening ◽  
Online Distance ◽  
The Right ◽  
Education Coursework

The ‘right to education’ proclaimed by the 1948 Universal Declaration of Human Rights requires access to learning as well as the support systems. Since access can be interrupted by various circumstances, the possibility of providing continuity despite external dangers by using online distance education, offers an intriguing and valuable option. For example, life-threatening disasters, such as war or hurricanes, can interrupt or halt ongoing higher education coursework. Despite that reality, some students remain determined to continue the learning. How can institutions respond to this determination fast enough to be of use and effective enough to maintain their educational reputations? Empire State College’s (New York) activities in its Lebanon Residence Program after the 2006 war and Xavier University in New Orleans’ actions in the aftermath of Hurricane Katrina provide valuable answers. Together with the unique Sloan Semester--created to temporarily provide educational continuity for hurricane affected students-- these programs also offer lessons on resilience and survival in a crisis.

Online and Distance Education in the Era of Rampant Technological Revolution

2019 ◽  
pp. 237-251 ◽  
Author(s):  
Hasan Ucar
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Thinking Styles ◽  
Technological Transformation ◽  
Online Distance Education ◽  
Technological Developments ◽  
Information And Communication ◽  
Online Distance

Developments in information and communication technologies have reached an all-time high. These improvements have accelerated the transformation of higher education milieus on all sides. Accordingly, higher education institutions have begun to be delineated by these technological developments, activities, and practices. This technoculture era has started a new interaction among communication technologies, teachers, and learners. Herein, transhumanism regards changes in societies through these technological interactions and transformations. The worldwide technological transformation is approximating all societies and cultures to Marshall McLuhan's notion of a global village day by day as a consequence of the technology paradigm. The heydays of the developments in technologies affect all human beings at all points from living, learning, communicating to eating and even thinking styles. Taking these points into account, this chapter will explore how these variables may influence the online distance education milieus in terms of technoculture and transhumanism perspectives.

A Qualitative Assessment About Emergency Remote Teaching (ERT): A Case Study in Higher Education

2021 ◽  
Author(s):  
Kevin Fuchs ◽  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
New Technologies ◽  
Qualitative Assessment ◽  
First Year Students ◽  
Online Distance Education ◽  
Internet Connections ◽  
Online Distance

ABSTRACT Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues. KEYWORDS: Online Education, Emergency Remote Teaching, COVID-19, Higher Education

Advances in Tourism Education: A Qualitative Inquiry about Emergency Remote Teaching in Higher Education

2021 ◽  
Vol 12 (2) ◽  
pp. 538
Author(s):  
Kevin FUCHS
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Rural Areas ◽  
New Technologies ◽  
Qualitative Inquiry ◽  
First Year Students ◽  
Online Distance Education ◽  
Internet Connections ◽  
Online Distance

Online education, in its various modes, has been growing steadily worldwide due to the influence of new technologies, global adoption of the Internet, and intensifying demand for a workforce trained periodically for the ever-evolving digital economy. Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Higher education institutions working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating emergency remote teaching (ERT). Online distance education involves more than just uploading educational content; instead, it is a learning process that provides learners with support, responsibility, flexibility, and choice. Henceforth, the research aimed to examine undergraduate students’ (n=238) perceptions about their preferred mode of learning during COVID-19. The paper identified a significant reluctance towards emergency remote teaching from first-year students. The paper also qualitatively investigated the underlying reasons through thematic analysis. The themed findings were (1) lack of social interactions, (2) difficulties staying engaged while studying from home, and (3) technological boundaries related to the students’ Internet connections in rural areas. The paper concludes with recommendations that aim to provide institutions and educations with practical guidance on how to tackle the outlined issues.

The Potential Impact of Online/Distance Education for Students with Disabilities in Higher Education: Results from a Meta-Analytic Investigation and Existing Research

2016 ◽  
Vol 5 (1) ◽  
pp. 76
Author(s):  
Matthew J. Erickson ◽  
Karen H. Larwin
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Current Investigation ◽  
Analytic Investigation ◽  
Post Secondary ◽  
Online Distance Education ◽  
Potential Impact ◽  
Online Distance ◽  
K 12 ◽  
Published Research

<p>The current investigation sought to understand if online and distance course offerings were providing a needed bridge to a post-secondary degree for students with disabilities.  The results of this investigation suggest that there is an absence of empirical research on this topic in the existing published research.  Results presented include findings from the K-12 data examining this impact, and the results from federal investigations on the prevalence of individuals with disabilities attending post-secondary institutions.  </p>

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