Ethical Issues in e-learning online education distance education

SciVee ◽  
2009 ◽  
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Ethical Issues ◽  
E Learning

From Learning Management System to Internet-Based Research in Mathematics Education

2015 ◽  
pp. 62-85
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

From Learning Management System to Internet-Based Research in Mathematics Education

2018 ◽  
pp. 746-770
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

From Learning Management System to Internet-Based Research in Mathematics Education

2016 ◽  
pp. 1500-1523
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

An Analysis of European Megaproviders of E-Learning

2011 ◽  
pp. 127-146
Author(s):  
Morten Flate Paulsen
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Corporate Training ◽  
Turn Of The Century ◽  
E Learning

This chapter presents an analysis of 26 European megaproviders of e-learning which had more than 100 courses or 5000 course enrolments in 2005. The focus is on distance education provision, not on e-learning for on-campus students. Among the megaproviders, which represent eleven countries, there are eight distance education institutions, 13 universities and university consortia, and five corporate training providers. Five institutions started e-learning in the eighties, ten in the nineties and eleven after the turn of the century. The largest provider, Learn Direct, claimed to have 400,000 course enrolments in 2005. However, only six of the 26 reported to have more than 20,000 course enrolments. Among these six top ranked institutions none are universities, only corporate training providers and distance education institutions. The chapter concludes with the 27 recommendations extracted from the analyses to help institutions obtain robustness and sustainability in online education.

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

scholarly journals Digital Education: from hype and disappointment to change

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Andras Szűcs
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Business Models ◽  
New Technologies ◽  
Social Innovation ◽  
Holistic Approach ◽  
Cultural Economic ◽  
E Learning ◽  
Policy Fields ◽  
The Right

Powerful and sophisticated ICT is part of everyday life and the world of learning is not an exception. E-learning, open and distance education have been important fields of intellectual excitement and innovative development. The demand for people with new, enhanced skills is growing. Pressure is on all players of the online education community to keep up with new learning, and supply the skills demanded by growing economies.The challenges posed by the new technologies are permanent whilst the role of human, socio-cultural-economic themes are more and more at the cutting edge. Technology is with us everywhere which validates the horizontal-holistic approach for imperative questions of the period. For the transforming education landscape, challenges come increasingly from the structural and policy fields. Social and economic tensions raise the issues of scalability and micro-credentialing. Practitioners are seeking right approaches to provide learning opportunities. Micro, meso and macro aspects open new lenses for considering the problems. Digital credentials and open badges are the new currencies, starting to transform business models in education.The educational framing, from policy level down to the actual learning scenario, allows for various types and variations of of ICT enhanced, collaborative, open, distance education and e-learning. Finding and applying the right mix of information, knowledge and creativity is of primary importance for the educational experience, to bring together the strengths of the past with the challenges of the present and opportunities for the future.The European Union initiatives emphasize solutions to emerging needs, seek to improve competitiveness and professional development; enhance cross-sectoral skills and fuel the engines of social innovation – creativity, entrepreneurship, critical thinking and problem solving.

E-Learning in China

2017 ◽  
pp. 1-17 ◽  
Author(s):  
S. Raymond Ting ◽  
Angela C. Smith ◽  
Emily Gomez
Keyword(s):  
Distance Education ◽  
Online Education ◽  
New Technologies ◽  
Computer Network ◽  
Cultural Influences ◽  
Social Stability ◽  
Technology Professional ◽  
E Learning ◽  
Professional Resources ◽  
Teacher Acceptance

In recent decades, China has advanced in economic development and expanded education by developing e-learning through technologies. The development of distance education, including e-learning, has evolved in three stages: correspondence-based education, radio-and TV-based distance education, and e-learning or online education from 1998. E-learning is a new method of distance education in China, which integrates the use of computer network, satellite TV, and telecommunications technologies. However, China faces a lack of teacher and technology professional resources. There are gaps in urban vs. rural, public vs. private, and government-based programs vs. NGOs programs. Also, cultural influences are significant, such as social stability. Chinese government focuses on national security and maintaining social stability while simultaneously adopting new technologies for e-learning. More studies on online learning are needed, including teacher acceptance and development as well as design and learning support, to create a sustainable path for comprehensive e-learning in China.

Open to People, Open with People

2011 ◽  
pp. 199-215 ◽  
Author(s):  
Ormond Simpson
Keyword(s):  
Distance Education ◽  
Student Success ◽  
Ethical Issues ◽  
Dropout Rates ◽  
Open Learning ◽  
Educationally Disadvantaged ◽  
Recent Developments ◽  
E Learning ◽  
Considerable Work ◽  
The Uk

The increasing multiculturalism in its society has recently encouraged the study of ethical dimensions in higher education in the UK. Distance and open learning has long had such a dimension, but this chapter will argue that ethical issues need to be reviewed in the light of recent developments. Three examples in distance education are taken: the increasing use of e-learning, dropout rates, and the development of methods of predicting student success. Some evidence suggests that e-learning may harm the openness of open learning given the numbers of educationally disadvantaged potential students which it will exclude. Dropout rates in distance education appear to be markedly higher than in conventional learning, which raises ethical issues of honesty and openness, and finally the use of methods in which a student’s success can be predicted raises ethical issues about if and how that information should be communicated to that student. Considerable work has gone into the development of a discourse of medical ethics in response to modern developments in medicine. But this chapter suggests that medical models are inadequate to judge ethical issues in distance and open learning and it calls for the development of a similar discourse in the ethics of distance and open learning.

scholarly journals Distance education: panacea or barrier for conventional higher education?

2015 ◽  
Vol 11 (1) ◽  
pp. 20
Author(s):  
Αλεξάνδρα Κυρμά ◽  
Ηλίας Μαυροειδής
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Tertiary Education ◽  
Educational Practice ◽  
University Education ◽  
Tertiary Institutions ◽  
Structural Rigidity ◽  
E Learning ◽  
Spatio Temporal

This paper focuses on the investigation of the character of the two pillars of modern university education   in   Greece:   the   conventional   and   distance   education. The investigation is based on a literature review of the historical and ideological evolution and  seeks  to  provide  a  comparative  consideration,  exploring  the  possibilities  of harmonization  and  complementarily,  with  a  view  to  upgrade  the  quality  of  tertiary education  in  Greece  in  the  21th  century.  The  paper  presents  the  problems  of  higher education in Greece and the answers proposed by the new form of distance education, online education, which catalyzes the spatio temporal constraints and provides a more flexible  and  creative  educational  policy  ambition.  Distance  education  can  override conservatism  and  structural  rigidity  of  modern  universities  and  may  contribute  in improving  the  effectiveness  of  tertiary  education  in  Greece,  especially  in  a  period  characterized by financial and social distress and fast depreciation of knowledge. The paper  also  points  out  the  obstacles  associated  with  the  use  of  e-learning  and  its integration in educational practice, and proposes creative ways of integrating the two forms of education in tertiary institutions.

Sign in / Sign up

Export Citation Format

Share Document