Open, Flexible and Participatory Pedagogy in the Era of Globalisation

2014 ◽  
pp. 8-23
Author(s):  
Catherine McLoughlin
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Community Members ◽  
Cultural Economic ◽  
Use Of Technology ◽  
Strategic Plans ◽  
Economic Forces ◽  
Institutional Strategies ◽  
Open Education Resources

The socio-political and economic conditions of the world signal that the global society is moving towards an era of international, cross-border collaboration in education. International higher education by its very nature sits at an intersection of socio-cultural, economic, and geopolitical variables. Over the years, we have seen the complex interaction of the factors that influence patterns of student mobility, institutional strategies and economic forces. Worldwide, institutions of higher education (IHEs) are including global and international themes in their mission statements, courses, and strategic plans. Internationalization is seen as the integration of an international/intercultural dimension into teaching, research, and service of an institution. Internationalizing educational delivery can require significant change and is systematically complex, requiring faculty, staff, students, administrators, and community members who aspire to communicate with, understand, and connect with the diverse 21st-century global community. In this globally connected millennium, as institutions are moving towards Open Access and the use of OER (Open Education Resources) to widen participation and access to higher education, there is a consequent need to redesign pedagogy, teacher roles, and the use of technology to support learning.

Open, Flexible and Participatory Pedagogy in the Era of Globalisation

2013 ◽  
pp. 224-239
Author(s):  
Catherine McLoughlin
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Community Members ◽  
Cultural Economic ◽  
Use Of Technology ◽  
Strategic Plans ◽  
Economic Forces ◽  
Institutional Strategies ◽  
Open Education Resources

The socio-political and economic conditions of the world signal that the global society is moving towards an era of international, cross-border collaboration in education. International higher education by its very nature sits at an intersection of socio-cultural, economic, and geopolitical variables. Over the years, we have seen the complex interaction of the factors that influence patterns of student mobility, institutional strategies and economic forces. Worldwide, institutions of higher education (IHEs) are including global and international themes in their mission statements, courses, and strategic plans. Internationalization is seen as the integration of an international/intercultural dimension into teaching, research, and service of an institution. Internationalizing educational delivery can require significant change and is systematically complex, requiring faculty, staff, students, administrators, and community members who aspire to communicate with, understand, and connect with the diverse 21st-century global community. In this globally connected millennium, as institutions are moving towards Open Access and the use of OER (Open Education Resources) to widen participation and access to higher education, there is a consequent need to redesign pedagogy, teacher roles, and the use of technology to support learning.

scholarly journals Are Higher Education Institutions Positioned To Reap The Dividends Of Open Education Resources? The Case Of Durban University Of Technology

2013 ◽  
Vol 12 (9) ◽  
pp. 1119 ◽  
Author(s):  
A. D. Van der Merwe
Keyword(s):  
Higher Education ◽  
Business Models ◽  
Open Education ◽  
Access To Higher Education ◽  
Education Resources ◽  
University Of Technology ◽  
New Business ◽  
Human Need ◽  
Open Content ◽  
Open Education Resources

The potential benefits of open education resources (OERs) are well documented in the literature. These include cheaper education, improved equity in respect of educational prospects, greater access to higher education opportunities for non-traditional learners, encouraging new modes of collaborative learning and leveraging public funds by sharing knowledge. So compelling are these advantages that leading universities globally are currently experimenting with new business models calibrated to extract value from educational offerings that, increasingly, will be expected to include free content. In spite of the obvious merits of OERs, the open education movement faces challenges which are rooted significantly in educators' perceptions of these resources. This descriptive case study sought to examine the attitudes Durban University of Technology (DUT) faculty have towards OERs with the aim of gauging their capacity to be actively involved as developers and users of these materials. The study found that in spite of respondents' recognition of the advantages of OERs and even a degree of superficial employment of these instructional aids, there appears to be no real open education ethos at the institution. Evidence of this includes the relatively low level of sharing of content amongst faculty and the consensus of respondents that there is no institutional support for OER initiatives. The study concludes that for the university to retain its relevance in an evolving educational landscape, it should create a framework that will not only create space for OER projects but should also address the very human need for recognition and acknowledgement that developers of free and open content have.

scholarly journals Evaluation of hybrid and distance education learning environments in Spain

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Rosario Ferrer-Cascales ◽  
Scott L. Walker ◽  
Abilio Reig-Ferrer ◽  
María Dolores Fernández-Pascual ◽  
Natalia Albaladejo-Blázquez
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Social Learning ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
English Language ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Hybrid Education ◽  
Post Secondary

<span>This article describes the adaptation and validation of the </span><em>Distance Education Learning Environments Survey</em><span>(DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new </span><em>Spanish-Distance Education Learning Environments Survey</em><span> (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.</span>

scholarly journals Desigualdad en el acceso educativo en México: Un estudio con sujetos egresados de un bachillerato tecnológico de alto desempeño

2016 ◽  
Vol 20 (3) ◽  
pp. 1
Author(s):  
Fernando Pérez-Santiago ◽  
Manuel Villarruel-Fuentes
Keyword(s):  
Higher Education ◽  
High School ◽  
Social Relations ◽  
Education System ◽  
Educational Achievement ◽  
Academic Career ◽  
Access To Higher Education ◽  
Academic Education ◽  
Cultural Economic ◽  
Higher Education System

Access to the higher education system in Mexico has been characterized by educational inequalities explained by social and reproductionist currents. The phenomenon occurs in graduate students with a high school diploma and coming from different contexts (social, cultural, economic, institutional and academic ones) that create a process of transition far away from equal opportunities. Therefore, the differences due to cultural diversity do not generate equitable access to higher education institutions. The aim of this study was to identify the social, cultural and academic factors affecting the access to or the abandonment of the academic education of students with expectations of entering the higher education system. The research was based on the results obtained from forty technicians who studied at a vocational high school with high academic performance in Mexico, and were supposed to enter the higher level. It was an exploratory descriptive investigation with qualitative approach, using two multiple-choice item questionnaires whose results were analyzed interpretively. The sampling was non-probability, with the technique of “snowball” and “convenience”. The results showed that the level of parents’ schooling, social relations, and academic career of graduates were decisive to enter the higher education; so it can be concluded that the students’ origin generate inequality in educational achievement.

Economic literacy among beginning higher education economics students in Japan and Germany and its socio-demographic influencing factors

2022 ◽  
pp. 174549992110576
Author(s):  
Jasmin Reichert-Schlax ◽  
Olga Zlatkin-Troitschanskaia ◽  
Roland Happ ◽  
Michio Yamaoka ◽  
Tadayoshi Asano ◽  
...  
Keyword(s):  
Higher Education ◽  
Influencing Factors ◽  
Student Mobility ◽  
Economic Education ◽  
Access To Higher Education ◽  
Economic Literacy ◽  
Higher Education Economics ◽  
Different Response ◽  
The Impact ◽  
Cross National

In view of cross-national student mobility and increasing internationalization of the labor market, a common understanding of economic concepts as well as awareness for country-specific factors influencing economics education is essential. Therefore, the development of instruments that allow for comparable investigation across countries is crucial. The present study describes economic education in Japan and Germany and explores the specific conditions for access to higher education in each country. On this basis, we examine the level of economic literacy (using TEL-IV) at the beginning of higher education among 232 German and 198 Japanese students of Business & Economics and the impact of personal influencing factors thereon. Overall, comparable entry levels can be observed, whereby each student group shows different response patterns. Predicting economic literacy, primarily gender and interest reach significance. A final outlook regarding the significance of cross-national studies is given, taking limitations and implications of this study into account.

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