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.

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.

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 Consórcio Cederj: A História da Construção do Projeto

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Rio De Janeiro ◽  
New Technologies ◽  
Historical Context ◽  
The Public ◽  
History Of ◽  
E Learning ◽  
Traditional Institutions ◽  
Education In Brazil

O Estado do Rio de Janeiro, juntamente com as universidades públicas (federais e estaduais) sediadas neste estado, iniciou no período 1999-2000 a construção do consórcio Cederj. Neste artigo são apresentados alguns aspectos importantes que influenciaram decisivamente no planejamento inicial desse projeto, tais como o contexto histórico da Educação a Distância no Brasil e em outros países, a situação do ensino superior no Brasil à época, mostrando que a metodologia de Educação a Distância passava por uma transição entre instituições tradicionais? e instituições que iniciavam oferta de cursos com e-learning sob influência das novas tecnologias. É também descrito o desenho acadêmico do projeto inicial, com a distribuição de oferta de cursos semipresenciais no ensino superior nas instituições públicas e os resultados da implementação dos primeiros cursos, que geraram grandes desafios para a continuidade do projeto, considerado um dos casos mais bem-sucedidos dos dias atuais.Palavras-chave: Consórcio Cederj, Fundação Cecierj, História da EaD no Brasil, Darcy Ribeiro, e-learning, Ensino superior, Educação pública. Cederj Consortium: The History of Project ConstructionAbstractThe State of Rio de Janeiro, together with the public universities (federal and state ones) in this referred state, began in 1999-2000 the construction of the Cederj consortium. This article presents some important aspects that influenced decisively the initial planning of this project, such as the historical context of Distance Education in Brazil and in other countries, the situation of higher education in Brazil at the time, showing that the methodology of Distance Education went through a transition between "traditional" institutions and institutions that started offering e-learning courses under the influence of new technologies. It is also described the academic design of the initial project, with the distribution of the offer of blended courses in higher education in public institutions and the results of the implementation of the first courses, which generated great challenges for the continuity of the project, considered one of the most well case nowadays.Palavras-chave: Cederj consortium, Cecierj Foundation, History of EaD in Brazil, Darcy Ribeiro, e-learning, Higher education, Public 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 Online College Education For Computer-Savvy Students: A Study Of Perceptions And Needs

2009 ◽  
Vol 6 (6) ◽  
Author(s):  
Belal A. Kaifi ◽  
Bahaudin G. Mujtaba ◽  
Albert A. Williams
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Undergraduate Students ◽  
New Technologies ◽  
Online Courses ◽  
College Education ◽  
Demographic Variables ◽  
High Demand ◽  
Current Technology

With new technologies and cyberspace-literate students, distance education has been in high demand and more schools are getting into online education. As such, understanding the needs of current and prospective learners has become especially important for success in the new millennium. Based on the learners’ needs and current technology status, this study provides a review on the feasibility of online education for modern students in a developed nation. Based on the survey of 203 undergraduate students, this research provides an assessment of their views, needs, and wants for the feasibility of offering online courses and programs. Such demographic variables as gender, ethnicity and education demonstrated statistically significant results. Recommendations are provided for administrators to enhance their online offerings as a result of the feedback from students. The document further explores online education, online operation, and other such variables that impact the success of students in higher education. 

Online Education and Cultural Background

2009 ◽  
pp. 1080-1085
Author(s):  
Elizabeth Koh
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Support Services ◽  
Computer Network ◽  
Learning Resources ◽  
Core System ◽  
Face To Face ◽  
The Core ◽  
E Learning ◽  
Online Learning Resources

Online education is growing rapidly. Online education is a Web-based form of education where students gain access to online materials and communicate with instructors and other students. There are four distinguishing characteristics that separate it from e-learning and other modes of learning (Paulsen, 2003). First, there is a physical separation of teachers and learners in online education. This differentiates it from face-toface education. Second, online education is regulated or instituted by an educational organization, hence disqualifying it from the self-study mode of learning. Third, educational content is distributed over a computer network, unlike e-learning, which includes educational content distributed by CD-ROMS and DVD-ROMS. Fourth, students and instructors communicate with each other over a computer network. There is a twoway flow of information which is not always available in e-learning. Indeed, the communicative element is a unique feature of online education and is an extension of the individualized experience of earlier technologies (Piccoli, Ahmad, & Ives, 2001). Not solely an interaction between the student and the system, online education allows communication between peers and instructors and even collaborative learning communities. Online education also provides high levels of student control and supports participant contact and interaction continuously during the learning process. There are different levels of “onlineness” (Hosie & Schibeci, 2005). The most basic level is Web supplemented. It is optional for students to interact with the education content, and to communicate with instructors and other students. These online learning resources are a component in addition to their face-to-face learning. The intermediate level is Web dependent. Students need to participate online as part of the course requirement, besides some face-to-face component. Students should utilize the online education content, which includes course descriptions, study guides, examination details, assessment overview, reading lists, and online quizzes. Also, students are expected to interact with lecturers and peers by participating in the online discussion forum or other computer-mediated communications (CMC). This is the most popular form of online education today. The advanced level is fully online. This final level requires no face-to-face meetings with the students. Education content, learning activities, assessment, and support services can only be referred to vis-à-vis the computer network. Distance education could occur in this manner, but the term “distance education” also includes the use of other types of media which may not be electronic. Online education is supported by various systems. The core system in most educational institutes is the learning management system or the virtual learning environment. Learning management systems grant access to online learning resources for students and instructors; they register users, provide communication tools for users, manage courses, evaluate learners, and provide administrative reports (Paulsen, 2003). They can be commercial software like Blackboard or developed in-house. Online education can also require library and digital resources, learner support services, accounting, security, the Internet and e-commerce technology, which may be integrated with the core system Online educational technologies can be categorized into synchronous or asynchronous. Synchronous applications require users to be available at the same time. They include networked group decision support systems (GDSS), e-meetings, e-conferences, and features like whiteboards, text-based chat, and video conferencing. Asynchronous technologies are time independent and comprise discussion boards or Web boards, document repositories, Web logging, podcast audio content, and Web cast lectures.

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