scholarly journals Inclusivity Instead of Exclusivity

2018 ◽  
pp. 109-127 ◽  
Author(s):  
Rose Baker ◽  
David L. Passmore ◽  
Brian Martin Mulligan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Advanced Placement ◽  
Work Experience ◽  
Skill Development ◽  
Prior Learning ◽  
Financial Barriers ◽  
College Credit ◽  
Model Programs ◽  
To Receive

Higher education has been perceived as exclusive to those who have the means to purchase the coursework. Many students globally have been alienated from advancing their education, not because of a lack of access, but due to financial barriers. Online education has already transformed the delivery and accessibility of courses for traditional credit toward degrees. MOOCs have been proposed to help bring education to global audiences at little or no cost, creating an inclusive environment for education and skill development. MOOC offerings by colleges provide a method that is disrupting the ways to receive academic credit. Using third-partner vendors to certify knowledge in a similar manner to assessment processes for advanced placement, credit for work experience, and prior learning, MOOC completion is being accepted for college credit. This chapter reviews the extant model, programs, and available outcomes for the MOOC credit acceptance process.

Integration of Work-Based Learning Into Higher Education for Economic Development in Nigeria

2019 ◽  
pp. 162-190
Author(s):  
Ifeoma C. Iyioke ◽  
Ike V. Iyioke ◽  
Joseph C. Ezemma
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Quality Assurance ◽  
Continuing Education ◽  
Federal Government ◽  
Work Experience ◽  
Skill Development ◽  
School To Work ◽  
Work Program ◽  
Graduate Employability

Work-based learning (WBL) has a long history in higher education in Nigeria. The current WBL programs are the Students' Industrial Work Experience Scheme (SIWES) and the Graduate Internship (GI). They are sponsored by the federal government with the aim to improve employment outcomes. However, there is still a gross mismatch between the skills of graduates and the demands of employers. This chapter analyzes why the WBL programs in Nigeria have yet not been successful, and suggests alternatives. The analysis reveals a dysfunctional job placement process as a primary barrier and suggests consolidating the SIWES and GI into one school-to-work program, based upon the Graduate Employability Skill Development (GESD) model, along with strategies to improve the development, management, and quality assurance of placement. The chapter concludes by underscoring the integration and effective management of WBL at all levels of education, including continuing education as an important and realistic approach that Nigeria should strive for to attain economic development.

scholarly journals How College Students Use Advanced Placement Credit

2018 ◽  
Vol 56 (3) ◽  
pp. 925-954 ◽  
Author(s):  
Brent J. Evans
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Fixed Effects ◽  
School Students ◽  
College Credit ◽  
Time To Degree ◽  
College Credits ◽  
Fixed Effects Regression

Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

FLEX Path

2017 ◽  
pp. 340-351
Author(s):  
Kimberly Pearce ◽  
Brian Worden
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Department Of Education ◽  
Federal Financial Aid ◽  
Direct Assessment ◽  
Higher Learning Commission ◽  
External Pressures ◽  
Recent Graduates ◽  
Competency Based ◽  
To Receive

Capella University was founded in 1993 to serve adults who wanted access to high-quality higher education to maximize their personal and professional potential. In the early 2000s, to better serve its mission, Capella extended its online education focus and begin offering competency-based curriculum. Already a leader in online, adult-serving higher education, Capella responded to the external pressures of access and completion, affordability, and filling the gap between employers' hiring needs and satisfaction with recent graduates. The response was the development of FlexPath, a competency-based education and direct assessment option to pursue a degree that signifies clear demonstration of professionally relevant competencies. In 2013 FlexPath was the first direct assessment option to receive approval by a regional accreditor (the Higher Learning Commission) and the Department of Education for federal financial aid eligibility at the bachelor's and master's levels.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Value Addition Through Higher Education: With Special Reference To Skill Development In North East India

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 341-348
Author(s):  
Dr. Mini Jain ◽  
Dr. Mini Jain
Keyword(s):  
Higher Education ◽  
Skill Development ◽  
Development Program ◽  
Value Addition ◽  
Quality Initiatives ◽  
North East India ◽  
North East ◽  
The North ◽  
Skilled Manpower ◽  
The Status

In India, higher education is a need of hour. The excellence of Higher Edification decides the production of skilled manpower to the nation. Indian education system significantly teaching has not been tested too economical to form youths of our country employable in line with the requirement of job market. Despite the rise in range of establishments at primary, secondary and tertiary level our young educated folks don't seem to be capable of being used and recovering job opportunities. Reason being they need not non-heritable such skills essential for demand of the duty market. The present study is aimed at analyzing the status of higher education institutions in terms of Infrastructure, various courses of the institute, quality Initiatives and skill development program offered by the Institutes, in the North-East India region, so as to see whether the Higher Educational Institutes of this region are in the process of gradually developing the skills of the students in attaining excellence. The paper also laid emphasis on the measures adopted by these institutes for quality improvement, and to find out their role in combating the adversity acclaimed in the region, since this region’s development is impeded by certain inherent difficulties However, this paper focuses attention on high quality education with special emphasis on higher education for forward linkages through value addition.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

An Experimental Approach to the Introductory Political Science Course

1982 ◽  
Vol 35 ◽  
pp. 9-11
Author(s):  
William McClure ◽  
Michael Stohl
Keyword(s):  
Higher Education ◽  
Political Science ◽  
Experimental Approach ◽  
Expert Knowledge ◽  
Educational Process ◽  
Introductory Course ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Receiver Model ◽  
To Receive

The conventional introductory course rests upon the pedagogical assumption that the teacher's function is to transmit information (or knowledge) and that the student's function is to receive it. According to this transmitter-receiver model of the educational process, teaching begins with a “knower” who “transmits” what he knows to a “learner.” In higher education, certain euphemisms are employed to soften and furnish a color of legitimacy to this model: the teacher is a “scholar,” and “authority,” in his field; he possesses an “expert knowledge” which the student has come to school to “learn“; the student is the “learner.” The teacher's role, accordingly, is the active one of transmitting information and the student's role, accordingly, is the passive one of receiving and recording (or memorizing) this information.

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