Expert Commentary on New Opportunities and Challenges for Women Within Saudi Distance Education Institutions

2019 ◽  
pp. 46-63
Author(s):  
Eman Walabe ◽  
Rocci Luppicini
Keyword(s):  
Distance Education ◽  
Female Leadership ◽  
Leadership Roles ◽  
Access To Education ◽  
Essential Condition ◽  
Post Secondary ◽  
Saudi Women ◽  
Education Experience ◽  
Leadership Opportunities ◽  
Expert Commentary

Access to post-secondary education is an essential condition for advancing women's leadership opportunities. This chapter provides an expert commentary on how distance education in Saudi Arabia contributes to the advancement of female leadership opportunities by providing women greater access to education and new opportunities for leadership roles. However, despite the new opportunities that distance education offers to Saudi women, there are pervasive challenges that hinder them from acquiring leadership roles in education. The expert commentary draws on professional experience and research to provide insight into the advantages and disadvantages of distance education to prepare Saudi women to be leaders in higher education. It also offers recommendations on how to better leverage distance education experience for female students and instructors by applying the rules of netiquette in Saudi online learning environments.

Expert Commentary on New Opportunities and Challenges for Women Within Saudi Distance Education Institutions

2021 ◽  
pp. 327-339
Author(s):  
Eman Walabe ◽  
Rocci Luppicini
Keyword(s):  
Distance Education ◽  
Female Leadership ◽  
Leadership Roles ◽  
Access To Education ◽  
Essential Condition ◽  
Post Secondary ◽  
Saudi Women ◽  
Education Experience ◽  
Leadership Opportunities ◽  
Expert Commentary

Access to post-secondary education is an essential condition for advancing women's leadership opportunities. This chapter provides an expert commentary on how distance education in Saudi Arabia contributes to the advancement of female leadership opportunities by providing women greater access to education and new opportunities for leadership roles. However, despite the new opportunities that distance education offers to Saudi women, there are pervasive challenges that hinder them from acquiring leadership roles in education. The expert commentary draws on professional experience and research to provide insight into the advantages and disadvantages of distance education to prepare Saudi women to be leaders in higher education. It also offers recommendations on how to better leverage distance education experience for female students and instructors by applying the rules of netiquette in Saudi online learning environments.

Strategic Leadership in Instructional Design

2017 ◽  
pp. 1570-1584
Author(s):  
Robin McDaniel
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Strategic Leadership ◽  
Instructional Designers ◽  
Leadership Roles ◽  
Design Strategies ◽  
Post Secondary ◽  
Instructional Design Process ◽  
Internet Discussion

The dynamic growth of distance education (DE) in the higher education poses a challenge for both leadership and instructional design strategies in post-secondary institutions. Curricular efficacy and sustainability are dependent upon institutions of higher education adapting to changes by implementing strategies that will work to address the increasing necessity for engaging curriculum for students in the DE environment. Strategic leadership (SL) skills, combined with instructional design (ID) strategy, may provide a pathway towards academic accomplishment for both students and instructors in the higher education sector. Instructional designers with strategic leadership skills may assist institutions in developing and implementing DE courses. The question is, how can instructional designers accommodate the needs of a diverse group of students in the growing technology-rich educational environment, and does strategic leadership play a role? If so, how can instructional designers act strategically to design and develop DE courses that encourage active learning and continued interest in educational attainment? The focus of this chapter is on how instructional designers can take on strategic leadership roles to enhance distance education curriculum and instruction for overall student engagement. For the purposes of this chapter, distance education is defined as learning that occurs over the internet. Discussion includes how integrating strategic leadership into the instructional design process in distance education courses may result in increased student and institutional effectiveness.

scholarly journals A Distance Education Experience with a Semipresential Model at UNIRIO Medicine and Surgery School

RECIIS ◽  
2011 ◽  
Vol 5 (1) ◽  
Author(s):  
Carlos Alberto Alves ◽  
Maria Tereza Serrano Barbosa ◽  
Asterio Kiyoshi Tanaka ◽  
Regina Maria Papais Alvarenga
Keyword(s):  
Distance Education ◽  
Education Experience

scholarly journals Developing critical literacy in a PARFOR teaching practicum module

2016 ◽  
Vol 16 (2) ◽  
pp. 237-255
Author(s):  
William Mineo Tagata
Keyword(s):  
Distance Education ◽  
Critical Literacy ◽  
Race And Ethnicity ◽  
Secondary School Teachers ◽  
National Plan ◽  
School Teachers ◽  
Teaching Practicum ◽  
Education Experience ◽  
Education Today ◽  
Primary And Secondary School

Abstract: This paper aims to describe a distance education experience that took place in a teaching practicum module of PARFOR (National Plan for Educating Primary and Secondary School Teachers) at the Federal University of Uberlândia. With the aim of promoting a discussion about race and ethnicity in Brazil, the materials and activities of this module were devised in a critical literacy perspective (KNOBEL AND LANKSHEAR, 2011; COPE AND KALANTZIS, 2012). The paper begins with a discussion of relevant issues concerning learning and literacy in distance education today, and then moves on to a brief description of this teaching practicum module. After an analysis of two tasks from this module, we conclude by reflecting on some of the shortcomings regarding the implementation of the course, and suggesting ways in which they could be overcome.

Marketing Library Services to Distance Learners

2011 ◽  
pp. 1391-1398
Author(s):  
Allyson Washburn ◽  
Terri Pedersen Summey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Academic Skills ◽  
Distance Learners ◽  
Library Services ◽  
Education Programs ◽  
Post Secondary ◽  
Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

The Emergence of Distance Learning in Higher Education

2000 ◽  
pp. 143-156 ◽  
Author(s):  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Schools ◽  
Department Of Education ◽  
Post Secondary ◽  
On Line ◽  
Education Statistics ◽  
The U.S

Although distance learning is not a new phenomenon, recently there has been a huge jump in the number of organizations offering on-line instruction. The National Center for Education Statistics released a two-year survey on distance programs for higher education on behalf of the U.S. Department of Education. The survey reported that one-third of U.S. post secondary schools offered distance education in 1995, and an additional 25% planned to offer courses within the next three years.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

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