Diverse Models of Distance Teaching Universities

2011 ◽  
pp. 674-680 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Teaching Methods ◽  
Mixed Mode ◽  
Single Mode ◽  
Distance Teaching ◽  
Organizational Models ◽  
Virtual Technology ◽  
University Level ◽  
The University

Universities offering studies through distance teaching methods vary enormously in how they were initiated, the clienteles they aim to serve, how they are funded, and the kinds of programs they offer. Distance teaching at the university level is provided currently through at least five major organizational models: single-mode distance teaching universities, dual- and mixed-mode universities, extensions, consortia-type ventures, and virtual technology-based universities.

Diverse Models of Distance Teaching Universities

2011 ◽  
pp. 727-733 ◽  
Author(s):  
Sarah Guri-Rosenblit
Keyword(s):  
Continuing Education ◽  
Mixed Mode ◽  
Relevant Literature ◽  
Single Mode ◽  
Admission Policy ◽  
Distance Teaching ◽  
Organizational Models ◽  
Virtual Technology ◽  
Entry Requirements ◽  
Education Courses

Universities offering studies through distance teaching methods vary enormously in how they were initiated, the clienteles they aim to serve, how they are funded, and the kinds of programs they offer. Distance teaching at university level is provided currently through at least five major organizational models: Single-mode distance teaching universities; dual- and mixed-mode universities; extensions; consortia-type ventures; and virtual technology-based universities. Each of these models can be divided into additional sub-groups. The fully-fledged distance teaching universities, for instance, are treated in the relevant literature as a generic group, but differ from each other in many respects (Guri-Rosenblit, 1999). Some are operating as huge national universities, while others function on a limited provincial level. Few adopted an open admission policy, while most others require the same entry requirements as their conventional counterparts, etc. The dual- and the mixed-mode universities, as well as the consortia-type ventures, constitute nowadays the leading models of distance teaching provision. They operate in many national settings, and represent a rich composition of diverse higher education institutions, such as: research versus mainly teaching-oriented universities; large and small establishments; fully accredited or experimental in nature; offering mainly continuing education courses versus full academic degrees. However, this overview analyzes only the underlying premises of distance teaching in each of the five major models. Its scope does not allow discussing in detail the sub-groups contained in each model.

scholarly journals Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

2022 ◽  
Vol 5 (1) ◽  
pp. 43-51
Author(s):  
Rajae Berkane
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
Listening Skills ◽  
Education Professional ◽  
Significant Difference ◽  
Different Types ◽  
Listening Ability ◽  
University Level ◽  
The University

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

Ethics in the Ambit of Distance Education

2011 ◽  
pp. 35-48 ◽  
Author(s):  
J. S. Dorothy ◽  
Ugur Demiray ◽  
Ramesh C. Sharma ◽  
Ashwini Kumar
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Mixed Mode ◽  
Student Support Services ◽  
Single Mode ◽  
Distance Teaching ◽  
Eligibility Criteria ◽  
Buffer Time ◽  
Time Distance ◽  
Educator Ethics

In an era when the distance teaching institution, irrespective of their type, namely single mode, dual mode, mixed mode and consortium, is involved in distance education, for the benefit of the aspirants targeted for each programme of study, which are on offer, this chapter discusses the ethics in the ambit of distance education. After citing reasons for adopting ethics in distance education, the chapter discusses about eight spheres of concern for ethics in distance education, namely Student Support Services (Administration, Admission, Eligibility Criteria/Calibre, Academic counselling and Medium of Instruction); Collaboration (Learner Support Centre, How, why they are selected); Credibility (Employability vs. Continuing Education); Duplication of Efforts (Material Production, Launch of Programmes, Course Writing); Provision of intersystem transfer (Lack for interface to aim transfer); Expertise (Academic activity and Administrative activity); and Resources and Research (Who does, How it is done). Genuineness, originality, copyright/patent, Memorandum of understanding kept, and causative agent made predominant are the advantages of facilitating ethics in distance education. The disadvantages of facilitating ethics in distance education are the rules viewed as hindrances, human elements given a preference over the credibility, and lack of buffer time. Distance education laid in the foundation of ethics, as viewed from the optimistic person, is that it will become more accommodative without diluting the standards. Irrespective of any comments from the critics, for any distance educator, ethics should be the signpost beyond which things should not go wrong at any cost. Ethics coupled with the scientific method of doing things will spin off the effectiveness of quality maintenance.

scholarly journals 24. Developing Effective Guidelines for Faculty Teaching First-Year University Students

2011 ◽  
Vol 3 ◽  
pp. 146 ◽  
Author(s):  
Irene Carter ◽  
Donald Leslie ◽  
Donald Leslie ◽  
Sarah Moore ◽  
Sarah Moore
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
First Year ◽  
Campus Community ◽  
First Year Students ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
University Level ◽  
The University ◽  
First Year University

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.

scholarly journals Perceived barriers for distance teaching in higher education during the COVID-19 crisis: “I never did a video before”

2021 ◽  
pp. 1-21
Author(s):  
Juan-José Boté-Vericad
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Traditional Teaching ◽  
Distance Teaching ◽  
Qualitative Survey ◽  
Traditional Teaching Methods ◽  
Analyse Data ◽  
The University ◽  
Teaching In Higher Education

The purpose of this paper is to analyse barriers that a selected group of professors at the University of Barcelona faced due to the COVID-19 restrictions, their perceptions of the current situation, and the potential for long-term adoption of new teaching methods that emerged from this situation. It remains unclear whether these professors will return to traditional teaching methods as soon as COVID-19 restrictions are lifted, or whether they will adopt digital teaching elements in the future. The group of professors sought technical help during the first weeks of online teaching. This research uses a qualitative approach through a self-administered qualitative survey. We analyse data using open-ended questions about barriers they faced in creating educational content via video. Answers were coded and analysed using thematic analysis with an inductive approach. We identified two overarching themes: educational material delivery and professors and distance teaching. Findings indicate that professors lacked digital skills as well as a lack of knowledge of emergency remote teaching. There were differences in their perceptions of teaching methodologies. The results are discussed in relation to research from other countries about the use of videos for teaching before and during the COVID-19 crisis.

Thathir Quality Scholarship Program For Students At University level

2018 ◽  
Vol 2 (3) ◽  
pp. 206-219
Author(s):  
Louay Qais Abdullah ◽  
Duraid Faris Khayoun
Keyword(s):  
College Students ◽  
Life Sciences ◽  
Economic Feasibility ◽  
First Year ◽  
Grant Program ◽  
Scholarship Program ◽  
University Level ◽  
Faculty Of Education ◽  
The University ◽  
The Relationship

The study focused basically on measuring the relationship between the material cost of the students benefits program and the benefits which are earned by it, which was distributed on college students in the initial stages (matinee) and to show the extent of the benefits accruing from the grant program compared to the material burdens which matched and the extent of success or failure of the experience and its effect from o scientific and side on the Iraqi student through these tough economic circumstances experienced by the country in general, and also trying to find ways of proposed increase or expansion of distribution in the future in the event of proven economic feasibility from the program. An data has been taking from the data fro the Department of Financial Affairs and the Department of Studies and Planning at the University of Diyala with taking an data representing an actual and minimized pattern and questionnaires to a sample of students from the Department of Life Sciences in the Faculty of Education of the University of Diyala on the level of success and failure of students in the first year of the grant and the year before for the purpose of distribution comparison. The importance of the study to measure the extent of interest earned in comparision whit the material which is expenseon the program of grant (grant of students) to assist the competent authorities to continue or not in the program of student grants for the coming years.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

PENERAPAN METODE SCAMPER DALAM MENGEMBANGKAN KEMAMPUAN PEMECAHAN MASALAH DITINJAU DARI MOTIVASI MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS SEMBILANBELAS NOVEMBER KOLAKA

2020 ◽  
Vol 4 (2) ◽  
pp. 43
Author(s):  
Tahir Tahir ◽  
Murniati Murniati
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Average Increase ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Tertiary Institutions ◽  
Study Programs ◽  
University Level ◽  
General Goals ◽  
The University

This research is based on learning in tertiary institutions which requires more active, independent and creative learners. of the importance of using appropriate learning methods in mathematics learning at the university level. SCAMPER is a technique that can be used to spark creativity and help overcome challenges that might be encountered in the form of a list of general goals with ideas spurring questions. This research aims to develop students' problem solving skills using the SCAMPER method in terms of student motivation. The population in this study were all semester V students of mathematics education study programs, which were also the research samples. From the analysis of the data it was found that the SCAMPER method was better in developing students' problem solving abilities with an average increase of 0.52 compared to conventional methods with an average increase of 0.45. In addition there is a difference between improving students' problem solving abilities when viewed from their motivation. But there is no interaction between motivational factors and learning methods.

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