Economic Models for Distance Learning

2011 ◽  
pp. 696-698
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Great Britain ◽  
Economic Models ◽  
Computer Based Learning ◽  
Computer Based ◽  
Education Today

An understanding of the economic models for the use of computer-based learning is important for educators worldwide. Particularly in America, there seems to be a great deal of confusion regarding the potential profitability of distance learning in higher education today (Berg, 2002). This entry looks at distance learning economic models as primarily seen in America and Great Britain.

Distance Learning as Commercializing Higher Education

2011 ◽  
pp. 2976-2978
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Academic Capitalism ◽  
For Profit ◽  
Computer Based Learning ◽  
Computer Based ◽  
For Profit Organizations

Since computer-based learning can involve partnerships with for-profit organizations, be viewed as a route to increased revenue, and potentially be used to reduce labor expenses, it is naturally tied to what is often described as the commercialization of higher education, or what Slaughter and Leslie (1997) term “academic capitalism.”

Distance Learning as Commercializing Higher Education

2011 ◽  
pp. 654-655
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Academic Capitalism ◽  
For Profit ◽  
Computer Based Learning ◽  
Computer Based ◽  
For Profit Organizations

Since computer-based learning can involve partnerships with for-profit organizations, be viewed as a route to increased revenue, and potentially be used to reduce labor expenses, it is naturally tied to what is often described as the commercialization of higher education, or what Slaughter and Leslie (1997) term “academic capitalism.”

Asynchronous vs. Synchronous Interaction

2011 ◽  
pp. 122-131
Author(s):  
Tiong Kung-Ming ◽  
Sim Khoon-Seng
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rapid Development ◽  
Educational Process ◽  
Future Trends ◽  
Computer Based Learning ◽  
Synchronous Interaction ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

Asynchronous vs. Synchronous Interaction

2011 ◽  
pp. 104-113 ◽  
Author(s):  
Tiong Kung-Ming ◽  
Sim Khoon-Seng
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rapid Development ◽  
Educational Process ◽  
Future Trends ◽  
Computer Based Learning ◽  
Synchronous Interaction ◽  
Instructor Interaction ◽  
Computer Based ◽  
Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

scholarly journals Total Quality Management in Higher Education

2011 ◽  
pp. 2826-2832
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Total Quality Management ◽  
Learning Outcome ◽  
Total Quality ◽  
For Profit ◽  
Computer Based Learning ◽  
Computer Based ◽  
Barriers To Implementation ◽  
Management Approaches

In considering various management approaches internationally for the delivery of computer-based learning, there is an interest in total quality management (TQM). The majority of the research on TQM focuses on its application to for-profit businesses; however, TQM also has been used in universities more broadly, especially in student services areas. Generally, current research on TQM in higher education has focused on methods, barriers to implementation, learning-outcome assessment, human factors, and case studies.

scholarly journals INTEGRASI NILAI KEISLAMAN DALAM PROSES PEMBELAJARAN DI ERA MOOC (E-LEARNING) MELALUI STRATEGI PRE-POST RULES

2020 ◽  
Vol 11 (1) ◽  
pp. 86-99
Author(s):  
Cica Wiswanti ◽  
Sinurida Yuswana Belaga
Keyword(s):  
Distance Learning ◽  
Learning Strategies ◽  
Internet Technology ◽  
Electronic Learning ◽  
Face To Face ◽  
Computer Based Learning ◽  
Massive Open Online Course ◽  
E Learning ◽  
Computer Based ◽  
The Times

Advancing times bring new methods and learning strategies. The progress of the times brings new learning methods and strategies. One model of distance learning is MOOC (Massive Open Online Course) or e-learning. E-Learning or electronic learning is a concept of computer-based learning by utilizing web and internet technology. This is done without face-to-face meetings or meetings between educators and students, enough through technology alone. But in Islamic education we also know the term transvering value or etiquette when we encounter educators at the majlis of science. So this concept will be contradictory and irrelevant to the development of the e-learning distance learning process (MOOC) which is based only on virtual encounters.

scholarly journals Early Patterns of Faculty Compensation for Developing and Teaching Distance Learning Courses

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Early Stage ◽  
Economic Models ◽  
Faculty Work ◽  
Labor Costs ◽  
Faculty Compensation ◽  
Labor Conditions ◽  
Professional Recognition ◽  
Policies And Practices

This paper is an investigation into compensation practices for faculty developing and teaching distance learning courses. The research divides itself into two basic lines of inquiry: direct and indirect compensation (including royalties, training, and professional recognition). Also, economic models for distance learning are examined with a view towards understanding faculty compensation within attempts to reduce labor costs. The primary questions this research attempts to answer are: What are the current policies and practices in higher education for compensating faculty who develop and teach distance learning format courses? Will the increased use of distance learning format courses alter overall labor conditions for American faculty? If so, how? Although information is limited, it is found that faculty work in both developing and teaching distance learning format courses tends thus far in this early stage to be seen as work-for-hire under regular load with little additional indirect compensation or royalty arrangements.

scholarly journals Designing intelligent computer-based simulations: a pragmatic approach

2011 ◽  
Vol 9 (3) ◽  
Author(s):  
Bernard M. Garrett ◽  
David Callear
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Multimedia Applications ◽  
Pragmatic Approach ◽  
Computer Based Learning ◽  
Computer Based ◽  
Intelligent Computer ◽  
Potential Use

There has been great interest in the potential use of multimedia computer-based learning (CBL) packages within higher education. The effectiveness of such systems, however, remains controversial. There are suggestions that such multimedia applications may hold no advantage over traditional formats (Barron and Atkins, 1994; Ellis, 1994; Laurillard, 1995; Simms, 1997; Leibowitz, 1999). One area where multimedia CBL may still prove its value is in the simulation of activities where experiential learning is expensive, undesirable or even dangerous.DOI:10.1080/0968776010090302 

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