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.”

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.

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 Total Quality Management in Higher Education

2011 ◽  
pp. 2119-2123
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 Total Quality Management in Higher Education

2011 ◽  
pp. 1863-1868 ◽  
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.

Market vs. Academic Models

2011 ◽  
pp. 1272-1274
Author(s):  
Gary A. Berg
Keyword(s):  
Higher Education ◽  
United States ◽  
Distance Learning ◽  
The United States ◽  
Educational Programs ◽  
Market Model ◽  
Market Models ◽  
For Profit ◽  
University Mission

In recent years much has been written on the link between distance learning and the commercialization of higher education (Berg, 2002). Particularly in the United States, this debate has been described as a conflict between open and traditional academic-market models. As various government, nonprofit, and for-profit ownership of these nontraditional universities are present worldwide, it is important to understand the market-model issues and how they influence university mission and implementation of educational programs.

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.

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