Evolution of Post-Secondary Distance Education

2011 ◽  
pp. 1471-1476
Author(s):  
Iwona Miliszewska
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Traditional Education ◽  
University Education ◽  
Education Programs ◽  
Post Secondary ◽  
Sequence Of Events ◽  
Education Industry ◽  
Higher Education Industry

Distance education is an increasingly common educational alternative, as well as a key contributor to the newly competitive landscape in higher education. Once regarded as an experimental alternative outside mainstream university education, distance education has attained new levels of legitimacy and expansion and has grown into a higher education industry of its own. This article discusses the history and transformation of distance education to create a framework for the sequence of events that have contributed to the distance education movements and shaped modern post-secondary distance education programs. The article outlines the evolution of post-secondary distance education from its inception to the present: its progression from informal programs offered by individual providers to a well-organised formal educational alternative; its purpose and characteristics; its expansion and internationalisation; and the various forces that have shaped its growth. While noting that technology has its limitations—it can facilitate teaching but not replace it—the article highlights the crucial role that advancements in technology have played in propelling the evolution of distance education, and points to the role of technology in blurring the conceptual divide between distance and traditional education.

A strategy tripod perspective on merger effectiveness in the higher education industry: the mediating role of future foresight

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zahraa Sameer Sajwani ◽  
Joe Hazzam ◽  
Abdelmounaim Lahrech ◽  
Muna Alnuaimi
Keyword(s):  
Higher Education ◽  
Structural Equation ◽  
Government Support ◽  
Equation Modeling ◽  
Survey Method ◽  
Content Type ◽  
Mediating Role ◽  
Education Industry ◽  
Higher Education Industry

PurposeThe purpose of the study is to investigate the role of the strategy tripod premises, mediated by future foresight and its effect on merger effectiveness in the higher education industry.Design/methodology/approachA quantitative survey method was implemented, with the data provided by senior managers of 14 universities that went through a merger from the years 2013–2016. The proposed model was tested using partial least squares (PLS) of structural equation modeling (SEM).FindingsThe results indicate that government support, competitive intensity and knowledge creation capability relate positivity to merger effectiveness, and these relationships are mediated by future foresight competence.Originality/valueThe study provides a better understanding of merger effectiveness in the higher education industry by identifying the role of future foresight competence in the application of strategy tripod and its contribution on merger effectiveness. Results indicate that future foresight competence contributes to the merger effectiveness and enables the effective implementation of the strategy tripod dimensions in higher education mergers.

Benefits of a Content Multi-Purposing Model

2011 ◽  
pp. 148-151
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Online Course ◽  
Educational Materials ◽  
Education Programs ◽  
Course Materials ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, that the most revenue possible can be earned. In the case of higher education, one potential product is distance education offerings that provide learning opportunities to students who cannot participate in traditional education. The development of distance educational materials for online use, however, can be costly, and subsequent revenue streams may generates little or no revenue, which occurs with many distance education programs. This can be resolved, however, by the strategic re-purposing of online course materials that may have been developed for distance education.

Repurposing Educational Content into an International Market

2011 ◽  
pp. 1754-1757
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
International Market ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Educational Materials ◽  
Education Programs ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, the most revenue possible can be earned. In the case of higher education, one potential product is online education offerings that provide learning opportunities to students who cannot participate in a traditional education. The development of digitized educational materials for online use, however, can be costly and subsequent revenue streams may generate little or no revenue, which has occurred in some instances for distance education programs.

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.

Developing an Effective Online Evaluation System

2011 ◽  
pp. 1079-1084
Author(s):  
Martha Henckell ◽  
Michelle Kilburn ◽  
David Starrett
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Evaluation System ◽  
Traditional Education ◽  
Quality Education ◽  
Upward Movement ◽  
Academic Administrators ◽  
Education Programs ◽  
To Receive ◽  
Education Courses

As with any new program, the chance of failure runs high and distance education, in comparison with the longevity of traditional education, is considered relatively new. Still, distance education appears to be here to stay. In fact, a 2000 market survey found that over 94% of all colleges were either offering or planning to offer distance education courses (Twigg, 2001). With this much interest and popularity, the need for policies to regulate distance education program practices should be recognized by all participating institutions of higher education (Czubaj, 2001). While students appear to be more focused on the conveniences that distance education provides, universities are more attentive to the need for offering a valid learning alternative. Higher education enrollments have shown upward movement and this has, to a degree, been attributed to the adult learners’ interest in, and availability of, distance education (Boettcher, as cited by Worley, 2000). Change in the enrollment demographics and the offering of distance education programs stimulates the need for new decisions by academic administrators for quality and accreditation purposes (Shea, Motiwalla, & Lewis, 2001; Tricker, Rangecroft, Long, & Gilroy, 2001). One of the first steps toward ensuring success of distance education programs is identifying the requirements of all those involved. Student needs are to receive a quality education; faculty needs are to have at their disposal (and to use) the knowledge and means to provide this education; and institution needs are to assess that students receive a quality education and to provide faculty with the resources for student educational needs to be met. One of the problems that could harm distance learning or prevent it from being all that it can be is the lack of a good evaluation system. The focus of this article will be to identify and describe, from the literature, the components of an effective evaluation system. Armed with this information, administrators will be able to make better program decisions.

Distance Education

2009 ◽  
pp. 71-78
Author(s):  
Wm. Benjamin Martz Jr. ◽  
Morgan Shepherd
Keyword(s):  
Higher Education ◽  
Growth Rate ◽  
Distance Education ◽  
Student Satisfaction ◽  
Online Course ◽  
Education Student ◽  
Education Programs ◽  
Distance Education Program ◽  
Satisfaction Questionnaire ◽  
Education Industry

Almost 3.5 million students were taking at least 1 online course during the fall 2006 term. The 9.7 % growth rate for online enrollments far exceeds the 1.5 % growth of the overall higher education student population. (Allen and Seaman, 2007) By 2006, the distance education industry was well beyond $33.6 billion (Merit Education, 2003). As with most markets, 1 of the keys to taking advantage of this growing market is customer satisfaction. Therefore the greater the student satisfaction in a distance program, the more likely that program will be successful. This paper identifies 5 key components of satisfaction for distance education programs through a student satisfaction questionnaire and factor analysis. A questionnaire was developed using these variables and administered to 341 distance students. The results revealed 5 constructs for student satisfaction in a distance education program (Martz and Reddy, 2005; Martz and Shepherd, 2007). Using these factors as guidance, this paper extends those findings to provide some operational and administrative implications.

The Casual Academic in University Distance Education

2013 ◽  
pp. 202-211 ◽  
Author(s):  
Katrina Higgins ◽  
R. E.(Bobby) Harreveld
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Lifelong Learning ◽  
Government Policy ◽  
University Education ◽  
The Internet ◽  
Australian Government ◽  
Education Programs ◽  
Recent Reform ◽  
New Student

Contextual changes in Australian universities such as the growth of the Internet, a new student population, and an emphasis on re-education and lifelong learning are manifest in a repositioning of distance education from the margins to the centre of concern. In addition, recent reform imperatives have future implications for distance education as it is considered integral to delivering on Australian Government policy in terms of increased socially inclusive engagements in university education. However, there is scant policy conversation about the experiences of academics who deliver distance education programs. In addition to this, the delivery of distance education is often undertaken by academics employed in a casual capacity. The experiences of the teaching workforce in distance education need to be explored and issues addressed if the future of distance education in higher education is to be a sustainable one for meeting the needs of university education in the new millennium.

scholarly journals O DINAMISMO DA EDUCAÇÃO A DISTÂNCIA E HÍBRIDA DA AMÉRICA LATINA E BRASIL

2020 ◽  
Vol 2 ◽  
pp. 209
Author(s):  
Katia Ethiénne Esteves dos Santos
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Flipped Classroom ◽  
University Education ◽  
Hybrid Education ◽  
Internal Reality ◽  
America Latina ◽  
Teaching Learning ◽  
Classroom Use

RESUMONum momento da educação digital, que tende a se consolidar por meio do desenvolvimento de diferentes tecnologias e inovações, as instituições de Ensino Superior enfrentam desafios alusivos às propostas didático-pedagógicas tecnológicas, às estratégias que envolvem o processo de ensino-aprendizagem e aos investimentos referentes às diferentes modalidades presencial e a distância. Apresenta-se nesta reflexão elementos relevantes relacionados à educação híbrida e a distância, dados da América e do Brasil. As transformações no Ensino Superior estão relacionadas também às condições da realidade externa, interna em relação aos investimentos e às perspectivas educacionais, que são impulsionadas pelas demandas sociais, do mundo do trabalho, da globalização e do novo papel do conhecimento. O hibridismo tem se consolidado em experiências diferenciadas e entende-se que este não pode ser considerado como um modelo estático, mas que tende a transformar o contexto no qual está inserido cada vez mais, com os resultados de reflexões acadêmicas a respeito de propostas implantadas, como a sala de aula invertida, uso de diversos aplicativos, entre outros, no Ensino Superior em diferentes países.Palavras-chave: Educação a Distância. Educação Híbrida. Ensino Superior.ABSTRACTAt a time of digital education, which tends to consolidate itself through the development of different technologies and innovations, Higher Education Institutions face challenges related to technological didactic-pedagogical proposals, the strategies that involve the teaching-learning process and the related investments the different modalities, in person and at a distance. In this reflection, relevant elements related to hybrid and distance education are presented, data from America and Brazil. The transformations in Higher Education are also related to the conditions of the external, internal reality in relation to investments and educational perspectives, which are driven by social demands, work, globalization and the new role of knowledge. Hybridism has been consolidated in different experiences and it is understood that this cannot be considered as a static model, but that it tends to transform the context in which it is increasingly inserted, with the results of academic reflections on proposals implemented as the Flipped Classroom, use of various applications, among others, in Higher Education in different countries.Keywords: Distance Education. Hybrid Education. University education.

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