Promises and Pitfalls of Open and Distance Learning

2022 ◽  
pp. 233-250
Author(s):  
Nil Goksel ◽  
Abdulkadir Karadeniz

Amid the vast spread of the coronavirus pandemic, educational institutions have shifted to online learning across the world. In this connection, people of different cultures are experiencing a rigid period in which mainly school administrators, instructors, and students have to teach and learn at a distance due to corona restrictions. In this context, institutions that have already adopted the principles of ODL and have integrated these principles into their online courses utilized the promises that extend further educational opportunities and potentials from the beginning of the corona process. Therefore, the primary aim of this chapter is to shed light to the promises and pitfalls of ODL in terms of the steps to be taken and the necessary features of an appropriate course design. In addition, this chapter is intended to contribute to the related literature with the updated sources of recent developments during corona lockdown and guide professionals, researchers, and instructors who would benefit from theoretical and practical knowledge for effective distance course design.

Author(s):  
G. Anbalagan

Open and distance learning (ODL) has attained paradigm shift in the recent years as the system serves to the educational aspirations of millions of learners. The digital innovations and growing trends of skill enhancement around the globe attracts the learners into ODL system to increase their knowledge through lifelong learning opportunities extended by such institutions. On the other hand, the conventional mode of higher educational institutions are keen in developing massive open online courses (MOOC) for the knowledge empowerment of the society in various disciplines of study which is a raising trend of educational opportunities to cater the needs of aspiring peoples. In the competitive edge of educational domain with more private educational institutions, the demand for open and distance learning is still continuing rapidly in the most populated countries like China, India, and Pakistan. Hence, the competitive ecosystem development with the digital tools for learning is absolute necessary.


2021 ◽  
Vol 13 (9) ◽  
pp. 5038
Author(s):  
Amanda Chu ◽  
Connie Liu ◽  
Mike So ◽  
Benson Lam

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students’ attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students’ feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students’ attitude, whereas interactions with instructors has no effect at all on students’ attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward.


2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.


Author(s):  
Peter Nightingale ◽  
Scott Murray ◽  
Chris Absolon

Advance care planning (ACP) is becoming more widely used as part of a drive to improve personalized care planning, but there is still more work to be done. Electronic Palliative Care Co-ordination systems (EPaCCs) have proved to be very effective in some areas but there are many barriers to be overcome before they are universally available. This chapter covers recent developments leading to the wider integration of ACP into primary care. These include policy initiatives, educational opportunities, information technology (IT), professional quality control and regulation, financial and business incentives, and the Compassionate Community movement. The chapter includes an overview of issues surrounding ACP in primary care and in the community.


Author(s):  
Farouk El-Hosseny ◽  
Patrick Devine

Abstract The intersection between foreign investment and human rights is gaining attention, as is evident from an increasing number of investment treaty awards analysing legal issues relating to human rights. In the recent International Centre for the Settlement of Investment Disputes (ICSID) arbitration of Bear Creek v Peru, Philippe Sands QC posited, in a dissenting opinion, that the investor’s contribution to events—ie protests against its allegedly adverse environmental impact and disregard of indigenous rights, namely resulting from its ‘inability to obtain a “social licence”’—which led to the unlawful expropriation of its investment, was ‘significant and material’. He further noted that the investor’s ‘responsibilities are no less than those of the government’ and found that damages should thus be reduced. Last year, the Netherlands adopted a new model bilateral investment treaty (BIT), which allows tribunals to ‘take into account non-compliance by the investor with the UN Guiding Principles on Business and Human Rights and the OECD Guidelines for Multinational Enterprises’ when assessing damages. These recent developments shed light on how states and tribunals, as part of their decision-making process, can take into account human rights in practice, and crucially in respect of damages analyses. By first dissecting the concept of contributory fault, then shedding light on the intersection of investment treaty law and human rights, as elucidated in recent jurisprudence, this article questions whether there now exists a gateway for human rights obligations (soft or hard) in the investment treaty arbitration realm through the concept of contributory fault.


2021 ◽  
Vol 13 (16) ◽  
pp. 8733
Author(s):  
Gisela Cebrián ◽  
Mercè Junyent ◽  
Ingrid Mulà

The 2030 Agenda for Sustainable Development reflects the urgency to embed the principles of education for sustainable development (ESD) into all levels of education. ESD, understood as an integral part of quality education and where all educational institutions, from preschool to higher education and in non-formal and informal education, can and should foster the development of sustainability competencies. This Special Issue entitled “Competencies in Education for Sustainable Development II” responds to this urgency and the papers presented deliver recent developments in the field of sustainability and ESD competencies. They focus on various perspectives: systematic literature reviews and conceptual contributions; curriculum developments and pedagogical approaches to explore competencies’ development, such as action research, serious games, augmented reality, multi-course project-based learning and group model building processes; testing and validation of assessment tools and processes for linking sustainability competencies to employability and quality assurance processes. The contributions show how the field of sustainability and ESD competencies has become a major focus in recent years and present emerging research developments. Further research efforts need to be put into operationalizing sustainability competencies and developing tools that help measure and assess students’ and educators’ competencies development.


Electronics ◽  
2021 ◽  
Vol 10 (14) ◽  
pp. 1701
Author(s):  
Theodor Panagiotakopoulos ◽  
Sotiris Kotsiantis ◽  
Georgios Kostopoulos ◽  
Omiros Iatrellis ◽  
Achilles Kameas

Over recent years, massive open online courses (MOOCs) have gained increasing popularity in the field of online education. Students with different needs and learning specificities are able to attend a wide range of specialized online courses offered by universities and educational institutions. As a result, large amounts of data regarding students’ demographic characteristics, activity patterns, and learning performances are generated and stored in institutional repositories on a daily basis. Unfortunately, a key issue in MOOCs is low completion rates, which directly affect student success. Therefore, it is of utmost importance for educational institutions and faculty members to find more effective practices and reduce non-completer ratios. In this context, the main purpose of the present study is to employ a plethora of state-of-the-art supervised machine learning algorithms for predicting student dropout in a MOOC for smart city professionals at an early stage. The experimental results show that accuracy exceeds 96% based on data collected during the first week of the course, thus enabling effective intervention strategies and support actions.


2002 ◽  
Vol 24 (4) ◽  
pp. 644-645 ◽  
Author(s):  
April Ginther

In the introduction to The power of tests: A critical perspective on the uses of language tests, Elana Shohamy raises the following questions: What is the meaning of a test for test takers, parents, teachers, and school administrators? What are the short- and long-term consequences of tests on the lives of individuals? What are the motivating factors behind the administration of language tests? What are the politics of the tests? These kinds of questions logically arise when the examination of testing includes a concern with the use of tests by educational institutions, policy makers, and society at large. Focusing primarily on the misuse of tests, this volume chronicles both intended and unintended test consequences.


Author(s):  
Timothy de Waal Malefyt

The word “magic” refers to a broad range of beliefs and practices that include animism, charm(s), divination, enchantment, fantasy, fetish, glamour, illusion, miracles, the occult, shamanism, sorcery, spells, the supernatural, superstition, taboos, trickery, and witchcraft. Magic―once thought a core feature of “primitive societies,” abandoned by more rational, bureaucratic and progressive beliefs―is, in fact, thriving in contemporary life, and central to practices of capitalism as well as to everyday behaviors. Magic is practiced in fields of finance, government, law, medicine and health, technology, advertising, marketing, sports, the gaming industry, and theatrical performances, among other institutions. When situations allow for the assemblage of a “magician,” “rite,” and “representation” within these complex social networks and when professional skills, ideas, conditions, contexts, media, and meanings align, magic acts as an agent of change. Magic is also practiced in everyday situations in which people need to feel a sense of control in circumstances where it’s lacking, such as performing well under competitive conditions or during times of crisis with indefinite outcomes. Consequently, they rely on magical thinking—in the forms of superstitions, wishful thinking, and taboo avoidance—which is often accompanied by charms, amulets, or acts of faith to guide them through uncertainty. Conjuring terms such as “fate” and “luck” to ward off illness or improve one’s chances at getting a hit in baseball, are, in fact, ways of expressing ambiguities and dealing with conflicts of temporal existence that all humans face in one form or another. Magic structured in institutions and practiced in everyday situations is a prime example of contradiction in contemporary life. Objective knowledge of facts is increasingly understood as contingent rather than permanent, leaving room for uncertainty, mystery, the unknown, and seemingly nonrational alternatives. Scientific evidence becomes as valid as alternative facts. Documenting recent developments, it is suggested that rationality and magic are not mutually exclusive. Rather, rational behaviors and practices are suffused with magic. Magical beliefs and specific rituals complement practical knowledge so as to enhance knowledge as a way to secure success. All of these ways of thinking and social practices have something at stake, in that risk, uncertainty, and ambiguity of outcome are prevalent, and hence call on magical practices to bring about change.


Author(s):  
Anne-Mette Nortvig ◽  
René B Christiansen

<p class="3">This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.</p>


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