ICTs in Chinese Distance Higher Education

2010 ◽  
Vol 2 (4) ◽  
pp. 1-12 ◽  
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Communication Technologies ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Higher Education System ◽  
The World ◽  
Higher Education In China ◽  
Education In China

The Chinese higher education system is the largest in the world, but distance education, using information communication technologies (ICTs), started later than in developed countries. In this paper, the author examines the benefits of education to human development and provides an overview of the recent development of distance higher education in China. The potential for further developing distance higher education with ICTs is considered. In addition, challenges are discussed and recommendations are made to improve Chinese distance higher education.

ICTs in Chinese Distance Higher Education

2011 ◽  
pp. 180-192
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Communication Technologies ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Higher Education System ◽  
The World ◽  
Higher Education In China ◽  
Education In China

The Chinese higher education system is the largest in the world, but distance education, using information communication technologies (ICTs), started later than in developed countries. In this paper, the author examines the benefits of education to human development and provides an overview of the recent development of distance higher education in China. The potential for further developing distance higher education with ICTs is considered. In addition, challenges are discussed and recommendations are made to improve Chinese distance higher education.

Distance Education in China

2013 ◽  
Vol 9 (2) ◽  
pp. 12-23
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Positive Impact ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Education Development ◽  
Higher Education System ◽  
The World ◽  
Higher Education In China ◽  
Education In China

Chinese education has a long history, and the Chinese higher education system is the largest in the world, but distance higher education in China started later than it did in developed countries. This article provides an overview of the recent distance higher education development in China. Specifically, the article discusses the positive impact distance higher education has had and the difficulties that have to be dealt with. The potential for further developing distance education is considered. In addition, challenges are discussed, and recommendations are made to improve distance education.

scholarly journals From massification towards post-massification: Policy and governance of higher education in China

2021 ◽  
Vol 10 (3) ◽  
pp. 221258682110460
Author(s):  
Bowen Xu
Keyword(s):  
Higher Education ◽  
Chinese Higher Education ◽  
Higher Education System ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
State Education ◽  
The World ◽  
Future Challenges ◽  
Higher Education In China ◽  
Education In China

Chinese higher education institutions have experienced an unprecedented expansion and major reforms since the late 1990s. The revolutionary growth has not only established the largest higher education system in the world but has also transformed an elite system to a post-massified one over the last two decades. The expansion policy was largely an economically justified proposal that has emerged under certain conditions. However, reform has been criticised for not delivering the promised outcomes. The article examines the historical development of higher education expansion in China, investigating its rationales, practices and the extent to which the policy has become a paradox during massification. As China moves into the post-massification stage, the article forecasts emerging policy trends and highlights future challenges. It considers restructuring state-education relationship through mechanisms of funding, provision and regulation as options for governing the ever growing and massifying system more sustainably in the upcoming era.

ICT in Chinese Higher Education

2021 ◽  
pp. 1614-1627
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Significant Proportion ◽  
Chinese Higher Education ◽  
The Internet ◽  
Higher Education System ◽  
Network Information ◽  
Internet Users ◽  
The World ◽  
Information And Communication ◽  
Education In China

A recent report from China Internet Network Information Center indicates that by the end of June 2015, 668 million Chinese have used the internet, which places China as the country with the most internet users in the world. As more Chinese get online, the internet has been integrated into providing education in China, where the age group using the internet the most often is between the ages of 20 and 29. Many of these youth are higher education students. With 34.6 million students the Chinese higher education system is the largest in the world, in which a significant proportion of the students' learning has been impacted by information and communication technology (ICT). The purpose of this article is to provide an overview of how the development of ICT in China has influenced higher education, what opportunities ICT offers for higher education, and what challenges Chinese face in further developing higher education with ICT.

Chinese Open Universities

2015 ◽  
Vol 11 (4) ◽  
pp. 18-30
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Education System ◽  
Positive Impact ◽  
Developed Countries ◽  
Chinese Higher Education ◽  
Chinese Education ◽  
Higher Education System ◽  
The World

Chinese education has a long history, and the Chinese higher education system is the largest in the world, but open universities in China are not at the same level as they are in developed countries. This article provides an overview of the recent development in the open universities system in China. Specifically, the article discusses the positive impact open universities have and the difficulties they need to deal with. The potential for further developing Chinese open universities is considered. In addition, challenges are discussed, and recommendations are made for improving these open universities.

ICT in Chinese Higher Education

2017 ◽  
pp. 20-33 ◽  
Author(s):  
Xiaobin Li
Keyword(s):  
Higher Education ◽  
Significant Proportion ◽  
Chinese Higher Education ◽  
The Internet ◽  
Higher Education System ◽  
Network Information ◽  
Internet Users ◽  
The World ◽  
Information And Communication ◽  
Education In China

A recent report from China Internet Network Information Center indicates that by the end of June 2015, 668 million Chinese have used the internet, which places China as the country with the most internet users in the world. As more Chinese get online, the internet has been integrated into providing education in China, where the age group using the internet the most often is between the ages of 20 and 29. Many of these youth are higher education students. With 34.6 million students the Chinese higher education system is the largest in the world, in which a significant proportion of the students' learning has been impacted by information and communication technology (ICT). The purpose of this article is to provide an overview of how the development of ICT in China has influenced higher education, what opportunities ICT offers for higher education, and what challenges Chinese face in further developing higher education with ICT.

Higher Education in China

2017 ◽  
Author(s):  
Jin Jiang
Keyword(s):  
Higher Education ◽  
College Graduates ◽  
Institutional Changes ◽  
Educational Equality ◽  
State Sector ◽  
Global Competitiveness ◽  
Higher Education System ◽  
The World ◽  
Higher Education In China ◽  
Education In China

China’s higher education system witnessed quite a few dramatic institutional changes in recent years. The state has been making a series of attempts to increase the quantity of higher education opportunities through massive expanding of higher education’s capacity (also referred to as the massification of higher education). Meanwhile, the system experienced marketization and privatization, in which the funding for higher education institutions (HEIs) increasingly depends on the non-state sector and student payments for tuition fees. The private (minban) HEIs and Sino-foreign HEIs began to develop in China. With a strong conviction to enhance the global competitiveness of top universities, master plans for developing world-class universities and disciplines were initiated, and talent programs were adopted to attract global high-skilled talent to HEIs in China to enhance the teaching and research capability of HEIs. In recent years, HEIs have been granted larger institutional autonomy with greater accountability. Higher education in China has experienced dramatic institutional changes in recent years and has made great achievements and gained international acclaim. Given such capacity, HEIs became one of the largest systems in the world. More and more higher education opportunities have been provided for students, and an increasing number of leading scholars in the world have been attracted to HEIs in China. However, the development of higher education has encountered several challenges—in particular, unequal opportunities for higher education attainment, difficulties for college graduates in finding employment, and the unequal development of higher education among disciplines, between universities, and across regions. Critical reflections on the development of higher education in China and the notion of broadly defined educational equality are required.

scholarly journals General Agreement on Trade in Services and Higher Education in China

2010 ◽  
Vol 39 (3) ◽  
Author(s):  
Xiaobin Li ◽  
Linbin Zhao
Keyword(s):  
Higher Education ◽  
International Education ◽  
Developed Countries ◽  
Social Needs ◽  
Chinese Higher Education ◽  
Trade In Services ◽  
Higher Education System ◽  
Coopération Internationale ◽  
Higher Education In China ◽  
Foreign Education

The Chinese higher education system is the largest in the world. Having an understanding of the Chinese system helps to provide a better understanding of international education. This article discusses the commitments China has made under the General Agreement on Trade in Services (GATS), these commitments’ implications for Chinese higher education, and Chinese attitudes towards foreign education. It also discusses the recent development of international cooperation in Chinese higher education. Chinese are interested in learning from developed countries, the demand for higher education continues to grow in China, and most Chinese scholars believe internationalization is beneficial. Indications are Chinese higher educators will expand their cooperation with international colleagues to meet changing social needs. In internationalizing Chinese higher education, GATS may play a facilitating role. L’éducation supérieure chinoise est la plus grande du monde. Comprendre le système chinois aide à comprendre le système international. Cet article discute les accords que la Chine a pris en signant l’Accord Général sur le Commerce des Services (AGCS), les implications pour l’éducation supérieure chinoise et les attitudes chinoises envers l’éducation étrangère. Il expose également les derniers développements de coopération internationale dans l’éducation supérieure chinoise. Les chinois sont intéressés à apprendre des pays développés. La demande d’éducation supérieure continue à croître en Chine et la plupart des intellectuels chinois pensent que l’internationalisation est positive. Les professeurs d’éducation supérieure chinoise vont donc chercher à accroître la coopération avec leurs collègues internationaux afin de répondre aux besoins sociaux actuels. L’AGCS jouera certainement un rôle majeur dans l’internationalisation de l’éducation supérieure de ce pays.

The use of Information Technology as Tools of Developing Educational Communications for Realizing the Personal Potential of University Students

2020 ◽  
pp. 81-92
Author(s):  
Andrey Ivanovich Shutenko ◽  
◽  
Elena Nikolaevn Shutenko ◽  
Julia Petrovna Derevyanko ◽  
◽  
...  
Keyword(s):  
Communication Technologies ◽  
Developmental Model ◽  
Learning Activity ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Theoretical Terms ◽  
Higher Education System ◽  
Leading Role ◽  
Informational Environment

The article is devoted to the problem of educational communications development as a sphere of implementation of modern information-communication technologies in the higher education system. The purpose of the article is to present the structure and functions of educational communications aimed at the development of personal potential and self-realization of students. Methodology. The study is based on the methodology of personal and communicative-informational approaches in education, psychological-pedagogical provisions on the structure of communication, the leading role of learning activity, didactic principles of building an educational-informational environment. In theoretical terms, the study is based on the idea of the indirect implementation of ICT in education through the development of educational communications. The developing structure of educational communications, including didactic, informational-gnostic, interactive, psychological, attractive-motivational, value-semantic components, is presented. The possibilities of developing personal potential in educational communications are considered. The author’s developmental model of ICT functions is presented, which includes clusters of actual and latent functions aimed at the formation of information-educational space for the development of students’ personal potential. In conclusion, a inference was made about the prospects of the indirect introduction of modern ICT as tools for the development and functioning of various educational communications. At the same time, it is essential that these communications perform psychological and pedagogical tasks and functions.

scholarly journals Validating the technology-assisted supplemental work scale (TASW)

2015 ◽  
Vol 12 (2) ◽  
pp. 475-481
Author(s):  
Kajal Kotecha ◽  
Wilfred Isioma Ukpere ◽  
Madelyn Geldenhuys
Keyword(s):  
Higher Education ◽  
Quantitative Research ◽  
Online Survey ◽  
Negative Impact ◽  
Working Hours ◽  
Communication Technologies ◽  
Research Approach ◽  
Information Communication Technologies ◽  
Information Communication ◽  
The Impact

The traditional advantage of using Information Communication Technologies (ICTs) to enhance work flexibility also has a drawback of enabling academics to continue working even after regular working hours. This phenomenon has been referred to as technology-assisted supplemental work (TASW). Although TASW enhances academics’ work productively, they also have a negative impact on their family-life. The impact TASW has on academics and on higher education institutions can be understood by measuring the phenomenon properly by using a reliable and valid scale. The aim of this study is too validate a newly developed TASW scale by Fenner and Renn (2010). This study adopted a quantitative research approach and used an online survey to gather data. The sample included academic from a higher education in South Africa (n = 216). The results indicate that the TASW is a valid and reliable measure of technology among the sample of South African academics.

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