scholarly journals Structural changes in the landscape of Spanish distance universities

Open Praxis ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 119
Author(s):  
Daniel Domínguez Figaredo ◽  
José Francisco Alvarez Alvarez
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Distance Learning ◽  
Structural Changes ◽  
The Internet ◽  
Evidence Based ◽  
Policy Makers ◽  
Methodological Procedures

The main national distance learning universities were launched before the emergence of the Internet. In order to adapt to digital connectivity, these universities had to modify their organizational and methodological procedures. But in recent years important changes have emerged in the field of educational technology, and this has significantly altered the higher education sector.This work analyzed the recent updates that distance-learning universities in Spain have undertaken in order to adapt to the current higher education landscape. The evolution of enrolment rates in distance universities in Spain in the period 2003–2017 was taken as a reference. Based on the available data, the factors that explain the enrolment gap between types of entities are analyzed and key actions for the evolution of distance learning universities in Spain are suggested. This provides an evidence-based approach that aims to contribute to the reflection of academics, institutional managers and policy makers who are called upon to reorient the strategy of distance universities to make them sustainable in the medium and long term in the new landscape.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown

2021 ◽  
Vol 19 (4) ◽  
pp. pp262-281
Author(s):  
Marta Migocka-Patrzałek ◽  
Magda Dubińska-Magiera ◽  
Dawid Krysiński ◽  
Stefan Nowicki
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Quantitative Analysis ◽  
Large Scale ◽  
Online Courses ◽  
Academic Community ◽  
Teachers And Students ◽  
Willingness To Use ◽  
Academic Year

The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.  

Access for Refugees Into Higher Education: A Review of Interventions in North America and Europe

2018 ◽  
Vol 23 (4) ◽  
pp. 473-496 ◽  
Author(s):  
Bernhard Streitwieser ◽  
Bryce Loo ◽  
Mara Ohorodnik ◽  
Jisun Jeong
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
North America ◽  
Evidence Based ◽  
Delivery Method ◽  
Education Programs ◽  
Policy Makers ◽  
Barriers To Access ◽  
Success In Higher Education ◽  
Political Economic

This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe. We analyze a diversity of interventions sponsored by host governments, higher education institutions, foundations, nongovernmental organizations, and individuals. These interventions differ in size, delivery method, focus, and extent of support, and range from a single language course or limited online learning opportunity to fully accredited higher education programs. However, significant problems hamper the efficacy of many current interventions. We examine providers’ rationales for working with refugees using Knight and De Wit’s rationales for internationalization of higher education, later reconceptualized in four interrelated groups of rationales: academic, political, economic, and socio-cultural. To these, we propose adding a fifth category: humanism. To widen refugee participation and success in higher education, we suggest that policy makers and administrators should adopt a longer-term perspective, increase transparency, and use evidence-based approaches to develop and evaluate refugee programming.

Implementing Learning Support Systems

2011 ◽  
pp. 1125-1133
Author(s):  
J. Bernardes ◽  
J. O’Donoghue
Keyword(s):  
Information Technology ◽  
Educational Technology ◽  
Distance Learning ◽  
Support Systems ◽  
Type Material ◽  
The Internet ◽  
Learning Support ◽  
Good Teaching ◽  
Effective Learning ◽  
Academic Professions

Kearsley (1998) writes that “technology is often seen as a quick fix, a siren song,” and warns that “educational technology is a distraction … from what matters most— effective learning and good teaching.” The approach taken often seems more in the vein of entertainment than education, with television-type material creating an expectation of how information will be presented; the linkup of the Internet and television through streamed video may just exacerbate this. It is our view that information technology (IT) is unlikely to create empty institutions delivering distance learning, but is more likely to create distanceless learning, which is actually more accessible to all potential students. What this implies, and few in the academic professions yet understand properly, is that the whole business of delivering teaching is likely to be transformed in a way that has not happened for generations. While it is possible to develop IT-based approaches that, to some extent, mirror traditional methods of remote learning by isolated individuals and which has little or nothing to do with lifelong experiences or expertise, most academics will find themselves forced to confront very basic questions about what it is that they are trying to achieve and how they might best go about achieving those desired outcomes.

scholarly journals Accounting Chairpersons Compare Distance Learning Delivery Methodologies

2011 ◽  
Vol 20 (4) ◽  
Author(s):  
Gary Saunders
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Interactive Television ◽  
Traditional Learning ◽  
The Internet ◽  
American Higher Education ◽  
Delivery Vehicles ◽  
Educational Paradigm ◽  
E Mail ◽  
Internet Courses

Distance learning delivery methodologies have evolved over the last 100, or so, years since the educational paradigm was formally used in American higher education. Several different approaches to distance learning, where the student is in a location remote from their instructor, have been used. During the decade of the 90s developments in technology offered new delivery vehicles for distance learning and terms like “interactive television” “E mail,” and “Internet courses” have been added to the academic lexicon. Internet courses, where the interaction between faculty and student occurs primarily over the Internet, represent a substantial departure from the traditional learning model.

scholarly journals AN INTEGRADED APPROACH TO THE STUDY OF A FOREIGN LANGUAGE IN HIGHER EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Vladyslava V. Shcherbytska ◽  
◽  
Inna I. Pysmenna ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Blended Learning ◽  
Approaches To Learning ◽  
Economic Education ◽  
Foreign Languages ◽  
The Internet ◽  
Interactive Games ◽  
E Learning

The article considers the issue of distance learning. The practice of training students at universities of Ukraine shows that the use of traditional forms and methods of training does not provide sufficient knowledge level of the foreign language for graduates. Therefore, it is necessary to seek and use new approaches to learning a foreign language. The transition to distance learning in higher education, due to the pandemic, was an unexpected and serious challenge for both teachers and students. That is why the problem of introducing distance learning in higher education is so important and relevant, especially in the process of learning foreign languages. It is dictated by the new social demands to higher education. Attention is drawn to the fact that distance learning has long been of interest to scientists. In the 21st century, with the advent of computers and the Internet, the spread of distance learning is gaining enormous proportions. A brief analysis of recent research and publications on this issue has been made. Definitions of the concept of “distance learning” are given. Attention is drawn to the fact that there are two concepts of “distance learning” and “complete education”. The term “distance education” is much broader than the term “distance learning”, although they are often used as synonyms. It is noted that there are two types of distance learning: traditional and e-learning (learning through the Internet and multimedia). The spread of e-learning has led to a new direction – blended learning. It is emphasized that the future lies in blended learning, which will increase or decrease offline and online components depending on the capabilities and needs of students. The disadvantages and advantages of distance learning are considered. It is emphasized that distance learning can be used when learning foreign languages at any level. Attention is drawn to the fact that the effectiveness of distance learning in foreign languages depends on the quality of methodological support of each online lesson. It is emphasized that the development of electronic textbooks is one of the leading areas of economic education, which introduced distance learning. There are various types of work that can be used for distance learning of foreign languages. Examples of various interactive games that are used in the process of teaching foreign languages are given. It is noted that the prospects for further research lie in the more active introduction of e-learning in the learning process, especially in the study of foreign languages.

scholarly journals Housing for People with an Acquired Brain or Spinal Injury: Mapping the Australian Funding Landscape

2019 ◽  
Vol 16 (16) ◽  
pp. 2822 ◽  
Author(s):  
Wright ◽  
Colley ◽  
Knudsen ◽  
Kendall
Keyword(s):  
Support Services ◽  
Spinal Injury ◽  
Grey Literature ◽  
Acquired Brain Injury ◽  
Evidence Based ◽  
Policy Makers ◽  
Suitable Alternative ◽  
Cord Injury ◽  
Housing Options

This research aimed to synthesize housing supports funded by 20 major insurance-based schemes for Australians with an acquired brain injury (ABI) or spinal cord injury (SCI). Publicly available grey literature (i.e., primary information from respective scheme websites) was systematically reviewed and compared. There were notable differences between the different scheme types (disability vs. workers compensation schemes) and across different States. Collectively, scheme funding was more likely to be focused on housing infrastructure and service delivery, than on tenancy support. Australians who are least likely to benefit from the current funding context are those whose home cannot be reasonably modified, are wanting to build or purchase a new home, do not have suitable, alternative short- or long-term housing options if their current home is not feasible, require support to maintain occupancy of their home or financial assistance to move into a new home, may benefit from case management services, family supports, and assistance animals, and/or cannot afford their rent or home loan repayments. Several interactions, inconsistencies, contradictions, and gaps that warrant further attention were also revealed. This review has highlighted the need for policy makers to provide transparent information about housing entitlements for individuals with ABI or SCI, and their families. A unified, evidence-based framework to guide the funding of housing and housing support services may increase the consistency of interventions available to people with ABI or SCI and, therefore, improve outcomes.

Introduction: Connecting Student Loan Research and Federal Policy

2017 ◽  
Vol 671 (1) ◽  
pp. 8-18 ◽  
Author(s):  
Nicholas Hillman ◽  
Kata Orosz
Keyword(s):  
Higher Education ◽  
Federal Policy ◽  
Student Loan ◽  
Evidence Based ◽  
Policy Makers ◽  
Higher Education Act ◽  
Education Act

This article introduces this volume, which is dedicated to expanding a theory- and evidence-based understanding of student loan problems. The authors review evidence to address fundamental questions related to student loan research: who borrows, why, and the consequences of debt for specific student populations. The authors outline how the articles collected in the volume address these fundamental questions, and discuss ways in which federal policy-makers may build on the insights that can be gained from this volume as they work on the reauthorization of the Higher Education Act.

A Topical Note on Accessing Scientific Refinement

2005 ◽  
Vol 5 (1-2) ◽  
pp. 248-257 ◽  
Author(s):  
Colin Schmidt
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Information Society ◽  
Scientific Research ◽  
The Internet ◽  
Institutions Of Higher Education ◽  
Knowledge Community ◽  
Acquisition Process ◽  
Physical Support ◽  
Computer Mediated

AbstractIntellectual affinities are intertwined with community feeling. In an Era of E-everything, communities as we once knew them have been split up and remade in a virtual manner. With their uses of the Internet for promoting Science, institutions of higher education have pushed reflections about multi-person activities out of the framework of the Information Society and into that of the Knowledge Community – computer-mediated scientific research and distance learning as cult-ural activities. The current study shows that this shift towards another physical support for the same thirst for knowledge necessitates considering the logical and paradoxical aspects of human dialogue for programs that wish to naturalise the culture acquisition process.

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