Reviews: Urban Literacy: Communication, Identity and Learning in Development Contexts, Discovering Literacy: Access Routes to Written Culture for a Group of Women in Mexico, Building Professional Pride in Literacy, Dealing with Dyscalculia, Sum Hope2, the Power of Critical Theory for Adult Learning and Teaching, Lifelong Learning: Concepts and Contexts, Reconsidering Open and Distance Learning in the Developing World: Meeting Students' Learning Needs

2007 ◽  
Vol 13 (2) ◽  
pp. 249-260
Author(s):  
Kathy Maclachlan ◽  
Jackie Howie ◽  
Ralf St Clair ◽  
Amanda Benjamin
Keyword(s):  
Distance Learning ◽  
Adult Learning ◽  
Critical Theory ◽  
Lifelong Learning ◽  
Developing World ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Open And Distance Learning ◽  
Professional Pride

Higher Education in Developing Countries

2018 ◽  
pp. 18-39
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Distance Learning ◽  
Developing World ◽  
Higher Education Institutions ◽  
International Standards ◽  
Global Knowledge ◽  
Economic Activities ◽  
Challenges And Opportunities ◽  
Open And Distance Learning

Due to globalization of economic activities and increased scope of higher education, higher education has become a priority agenda for countries around the globe. In order increase opportunities of higher education, institutions of higher education must enhance their quality and access through open and distance learning while following national and international standards. For developing countries, higher education opportunities through open and distance learning are important for economic prosperity and participation in global knowledge economy. Globalization has created numerous challenges and opportunities for higher education. These challenges are more significant for developing countries because of limited resources. At the same time, meeting these challenges is a top priority of developing world. This chapter examines numerous challenges faced by higher education in developing countries. The chapter also discusses how higher education institutions in developing world can use open and distance learning to cope up with these challenges.

Technology usage for teaching and learning law in open and distance learning: a Sri Lankan perspective

2020 ◽  
Vol 15 (1) ◽  
pp. 69-81
Author(s):  
Janaka Selvaras
Keyword(s):  
Distance Learning ◽  
Sri Lanka ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Technology Usage ◽  
Content Type ◽  
Learning And Teaching ◽  
Online Social Media ◽  
Open And Distance Learning ◽  
Learning Law

PurposeThe Open University of Sri Lanka (OUSL) is the only institution to deliver legal education through Open and Distance Learning (ODL) in Sri Lanka. This study aims to analyze technology usage in learning and teaching law in the ODL under OUSL to evaluate the accessibility and also challenges.Design/methodology/approachA combination of qualitative and quantitative methodologies has been used for the study. This includes both interviews with teachers and surveying among students on the usage of technology in learning and teaching law at OUSL. Since the LL.B Degree Programme of OUSL delivered at six regional centres in Sri Lanka, this study also includes the comparative analysis of technology usage in teaching and learning at selected regional centres.FindingsThe findings indicate that the majority of students have access to technology through mobile phones and are aware of blended learning. Even though they prefer to integrate blended learning with learning law, they do not prefer learning entirely online. Social media and mobile applications are the most preferred modes of blended learning by students. It is also acknowledged that the internal staff has knowledge and access to the use of technology in teaching law while the external staff faces challenges and is in need of adequate training.Originality/valueThe original contribution of this article provides insightful guidelines not only to the OUSL of Sri Lanka but also to the institutions offering similar disciplines through ODL to understand lecturers, learners in the future integration of technology.

Using Graphs in Developing Educational Material

2010 ◽  
pp. 55-66
Author(s):  
Thanassis Hadzilacos ◽  
Dimitris Kalles ◽  
Dionysis Karaiskakis ◽  
Maria Pouliopoulou
Keyword(s):  
Distance Learning ◽  
Theoretical Model ◽  
Communities Of Practice ◽  
Web Mining ◽  
Educational Material ◽  
Digital Content ◽  
Learning Needs ◽  
Open And Distance Learning ◽  
Learning Institutions

Distance learning institutions need to find a way to transplant the benefits of conventional tutoring practices into the development of digital content that is conducive to students’ learning needs. Therein lie two great challenges: promote real distance learning effectively and, at the same time, try to accommodate the ability of students to learn via collaboration. The authors have proposed the development of learner’s open-and-distance-learning (ODL) courses as both a theoretical model and an applied methodology to be one of their key priorities and describe how this concept co-evolves with Web mining and institutional infrastructures to address the needs of emergent communities of practice within their university, primarily of students and secondarily of tutors.

Change of the Learning Cycle After Blockchain

2020 ◽  
pp. 42-79 ◽  
Author(s):  
Gaye Topa Ciftci
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
21St Century ◽  
Focal Point ◽  
Learning Activities ◽  
Learning Cycle ◽  
Learning Needs ◽  
Digital Learning ◽  
New Learning

The purpose of this chapter is to create a foresight related to the role of using blockchain to meet the learning needs and how it may change learning cycle in 21st century. In this context, firstly explanation of the development of digital learning was given by describing the paradigm changes in lifelong learning activities. Learning needs of the 21st century were explained within the framework of constructivism and connectivism in terms of changes in learning tendencies. The problems encountered in the new learning tendencies were examined in the context of critical theory. Then to determine how the blockchain can respond to problems in learning, blockchain was defined, with its usage areas and the innovations it can bring to the field were interpreted. Finally learning and blockchain issues were synthesized, which are the focal point of this section, and how these can be used in learning applications, how they can respond to learning needs were discussed.

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