Effect of Geographic Distance on Distance Education: An Empirical Study

Job match has always been the focus of educational research. However, current empirical studies are limited to the analysis of face-to-face education, and there’s no empirical study focusing on the job match of distance education. To fill the gap in this research field, this study analyzes the distance learners in China to demonstrate the relationship between distance education and job match by using the data from a nationwide household survey. The empirical results involve two significant findings. Firstly, distance learners and face-to-face learners have no significant difference in job match. This study attempts to explain this with the human capital theory, that is, distance learners and face-to-face learners have no difference in obtaining their specific human capital, so they both prefer to work on a position characterized by job match. Secondly, job mismatch has no significant negative effect on the income of distance learners. This study attempts to explain this with the screening theory, that is, though distance education would improve the learners’ specific human capital, it still acts as a diploma signal, to some extent, in China, thus making it impossible for the specific human capital obtained by distance learners to transform into a superiority in income.

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An empirical study to examine the components of technology-enabled distance education affecting students’ perception

Materials Today Proceedings ◽

10.1016/j.matpr.2020.10.781 ◽

2020 ◽

Author(s):

Ansuman Sar ◽

Satya Narayan Misra

Keyword(s):

Distance Education ◽

Empirical Study

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Capacidades do Estado brasileiro e arquitetura institucional da EaD: da organização burocrática à autonomia inserida dos órgãos estatais

Revista Brasileira de Política e Administração da Educação - Periódico científico editado pela ANPAE ◽

10.21573/vol34n12018.82468 ◽

2018 ◽

Vol 34 (1) ◽

pp. 121

Author(s):

Daniela Da Costa Britto Pereira Lima ◽

Mônica Desiderio

Keyword(s):

Distance Education ◽

Empirical Study ◽

Point Of View ◽

Bureaucratic Organization ◽

Theoretical Support ◽

Brazilian State ◽

Educación A Distancia ◽

Organization Capacity ◽

Politica Publica ◽

Institutional Architecture

Resumo: O tema deste estudo é a arquitetura institucional da educação a distância (EaD) no Brasil sob a ótica das capacidades do Estado no que se refere à organização burocrática. Seu objetivo geral é apresentar e discutir algumas das capacidades do Estado brasileiro para gerir sua política pública de EaD. A pesquisa é do tipo bibliográfica e de natureza empírica, com suporte teórico em Evans (1993, 1995, 2004). O estudo empírico considerou o mapeamento e a análise da arquitetura institucional da EaD no Brasil entre 2010 e 2013 (LIMA, 2013). Constata-se que o Estado precisa rever sua arquitetura institucional da EaD, visando desenvolver a sua capacidade de organização burocrática e autonomia inserida, para passar de um Estado intermediário para desenvolvimentista.Palavras-chave: Educação a distância; educação superior; capacidades do Estado; arquitetura institucional. Abstract: The theme of this study is the institutional architecture of distance education - EaD - in Brazil, from the point of view of the state's capabilities, regarding the bureaucratic organization. Its general objective is to present and discuss some of the capabilities of the Brazilian State to manage it's public DE policy. The research is a bibliographical and empirical study, with theoretical support in Evans (1993, 1995, 2004). The empirical study considered the mapping and analysis of the institutional architecture of EaD in Brazil between 2010 and 2013 (LIMA, 2013). It concludes that the Brazilian State needs to reassess its DE institutional architecture as a means to develop its bureaucratic organization capacity and inserted autonomy, and as a condition to move from an intermediary State to a developed one.Keywords: distance education; higher education; State capacity; institutional architecture. Resumen: El tema de este estudio es la arquitectura institucional de la educación a distancia (EaD) en Brasil bajo la óptica de las capacidades del Estado en lo que se refiere a la organización burocrática. Su objetivo general es presentar y discutir algunas de las capacidades del Estado brasileño para gestionar su política pública de EaD. La investigación es del tipo bibliográfica y de naturaleza empírica, con soporte teórico en Evans (1993, 1995, 2004). El estudio empírico consideró el mapeo y el análisis de la arquitectura institucional de EaD en Brasil entre 2010 y 2013 (LIMA, 2013). Se constata que el Estado necesita revisar su arquitectura institucional de la EaD, buscando desarrollar su capacidad de organización burocrática y autonomía insertada, para pasar de un Estado intermedio para desarrollista.Palabras clave: Educación a distancia; educación universitaria; capacidades del Estado; arquitectura institucional.

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Ministerial formation of theological students through distance education

HTS Teologiese Studies / Theological Studies ◽

10.4102/hts.v68i2.1225 ◽

2012 ◽

Vol 68 (2) ◽

Cited By ~ 6

Author(s):

Marilyn Naidoo

Keyword(s):

Distance Education ◽

Distance Learning ◽

Identity Formation ◽

Religious Identity ◽

Geographic Distance ◽

Spiritual Maturity ◽

Skills Development ◽

Distance Learning Environment ◽

The Individual ◽

Academic Credits

Ministerial formation is a multifaceted activity involving critical thinking, the acquisition of knowledge, skills development, religious identity formation and the development of ministerial and spiritual maturity expected of church ministers. Education is not merely the accumulation of a prescribed set of academic credits but includes the holistic formation of all aspects of the individual. However, theological educators are concerned about the capacity to foster such values and skills in the distance and electronic environment. Some see distance education as ‘distancing’ the students in more significant ways than simply geographic distance. These issues are of fundamental importance for they reflect the deeper convictions of theologians that distance education may not be a suitable medium for ministerial formation. This article creates a conceptual map of the theological and pedagogical challenges for ministerial formation and highlights how the possibility of formation is being carried out in the distance-learning environment.

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