Distance Education Institutions Research Articles

Understanding Older Adult Learners In Distance Education: The Case Of Universiti Sains Malaysia

World population ageing is unprecedented and pervasive which will affect all countries in the world. According to a United Nation report (2010): “By 2045, the number of older persons in the world will exceed the number of young for the first time in history.” The number of the older adult learners in distance education programs is also expected to increase in tandem with the growth of ageing population throughout the world. As such distance education institutions and instructors should be vigilant to this new emerging group of learners. The objectives of this study were to identify factors related to older adult learners’ participation in the distance education degree programs and their characteristics. Data were collected by using interviews and questionnaires. Respondents for the study were older adult learners age 50 and over who enrolled in degree programs at the School of Distance Education (SDE), Universiti Sains Malaysia in Malaysia. Five older adult learners were interviewed and 72 out of 123 respondents completed the questionnaires. The findings indicated that older adult learners’ participation in the distance education degree programs is mainly due to career advancement and to seek knowledge. The older adult learners’ distinct characteristics are high motivation, eager to learn, health conscious, effective time management, good social skills, no financial difficulties and have strong family support.

The Significance of Student Teachers’ Involvement in Co-Curricular Activities

Around the world teacher training is increasingly offered through open distance learning (ODL). Distance education institutions need to ascertain whether they are producing appropriate made-tomeasure skills that will enable student teachers to educate learners to internationally competitive levels when entering the teaching profession. To reach such levels of competence teacher training should include co-curricular activities, which has also applies to co-curricular activities as these activities are an integral part of teaching. The specific purpose of the research under review has been to determine students’ perceptions of their participation in co-curricular activities during teaching practice periods in schools. The research was qualitative and driven by the following research question: What are student teachers’ perceptions of the significance of their participation in co-curricular activities for their own professional development? The aims of the research under review were to determine student teachers’ perceptions of the following: (1) the nature of cocurricular activities; (2) the value of co-curricular activities for learners; (3) the value of student teachers’ participation in co-curricular activities for their own professional development; (4) the effectiveness of teaching practice as presented in an ODL context; and (5) student teachers’ recommendations regarding their participation in co-curricular activities by means of ODL. Semistructured and open-ended questions were used to gather data from the participants. Results confirmed the importance of active participation in cocurricular activities in order to prepare students for their teaching career.

REVIEW: The Economics Of E-Learning [Online Monograph] Augmented Reality The Horizon Of Virtual And Augmented Reality: The Reality Of The Global Digital Age

Online and distance education institutions need a communication that should differentiate and separate them from the other counterparts not only in their own category but also in the category of traditional educational institutions. That kind of communication is one of the tools of integrated marketing communication. In this book, authors discuss marketing issue related with distance and online learning concept under the integrated marketing communication perspective. It gives very rich content about marketing for distance and online education programs, new technologies, social media, cross-cultural applications written by many authors from different countries around the world.

EL ENFOQUE DE RESPONSABILIDAD SOCIAL EN LA EDUCACIÓN SUPERIOR Y LAS IMPLICACIONES EN LA FORMACIÓN PROFESIONAL

<p>El enfoque de Responsabilidad Social Universitaria en Educación Superior avanza en Colombia como resultado de tendencias nacionales y mundiales promovidas en las últimas décadas. Ha sido un proceso con demandas ciudadanas y de los sectores educativos en los planes decenales de Colombia en 1992 y 2005, en las que se han expresado las necesidades de orientar la educación al desarrollo de la sociedad, con repercusiones en las políticas del Ministerio de Educación y con cambios en las universidades colombianas. Paralelamente, los diálogos sobre el tema se multiplican en los niveles internacionales, entre rectores y gobernantes que sustentan propuestas ante los problemas en las distintas realidades. Los planteamientos promovidos a nivel mundial tienen sus repercusiones en el diseño de políticas internacionales a través de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, unesco. En 2009 se celebra el Primer Foro Iberoamericano y del Caribe sobre la Responsabilidad Social de las Instituciones de Educación a Distancia E.D., donde se origina el Observatorio Iberoamericano de Responsabilidad Social de la E. D. (oirsud), conformado por uned de Costa Rica, unad de Colombia, uned de España, utpl de Ecuador, Universidad Abierta de Portugal y la Universidad Abierta para Adultos, uapa de República Dominicana.</p><p>Para indagar sobre el tema, Alvarez y Aguirre (2010) realizan un sondeo que busca conocer las percepciones y propuestas que tienen cincuenta estudiantes universitarios de diez programas diferentes, con referencia a la formación profesional con responsabilidad social. Se trata de una consulta con resultados preliminares a la investigación en educación superior a distancia en la unad, comprometida con la transformación social regional y del país, y sobre las implicaciones de este enfoque de responsabilidad social en las innovaciones de la educación superior y de la educación a distancia.</p>

Student Retention in an Era of Globalization: A Case Study of IGNOU Regional Centre, Mumbai

Student Retention is a function of a number of factors, the most important among them being-the academic response mechanism of an institution, effectiveness in handling administrative queries, counseling at learner support centres, effectiveness in handling practical session and so on. The current paper is an attempt to study the effectiveness of student support services in an era of globalization in distance education institutions, with special reference to IGNOU Regional Centre, Mumbai. It is strongly felt that the results of this study will have a strong bearing on the way support services at conducted at Distance Education institutions. Mathematical complexity has been purposively avoided to make the contents of this paper intelligible to a wider audience.

Students' Behaviour In Decision Making Process To Attend Distance Learning Programs At Universitas Terbuka, Indonesia

The purpose of the research was to analyse students’ behaviour in choosing a distance learning program at Universitas Terbuka (UT), Indonesia, using the theory of planned behaviour model developed by Fishbein and Ajzen (1975). The respondents of the research were 102 students from 3 Regional Offices of Jakarta, Malang and Kupang, representing different area and size. The structural equation model was used to test models and hypotheses in the study. The findings of the study show significant influence of subjective norm on the students’ intentional behaviour to choose distance learning programs. Another important finding of this research is that behavioural norms significantly influence the students’ decision making behaviour in choosing distance learning programs. Findings of this study improve understanding of how distance students make decision in choosing distance learning programs and provide information to distance education institutions on how to best meet the needs and improve services to distance students. It also helps distance education institutions encourage the development of learning communities that can enhance social marketing of distance education programs.

Knowledge management through distance education

Globalization means free movement of capital goods, technology, ideas and people. It is the process of integrating various economies of the world without creating any hindrances. In this era of globalization it is necessary to create an environment in which human race can sustain itself on this planet Earth with its various aspects like energy, environment, education, technological back up and governing policies. Education therefore becomes an important aspect for the human race to sustain itself in the global environment. Education is the foundation for a vibrant democracy, growth of productivity and generation of income and employment opportunities. Education in India today is provided by both the conventional mode ie., in schools and colleges and through the distance mode. The provision of distance education is a major breakthrough in the development of human capital. Distance education is therefore an important means by which the human race would be able to sustain itself in this global environment. Distance Education is a generic term that includes the range of teaching, learning strategies variously described as home study or independent study. It is a highly welcome step in the direction of taking education to the door of those willing to acquire higher education but unable to do so owing to lack of resources or paucity of time. In India distance education opportunities at the University level have increased enormously. Many new developments and modern trends due to globalization are putting new pressures on the conventional education system, forcing many institutions to review and amend their existing policies and procedures. The enrollment rates in various Distance Education institutes have improved over the years. But to achieve the goal of one hundred percent literacy the nation should aim at establishment of more number of Distance Education centres and make it known and affordable to the rural masses. In this context the present paper attempts to trace the development of Distance Education in India., to enumerate the objectives of Distance Education, to highlight the strengths and weaknesses of Distance Education, to ascertain the choice of the sample group between conventional and Distance Education mode, to determine the factors influencing the choice of the mode and to suggest policy measures to improve the quality of Distance Education.

Knowledge management through distance education

Globalization means free movement of capital goods, technology, ideas and people. It is the process of integrating various economies of the world without creating any hindrances. In this era of globalization it is necessary to create an environment in which human race can sustain itself on this planet Earth with its various aspects like energy, environment, education, technological back up and governing policies. Education therefore becomes an important aspect for the human race to sustain itself in the global environment. Education is the foundation for a vibrant democracy, growth of productivity and generation of income and employment opportunities. Education in India today is provided by both the conventional mode ie., in schools and colleges and through the distance mode. The provision of distance education is a major breakthrough in the development of human capital. Distance education is therefore an important means by which the human race would be able to sustain itself in this global environment. Distance Education is a generic term that includes the range of teaching, learning strategies variously described as home study or independent study. It is a highly welcome step in the direction of taking education to the door of those willing to acquire higher education but unable to do so owing to lack of resources or paucity of time. In India distance education opportunities at the University level have increased enormously. Many new developments and modern trends due to globalization are putting new pressures on the conventional education system, forcing many institutions to review and amend their existing policies and procedures. The enrollment rates in various Distance Education institutes have improved over the years. But to achieve the goal of one hundred percent literacy the nation should aim at establishment of more number of Distance Education centres and make it known and affordable to the rural masses. In this context the present paper attempts to trace the development of Distance Education in India., to enumerate the objectives of Distance Education, to highlight the strengths and weaknesses of Distance Education, to ascertain the choice of the sample group between conventional and Distance Education mode, to determine the factors influencing the choice of the mode and to suggest policy measures to improve the quality of Distance Education.

A Strategic Model of Virtual University

Human being has been facing various Millennium challenges. One of the fundamental changes that the world is now facing is globalization, communication and information technology. That affects different fields of political, social and cultural education. Today's organizations have two basic characteristics of crisis, chaos, creative and risk taking. These features demand different paradigm as well as all areas. In the field of education the big change is that current knowledge and wisdom are the only ways for creating investment in societies. Human and native investment becomes the wealth when they are stirred with knowledge in times. Knowledge, information, intellectual property, expertise and professional competence are production tool in today's society and those that lack these tools are considered poor. Virtual learning is a way for facing with millennium challenges in educational field. Virtual learning environment is a kind of area, using technology, communication and information; it eliminates time and place barriers regarding variety of training and speeds up educational opportunities with the trainers desired speed. Universities as the engine of the community create virtual environments for learning. Distance educational institutions are traditional institution uses information and communication technologies for reinforcing education. Total virtual education institutions and consortium are examples of higher education efforts, regarding changes in the current era. Considering what was mentioned earlier, this paper is intended to explain new forms of strategic model of virtual university. Being grateful to the infrastructure, this model has been developed in a way that can take human infrastructure, technology, pedagogy, socio - cultural values, social administrative and support into consideration.

Holding the Virtual Self Accountable

Student accountability is paramount, says Brett Hicks in a new op-ed. In order for distance education institutions to overcome the stigma of online education, faculty must act as gatekeepers, protecting the integrity of their respective institutions. This defense begins in the classroom. Distance education institutions distinguish themselves in the same manner as traditional institutions of higher learning. They produce educated, student professionals -- even virtual ones

원격교육 학습관리시스템 개선방안에 관한 연구

이러닝을 활용한 원격교육은 평생교육의 측면에서 교육의 내용과 방법에 대한 선택의 다양성을 제공하고 있다. 양질의 콘텐츠와 이를 운영하는 학습관리시스템의 효과적 운영은 원격교육의 효과성을 높이는 중요한 요인이라 할 수 있다. 이에 본 연구는 원격교육의 질을 높이는 데 필요한 학습관리시스템의 현황을 분석하였다. 현황 분석과 함께 원격교육의 학습관리시스템 기능에 대해 델파이를 통해 전문가의 의견을 수렴하였다. 전문가 의견 수렴을 토대로 본 연구는 원격교육의 효과성을 높일 수 있는 학습관리시스템에 필요한 기능을 제안하였다. Training for using e-learning has offered various options of contents and methods to learners. Both contents with high quality and the effective operation of LMS are very important to increase effectiveness. This paper analyzed the status of LMS which was necessary to improve quality of training for learners using e-learning. Based on analysis, it collected the opinions of experts by using delphi methods. Then, it suggested the improvement of the LMS and necessary functions of LMS in Distance Education & Training Institutes.

Effective integration of SMS communication into a distance education accounting module

The University of South Africa (Unisa), as a distance education institution, is continuously challenged to lessen the negative impact distance has on students’ learning. The effective use of technologies affords distance education institutions with valuable opportunities to enhance teaching and support students’ learning. Using online technologies in the context of a developing country like South Africa often remains unrealised because of the persistent impact of lack of access, bandwidth and cost to students. Most students, however, have mobile phones, thus creating an ideal opportunity for distance education institutions to increase the effectiveness of learning. This article investigated students’ responses to a pilot study aimed at integrating short message systems (SMSs) into the study experience of accounting students at Unisa. This research found that students overwhelmingly experienced this initiative not only as support but also more importantly as assistance to enable them to study more effectively. On the basis of the evidence provided, it is evident that using mobile technology can enhance the learning experience of accounting students and provide them with a more satisfying and successful experience.

Is there space in cyberspace for distance learners with special needs in Asia? A review of the level of Web accessibility of institutional and library homepages of AAOU members

The Website is the trademark of the modern distance education (DE) system as DE is vastly dependent on the World Wide Web in delivering academic programs and student support services. DE authorities and administrators should make every effort to ensure that their Web interfaces are intuitive and easy to use for supplying “any time, any place” service. Unfortunately, we distance educators in Asia are far behind our Western counterparts in this aspect. This article explores the level of accessibility of Websites of members of the Asian Association of Open Universities (AAOU) in order to provide the results to the Asian DE authorities. The author's primary objectives in writing this article are to highlight the importance of Web accessibility for distance education institutions and their libraries in catering to a wide range of user groups and to point out how easily barrier-free Websites can be created if the basic rules of Web accessibility are followed.

Is there space in cyberspace for distance learners with special needs in Asia? A review of the level of Web accessibility of institutional and library homepages of AAOU members

The Website is the trademark of the modern distance education (DE) system as DE is vastly dependent on the World Wide Web in delivering academic programs and student support services. DE authorities and administrators should make every effort to ensure that their Web interfaces are intuitive and easy to use for supplying “any time, any place” service. Unfortunately, we distance educators in Asia are far behind our Western counterparts in this aspect. This article explores the level of accessibility of Websites of members of the Asian Association of Open Universities (AAOU) in order to provide the results to the Asian DE authorities. The author's primary objectives in writing this article are to highlight the importance of Web accessibility for distance education institutions and their libraries in catering to a wide range of user groups and to point out how easily barrier-free Websites can be created if the basic rules of Web accessibility are followed.

Situations of distance education institutions in Turkey

When present conditions are taken into consideration, the numbers of distance learning institutions are gradually increasing as well as formal education institutions. The numbers of programs which have been used in these institutions have been increasing in both graduate and postgraduate levels of education with a meaningful variety. Especially, universities have been following these programs through the medium of distance learning centers which they have set up within their institution. Furthermore, colleges of further education, educational institutes and some special centers have been established which follow these distance learning programs outside the university. The purpose of this study is to evaluate/to assess the present conditions of distance learning organizations. In this study, the data will be collected and evaluated about the structure of the institutions, how the distance learning programs are carried out (mixed and/or online) and how the evaluation is made (face to face and/or online). The data will be collected via the present web pages of these centers. Thus, the present conditions of these centers which are increasing in numbers day by day and a subject of a quality discussion will be evaluated.

External Degree Programme Graduates’ Perception of Students’ Support Services in the Faculty of External Studies, University of Nairobi

The first locally organized external Bachelor of Education (BEd) degreeprogramme in Kenya was started in 1986 in the Faculty of External Studies (FES) of the University of Nairobi. Five components of students’ support services were incorporated in to the programme so as to enhance the teaching- learning process. These were: continuous assessment tests, face-toface tutorials, provision of study materials to the learners, guidance and counselling services and library facilities in the Regional Study Centres. However, students’ performance in the first semester exams was dismal in some subjects which seemed to suggest that the support services had not achieved their intended objectives. This study was, therefore carried out to determine the way the first graduates of the BEd programme perceived the effectiveness of the support services and whether these perceptions were influenced by marital status and the subjects the students had studied in theBEd course. Using a mailed questionnaire, data were collected from 170graduates who were selected from a total population of 200 graduatesthrough simple and systematic random sampling techniques. Data wereanalysed through, frequency counts, percentages, t-test and ANOVA. The key findings revealed that marital status and the subjects studied were not significant determinants of graduates’ perception of the effectiveness of the support services. However, on the whole, face-to-face tutorials were rated more favourably by married graduates and those who had studied either mathematics or combinations in which one of the subjects was mathematics Similarly, library facilities were rated more favourably by linguistic graduates compared to their non-linguistic counterparts. However, humanities graduates rated learning materials less favourably compared to their non-humanities counterparts. These findings may give insight to the FES and other distance teaching institutions with a similar support system into those aspects of students’ support services to improve on in order for students to achieve the desired learning outcomes, irrespective of theirmarital status and subjects they have registered for.

The professor on your PC

The Open University of Israel, a distance education institution with open admissions, offers a study system that was primarily based on written material. When we designed the new CS1 course in 2005, shifting from C++ to Java, we also switched from a course based on written material, to one based on videotaped lectures, which the students watch on PCs. Shifting to Java is an enormous challenge, however, we were also concerned about the new study method. Therefore, we conducted a study to determine how the students respond to the new and different environment, in terms of both learning and technical operation. The findings show that this method of study is at least as efficient as the previous one. The students' attitude to the new study method was positive and supportive of the new approach.

EXPERIENCES AND TENSIONS OF TUTURING AT ALLAMA IQBAL OPEN UNIVERSITY (AIOU) PAKISTAN

Pakistan is a country with thick population of 160 million. Its geographical area is 796,096-sq. Km. Its 69% of population lives in rural areas and rest in urban. Since the education of rural people is a difficult task for the government therefore, there emerged a need of open and distance in Pakistan. Allama Iqbal Open University (AIOU) is the first Open University in Asia. It was established in 1974 and now has earned the status of Mega University. AIOU is a Distance Education institution, which provides multi disciplinary education from basic to doctoral level programs. The university employs non-formal method of correspondence, radio and television broadcasts, special textbooks and reading materials prepared on self-learning basis, part-time teachers (tutors) engaged nearest to the student's residences. The university has more than 36 regional campuses and centers in various parts of the country to coordinate and facilitate decentralized system of education of the university. The regional directors keep a roster of qualified teachers and experts in each field of study in their area and enlist them as the university’s part-time tutors.The number of registered tutors with AIOU is more than 30,000. Each group of students is entrusted to a tutor for guidance. Assignments written by the students are evaluated by the tutors and returned to them, with comments. The regional campuses also arrange practical training, teaching practice, workshops and seminars and facilitate holding of examinations in their own areas. This study presents data from a study of experiences of distance education tutors at Allama Iqbal Open University (AIOU), Pakistan, in the use of face-to-face tuition to support their students undertaking teacher training programmes at a distance. It explores the tensions for ‘face-to-face’ teachers involved in ‘distance teaching’ courses, and discusses these in terms of the tutors’ perceptions of the ways in which face-to-face tutorials are used to manage these tensions.

Teacher training through distance education: IICBA's experience

This paper describes the experiences of the International Institute for Capacity Building in Africa (IICBA) in running distance education programmes for teachers and education personnel in sub-Saharan Africa. The Institute, established by UNESCO in 1999 and located in Addis Ababa, Ethiopia, is mandated to work with teacher education institutions (TEIs) in sub-Saharan Africa in the areas of curriculum development, teacher education, distance education and educational planning. The subject areas IICBA focuses on are the teaching of Science, Mathematics, languages and ICT (Information and communication technologies) through the use of modern pedagogy. The Institute implements its projects in partnership with distance education offering institutions in Africa and other parts of the world. The paper begins by providing brief remarks on IICBA and its mandate and organisation, and proceeds to explain why it focuses on the areas of teacher education, capacity building and the distance mode of delivery to offer its training programmes. At the end, it describes the kinds of programmes it has been running since its establishment and the partner distance education institutions that offered the training courses.

Virtual Proctoring In Distance Education: An Open-Source Solution

Students will cheat during exams, that is nothing new, but now that the Higher Education Act requires the proctoring of exams, distance education institutions now find that both they and their students have a major problem. Exams have to be proctored, but requiring distance education students to search out a reliable proctor and travel to a specific location perhaps multiple times per term imposes an undue burden on the students. But schools now have to ensure the integrity of the exam-taking process and this will require creative solutions since many distance education institutions have no physical campus and perhaps will never actually see any of their students. Virtual proctoring, whereby the student can be at their home or office and can be viewed, recorded and supervised is one solution and this will become an increasingly important part of the educational experience since the proctoring of exams is now mandatory.