Expansion Of Distance Education Research Articles

Expansion of Distance Education in higher education: Trajectories in Argentina, Brazil, Chile and Colombia

During the first two decades of the 21st century, higher education has had an accentuated expansion in South America. To be able to handle this increase in demand, international organizations have encouraged the region’s countries to turn to distance education. Therefore, it is important to understand how this mode of education has been incorporated into higher education policies in different South American countries. The aim of this article is to compare the reality of four South American countries with respect to the level of participation in distance education in higher education, namely in Argentina, Brazil, Chile and Colombia. Regarding the methodology, we analyzed official and research data about the latest evolution of distance education in higher education in the four countries studied. The analysis reveals that distance education has experienced a significant expansion in these countries since 2010, with the greatest increase occurring in Brazil. We concluded that, despite external factors in favor of distance education, internal environments in each country influence the manner and tempo with which this pressure is reflected in their respective higher education policies.

Emotions in the Electronic Educational Space

The study of the role of emotions in education has already established traditions. The relevance of studying emotions in the electronic educational space stems from the expansion of distance education both in Russia and in other countries. System analysis allows us to identify many functions that emotions perform in learning, which include: motivational, meaning-formative, regulatory, communicative, directing, activating, the function of increasing creative potential, integrative, socializing, goal-setting. The retransmission of emotions in the electronic educational space has its own characteristics. Text information plays an important role in e-education. Therefore, the linguistics of emotions, discursive emotions and forms of verbalization of emotiongenic information are of great importance. The concepts of “emotional design” are of methodological importance for the study of emotions in the electronic educational space. The study revealed the different significance of cognitive and transactional emotiongenic factors of electronic space design for students. The most important cognitive emotiongenic factors were named: brightness and accessibility of visual signs, traditions and “customs”, feedback, reliability of the electronic system. The most significant transactional emotiongenic factors were: social communication, visualization, individualization in the design of the site, retransmission of values through the electronic educational space. The significance of emotiongenic factors differs on ZOOM, MOODLE, and LMS. The study of emotions when working in the electronic space allows us to identify areas of University information educational environment development.

A relevância da pesquisa para o Serviço Social: conquistas e desafios permanentes das Diretrizes Curriculares

Resumo Este artigo objetiva elencar alguns subsídios para o diálogo da pesquisa na fonnação do/a assistente social, no âmbito acadêmico, a partir do que preconizam as Diretrizes Geraispara o Curso de Serviço Social (1996). Para tanto, realizamos uma pesquisa bibliográfica e documental, de cunho qualitativo, analisando as legislações que regulam a profissão em relação à pesquisa e demais produções científicas pertinentes, sob a perspectiva do materialismo histórico-dialético. Concluímos que, diante dos atuais desafios relacionados à expansão das comentes contra-hegemônicas no serviço social e da expansão do Ensino a Distância, a profissão precisa voltar a colocar-se na agenda das suas próprias pesquisas, isto é, ser objeto das investigações Italizadas pela comunidade de pesquisadores da área. Uma nova pesquisa sobre a implementação das Diretrizes Curriculares, por exemplo, poderia abrir possibilidades de um novo debate nacional.

Over-Education and Income of the Distance Learner

With the expansion of distance education, the problem of over-education in the system of distance education has emerged, but it seems that none of the existing empirical studies have addressed this issue. This study conducts an empirical and comparative analysis of the problem of over-education between distance education and face-to-face education by analyzing nationwide adult data in China. The empirical results show that distance-education learners are more likely to experience over-education compared to face-to-face education learners; however, over-education does not have a significantly negative relationship with distance-education learners’ income.

A história e a expansão da educação a distância: um estudo de caso da UNICESUMAR

Com o advento da sociedade da informação, a tecnologia motivou novos comportamentos, atitudes e relações sociais, influenciando a vida em sociedade. A educação também foi uma das áreas que obteve mudanças motivadas pela tecnologia e uma das formas de educação onde essa realidade está mais presente é a Educação a Distância (EaD). Em vista disso, a presente pesquisa teve como objetivo descrever a história e a expansão da Educação a Distância no mundo e no Brasil e, ainda, descrever a história e a expansão da educação a distância em um caso específico: na instituição de ensino superior Unicesumar. Para tanto, foi realizada pesquisa qualitativa e a coleta de dados foi realizada por meio de pesquisa bibliográfica, análise de documentos da Unicesumar e entrevistas. Por fim, ressalta-se que a Educação a Distância no mundo, no Brasil e na instituição de ensino Unicesumar alcançaram notáveis avanços, contudo ainda há desafios a serem superados, devido ao fato de que ainda existem lugares onde não há acesso à educação e também trabalhar no combate ao preconceito que a modalidade sofre, visto que a Educação a Distância exerce uma função considerável no tocante a democratização do ensino.

Evaluating Students’ Responses to iTunes U as a Rich Media Delivery Solution for Teacher Education

Content management and delivery systems are becoming central to the support and expansion of distance education at universities. A case study was conducted at a Midwestern university to examine the use of iTunes-U as a potential venue for supporting teacher education. Implications for research and next steps are discussed.

LA TENDENCIA A LA DESPRESENCIALIZACION DE LA EDUCACIÓN SUPERIOR EN AMÉRICA LATINA

This article analyses the development of virtual education in the higher education sector in Latin America. It moves on to focus on the impact of new technologies in distance education and how they are contributing to a new process of differentiation of both general education and distance education in particular. The article displays the types of institutionalmanifestations of what can be defined as a process away from face-to-face higher education, and identifies the characteristics for the expansion of distance education in the region.

Educação a Distância (EAD): o tutor na visão de tutores

The expansion of Distance Education has increased awareness about the tutor to whom roles of adviser / learning facilitator have been assigned: what he does, how became a tutor, what is required background to become a tutor and difficulties faced on his routine. To answer these questions, the research interviewed 26 tutors who participated in online group discussions about tutorship. Process encompassed forms applied containing closed and opened questions that provided qualitative and quantitative data. Numerical relations, percentages and contents analysis outlined the recurrences and contradictions in the answers received. The results indicated that: (a) most tutors did not receive specific training before exercising their tasks; (b) assumed their functions through a fortuitous process; (c) difficulties of their practice are pointed out to be consequence of the limitations of students and technology; (d) do not recognize the tutor as a teacher what is contradictory since attributions listed as specific of tutor are inherent to lecturing. The outlook of these subjects reflects the dual treatment received by the tutor in the pedagogical literature: sometimes seen as a stimulator, sometimes described as a teacher.

Language teaching

As Cynthia White points out in this issue's state-of-the-art article, recent years have seen ‘a dramatic expansion of distance education with new language learning opportunities being made available to new audiences throughout the world’. In her review of distance education, she highlights the contribution made in the literature to our understanding of the nature of language learning in non-classroom settings. It is the first critical review to address important issues and debates that have developed within the field – such as the development of learners' interactive competence and the nature of optimal distance language learning environments. Throughout, the article's emphasis is on the complexity of distance language learning and teaching given the presence and interplay of human, institutional, technological and sociocultural influences. Throughout the paper, the author addresses a number of emerging trends for further research.We are delighted to welcome the return of Richard Johnstone's research review. An article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://uk.cambridge.org/jid_LTA>.

Ukraine Open University: Its Prospects in Distance Education Development

The genesis, initiation, and expansion of distance education at the Ukraine Open International University for Human Development, located in Kyiv, will be examined in this case study, starting with a brief look at the positive changes taking place in Ukraine's traditional educational system, as well as recent developments in the country's distance education (DE) system. To help readers understand the University's development from an insider's perspective, societal factors that currently influence its inter- and extra-institutional environment will also be examined. Next, the history, organizational structure, institutional activities, and background of the Ukraine Open International University for Human Development, along with the reasons driving the University's dual mode activities - both traditional and distance education - will be briefly analyzed. Included in this analysis is a summary of the challenges surrounding the application of both traditional and distance education models.
 
 The author concludes his case study by reflecting upon Ukraine Open International University for Human Development's experiences within the context of its being both a traditional education provider and new dual-mode distance education provider. Also discussed are some key indicators and predictions about what the future may hold for the University.