3,833 research outputs found

    Online and Distance Education for a Connected World

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    Learning at a distance and learning online are growing in scale and importance in higher education, presenting opportunities for large scale, inclusive, flexible and engaging learning. These modes of learning swept the world in response to the Covid-19 pandemic. The many challenges of providing effective education online and remotely have been acknowledged, particularly by those who rapidly jumped into online and distance education during the crisis. This volume, edited by the University of London’s Centre for Online and Distance Education, addresses the practice and theory of online and distance education, building on knowledge and expertise developed in the University over some 150 years. The University is currently providing distance transnational education to around 50,000 students in more than 180 countries around the world. Throughout the book, contributors explore important principles and highlight successful practices in areas including course design and pedagogy, online assessment, open education, inclusive practice, and enabling student voice. Case studies illustrate prominent issues and approaches. Together, the chapters offer current and future leaders and practitioners a practical, productive, practice- and theory-informed account of the present and likely future state of online and distance higher education worldwide

    How Interactions With an Academic Advisor Influence the Self-Efficacy of Online and Distance Education Students

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    Institutions of higher education are experiencing an increasing number of students enrolling in online or distance education courses. The majority of these students are adult learners. The increase in enrollment is beneficial to institutions of higher education, but it is overshadowed by the low degree completion rate for online and distance education learners. Academic advisors play a crucial role in guiding students to degree completion. While there has been research on the potential contributing factors in online and distance education student retention, the research has been lacking in how communications with academic advisors may influence students’ levels of self-efficacy. The purpose of this qualitative case study was to examine the perceptions of online and distance education adult learners’ interactions with their academic advisors and how these interactions influenced their level of self-efficacy and persistence to degree completion. The researcher conducted semistructured interviews with current and recent graduates of an online or distance education program. Semistructured interviews were also conducted with current academic advisors of online and distance education students. The data revealed that interactions with academic advisors played a vital role in students’ levels of self-efficacy. Three key themes emerged from the data as contributing factors to student self-efficacy and their interactions with academic advisors: Communication-Immediacy/Individualized Advisement, Relationships-Sense of Community, and Academic Advisor Influence-Student Self-Efficacy. Developing a greater focus in these areas of academic advisement for online and distance education students may assist in increasing online and distance education student retention

    Using Future Research Methods in Analysing Policies Relating to Open Distance Education in Africa

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    Many African countries have developed policies to reform their education system in order to widen participation in higher education. To achieve this, open, online and distance education based models have been advocated as the most viable delivery tools in expanding access to higher education. However, the policy analysis of Kenya, Rwanda and Zambia revealed that the integration of open, online and distance education in these countries’ education systems is inadequate. The purpose of this study is to analyse policies in order to determine why policy goals are not achieved and how the present reality and the past knowledge impacts on the desired outcome. The future research methods of forecasting is used because it looks at policy interventions with the aim of assisting us to understand probable development in education that may have led to the weak implementation of the policies

    Going with the grain: mobile devices in practice

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    Fifty-seven alumni of a global Masters program participated in research into their use of mobile devices. Drawing on questionnaire and interview data,the paper examines how far the devices were embedded in the personal and professional lives of these alumni, most of whom were aged 35-54. All had experience of online and distance education, and most worked in education or training. The study revealed some innovative uses of mobile devices, a selection of which is reported in this paper. The paper links the findings to wider debates about the changing relationship between learners and educational institutions, and the role of mobile devices in enabling individuals to engage in learning conversations. Data are provided on which devices were used by the alumni and for what purposes, and the paper explores the implications of these findings for educators

    Exploring transformative learning in vocational online and distance education

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    reformulation of their experience, and new ways of acting in the world) is widely understood as an important outcome of adult education (Mezirow, 1990, 2018). Various studies have been performed over the last 30 or so years since Mezirow’s theory was first proposed, confirming its presence and importance in higher education. However, it is questioned as to whether transformative learning takes place in vocational distance and online education, particularly if not explicitly promoted.   This paper investigates the extent of transformative learning taking place in adult learners studying at a distance, online. Drawing on King’s (2009) Learning Activities Survey (LAS), Open Polytechnic students (n=499) across 7 qualifications (6 discipline areas) responded to a survey asking about their experiences of perspective transformation. The instrument also sought insight as to how vocational providers of vocational online and distance education might promote transformative learning outcomes in learners. Survey results show evidence of perspective transformation in students, to varying degrees mainly determined by the qualification being studied. The results also reveal which instructional design approaches and teaching activities might contribute to transformation

    Exploring transformative learning in vocational online and distance education

    Get PDF
    reformulation of their experience, and new ways of acting in the world) is widely understood as an important outcome of adult education (Mezirow, 1990, 2018). Various studies have been performed over the last 30 or so years since Mezirow’s theory was first proposed, confirming its presence and importance in higher education. However, it is questioned as to whether transformative learning takes place in vocational distance and online education, particularly if not explicitly promoted.   This paper investigates the extent of transformative learning taking place in adult learners studying at a distance, online. Drawing on King’s (2009) Learning Activities Survey (LAS), Open Polytechnic students (n=499) across 7 qualifications (6 discipline areas) responded to a survey asking about their experiences of perspective transformation. The instrument also sought insight as to how vocational providers of vocational online and distance education might promote transformative learning outcomes in learners. Survey results show evidence of perspective transformation in students, to varying degrees mainly determined by the qualification being studied. The results also reveal which instructional design approaches and teaching activities might contribute to transformation

    Dewey, Desi, and DEC: Exploring the educational philosophy of Indian open, online, and distance education

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    This paper explores pedagogical underpinnings of current Indian open, online, and distance education. Tracing the history of national and cultural adherence to the precepts of American educational theorist and philosopher, John Dewey, the paper notes the Deweyesk perspective has not translated into constructivist distance educational practices. The work surveys the history of distance education in India, and reviews literature in the field produced by Indian academics, whose recent reports suggest that online education may be transforming Indian educational philosophy, bringing a more constructivist approach to teaching on the sub-continent. The paper is organized into the following sections:A brief history of open, distance, and online education in IndiaThe role that John Dewey’s ideas play on the subcontinentPhilosophical underpinnings of Indian online educationThe current state of Indian online educatio
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