Distance Education in Canada: Access and Quality
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The document discusses distance education in Canada, focusing on access, quality, and appropriateness. It outlines the Canadian education system and highlights key factors in the history and growth of distance education in Canada. Quality assurance is discussed, noting debates around objective vs. subjective standards and whether formal processes are needed. The University of British Columbia's distance education program is over 6,000 enrollments and uses a project management approach with built-in quality assurance through professional instructional design and academic review.
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The document analyzes organizational models for distance education in four Canadian dual mode institutions: BCIT, SAIT, UBC, and VCC. It examines each institution's type, distance education strategy and mandate, student profiles, courses offered through distance education, organizational structure for distance education, and status of distance education. The analysis aims to test a theory about how institutional type relates to preserving a focus on distance education. It concludes the theory explains differences in how learner-centered versus traditional institutions approach distance education.
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The Digital Learner at BCIT and Implications for an E-Strategy
The document summarizes research on how students at BCIT use technology and whether they fit the profile of "digital natives" or "millennial learners." It finds that while students are digitally literate and connected, their use of technology differs from claims about millennials. Students have a limited toolkit and prioritize immediacy and cost over advanced skills. Their needs are context-specific and technology is not more important than physical and environmental factors. An e-strategy at BCIT should consider students' actual preferences rather than assumptions about digital natives.
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The Kenya Vision 2030 provides the blueprint of Kenya’s journey to meet the Sustainable Development Goals (SDGs). It aims to transform Kenya into an industrialising, middle-income country providing a high quality of life to all citizens by 2030. A major support to the Kenyan government to deliver its commitment under SDG4 is establishing the National Open University of Kenya (NOUK) to ensure inclusive, equitable and quality higher education for all.
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Introduction to objective, scope and outcome the subject
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- 11. Distance Education in Canada Provincial consortia
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