1. The document discusses the social benefits of online education based on case studies and international experiences. It finds that online education improves access to education, especially for remote and lower-income populations. It allows for lower-cost, higher-quality education and promotes knowledge creation, research, and international collaboration.
2. A case study of UNAD Colombia finds that its online programs have increased access to education, supported underprivileged groups, improved research output, and fostered internationalization. International case studies show online education promoting inclusion, education quality, and economic and social development across Africa, Asia, Latin America, and other regions.
3. The conceptual framework discusses how education quality impacts economic growth and development. It finds
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
The document summarizes eight parallel workshops that will take place on July 16th. Workshop 1 will discuss the role of higher education institutions in sustainable development. Workshop 2 will focus on strategies for internationalization that maximize benefits and minimize risks. Workshop 3 will examine policies and practices that promote equitable access and student retention. Workshop 4 will discuss public-private partnerships to increase higher education capacity. Workshop 5 will address changing models of institutional governance. Workshop 6 will look at the impact and future of the Bologna Process in Europe and beyond. Workshop 7 will explore the involvement of higher education in initiatives like Education for All and the Millennium Development Goals. Workshop 8 will debate how to create a higher education area built on solidarity between institutions globally
Globalization has led to a five-fold increase in the number of students enrolling in higher education programs outside their home country since 1975. While most international students currently come from Asia and study in North America, trends vary by world region. Factors like a country's economic development and domestic education capacity influence outbound student mobility rates and destination choices. As cross-border higher education expands, it could impact global patterns of student flows while offering opportunities for collaboration between education systems.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
Next Generation Schools & Education Development Collaborative (EDCo)biferguson
This document discusses problems with the current K-12 public education system and proposes a vision for next generation schools in Maryland. It outlines two main problems: 1) schools are highly segregated by race and income level, and 2) the current system fails to adequately educate all students for the changing workforce demands. It proposes developing innovative schools through the Education Development Collaborative that would have diverse student bodies, innovative curriculum focused on 21st century skills, and more autonomy. These next generation schools aim to better prepare all students, including those from low-income backgrounds, for college and careers.
The document discusses the United States Distance Learning Association (USDLA), an organization that aims to unite learners around the world through distance learning. The USDLA's mission is to support the development and application of distance learning globally. It was founded in 1987 to meet the growing education and training needs of various learning communities. The USDLA works to advocate for distance learning and provide resources and recognition in the field.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
The document summarizes eight parallel workshops that will take place on July 16th. Workshop 1 will discuss the role of higher education institutions in sustainable development. Workshop 2 will focus on strategies for internationalization that maximize benefits and minimize risks. Workshop 3 will examine policies and practices that promote equitable access and student retention. Workshop 4 will discuss public-private partnerships to increase higher education capacity. Workshop 5 will address changing models of institutional governance. Workshop 6 will look at the impact and future of the Bologna Process in Europe and beyond. Workshop 7 will explore the involvement of higher education in initiatives like Education for All and the Millennium Development Goals. Workshop 8 will debate how to create a higher education area built on solidarity between institutions globally
Globalization has led to a five-fold increase in the number of students enrolling in higher education programs outside their home country since 1975. While most international students currently come from Asia and study in North America, trends vary by world region. Factors like a country's economic development and domestic education capacity influence outbound student mobility rates and destination choices. As cross-border higher education expands, it could impact global patterns of student flows while offering opportunities for collaboration between education systems.
The document discusses the Digital Youth Network (DYN) program in Chicago that aims to improve education for urban youth. It notes the challenges of educating a growing urban population and high dropout rates. DYN merges in-school and out-of-school learning through new media and peer groups. It utilizes play, scaffolding, and Vygotsky's zone of proximal development to engage students. DYN also provides media literacy education and online learning tools. Evaluation found improved test scores and participation among DYN students.
Next Generation Schools & Education Development Collaborative (EDCo)biferguson
This document discusses problems with the current K-12 public education system and proposes a vision for next generation schools in Maryland. It outlines two main problems: 1) schools are highly segregated by race and income level, and 2) the current system fails to adequately educate all students for the changing workforce demands. It proposes developing innovative schools through the Education Development Collaborative that would have diverse student bodies, innovative curriculum focused on 21st century skills, and more autonomy. These next generation schools aim to better prepare all students, including those from low-income backgrounds, for college and careers.
The document discusses the United States Distance Learning Association (USDLA), an organization that aims to unite learners around the world through distance learning. The USDLA's mission is to support the development and application of distance learning globally. It was founded in 1987 to meet the growing education and training needs of various learning communities. The USDLA works to advocate for distance learning and provide resources and recognition in the field.
This document provides an overview of the School of Communication at Illinois State University. It discusses the various majors and sequences offered including Communication Studies, Journalism, Mass Media, Public Relations, and Communication Education. It also summarizes resources and opportunities available to students such as academic advising, the honors program, civic engagement experiences, and the new Social Media Analytics Command Center (SMACC) lab. Student involvement in organizations is encouraged to help develop communication skills.
Barbour, M. K. (2008). Virtual schooling and online learning: Michigan education in a flat world. Keynote presentation to the Alliance for a Media Literate America – Michigan Caucus, Detroit, MI.
Liberal Education & Civic Capacity: We Are Only Half-Way ThereRobert Kelly
This document summarizes research on students' civic learning in college. It finds that according to a national survey, less than half of students reported gains in understanding people from other backgrounds, developing personal values and ethics, contributing to their community, or participating in community projects related to courses. Additionally, the percentage of students who agreed their campus helped them expand awareness of civic involvement declined each year of college. However, the percentage who agreed their ability to consider diverse perspectives increased with time in college. The document concludes that while many students develop civic skills, too many do not, and more work is needed by educational institutions to prepare students for civic participation and a democratic society.
The discovery of computer information technology has created an avenue for educational transformation in today's changing society. Computer technology has widened access to information and improved communication. It has created opportunities for greater production and broken down language barriers. Using computer technology and the internet in education has improved standards of living by enhancing the exchange of ideas and information. It has led to more effective instruction and decreased dropout rates while improving academic performance.
The document provides an overview of the impact of emerging technologies on the American educational system in the late 1990s and early 2000s. It discusses how technologies like computers, internet access, and digital resources rapidly proliferated in schools during this period. However, it also notes that the educational system struggled to adapt to this "information chaos" and that technologies were sometimes adopted more for marketing purposes than improving instruction. The document explores issues around balancing educational quality versus quantity and approaches versus avoidances of new technologies in this transitional period.
This document discusses Abilene Christian University's initiative to provide online theological education to church leaders in Ghana through a partnership with Heritage Christian College in Accra. It launched a Master of Arts in Christian Ministry program in 2014 that allows Ghanaian students to take most courses online while completing residential requirements at Heritage. While the partnership and overall proposal made sense, implementation proved more difficult than expected due to issues with admissions, student services, technology access, and cultural misunderstandings in online communication norms. The growing trend of global online education is raising concerns about navigating cultural differences in areas like learning styles, communication preferences, and worldviews between Western and non-Western students. Understanding these cultural dynamics is important for designing culturally-sensitive online learning
This document discusses several articles in the 9th edition of the FGV Online Newsletter. It provides a brief overview of each article's topic:
1. The opening article by Alan Bruce discusses the impact of adapted teaching and innovative education in the European context, and explores best practices, digital repositories, open education initiatives, and the role of social agents in pioneering movements.
2. An interview discusses how educational games have changed education from an informative role to a more integrative mission aimed at cognitive development.
3. An article by Eliane Schlemmer discusses the use of games in professional qualification and development learning environments.
4. An article co-authored by Luci Ferraz de Mello
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Rec...PiLNAfrica
OER in Africa: A Sea Change? A Keynote Address at the OpenEd 2009: Crossing the Chasm.&#160;This is a keynote address made by OER Africa Project Director Catherine Ngugi&#160;at the Open Education Conference: Crossing the Chasm held <span style="FONT-STYLE: italic">at the </span><em>Vancouver, British Columbia, Canada</em> from the 12 - 14 August 2009. The video presentation can be viewed at <a target="_blank" href="http://openedconference.org/archives/1030">http://openedconference.org/archives/1030</a>. This is a 60 minute video, you can skip the first 11 minutes of the conference introduction and welcome address. The keynote focuses on&#160;how higher education has evolved on the African continent over the past three or four decades and the relevance of OER Africa and of Open Educational Resources, within this context.</p>
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
The document discusses the history of inclusive education in the United States, beginning with the passage of key legislation such as the Education for All Handicapped Children Act (EAHCA) of 1975, which established the rights of students with disabilities to a free public education. It was later renamed the Individuals with Disabilities Education Act (IDEA) and strengthened through subsequent reauthorizations. The No Child Left Behind Act of 2001 and IDEA of 2004 emphasized accountability and access to the general education curriculum for students with disabilities. Currently, about 75% of students with disabilities spend part or all of their day in general education classrooms. The document provides an overview of inclusive practices and strategies used to support students with mild to moderate disabilities and
MVLRI 2015 - International Landscape of K-12 Online and Blended LearningMichael Barbour
Barbour, M. K. (2015, June). International landscape of K-12 online and blended learning. A Michigan Virtual Learning Research Institute webinar, Lansing, MI.
8.International Student Mobility - Global Trends and Lessons for Brazil (Schl...Rafael Schleicher
- International student mobility has grown exponentially in recent decades, from 3 million students studying abroad in 2005 to over 5 million in 2014.
- Asian countries now account for over half of all tertiary students worldwide, while the US role as a top destination is declining.
- Brazil has seen rapid growth in students studying abroad through programs like Science Without Borders, but still lags behind countries like China and India in numbers of outbound students. Brazil also struggles to attract many foreign students to its own universities.
- To keep up with global trends and opportunities, Brazil needs policies that better link international student mobility to its foreign policy goals of promoting Brazilian culture, values and soft power abroad.
Online open education and social justice: progress for regional, multi-lingua...Sarah Lambert
Sharing some key results and outcomes of PhD study into open education as social justice, recently summarised in a book chapter. If you can't get to the Melbourne or the Galway OER19 presentation (URL below) here are the slides with plenty of information and all the references.
https://oer19.oerconf.org/sessions/online-open-education-and-social-justice-progress-for-regional-multi-lingual-and-female-learners-o-033/
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
Shai Reshef's presentation from "The Right to Education: Realizing the Potent...University of the People
The document discusses the challenges of accessing higher education globally and introduces University of the People as an innovative solution. UoPeople is the world's first non-profit, tuition-free online university aimed at increasing access to higher education. It uses an open-source digital platform and volunteer mentors and professors to provide degree programs in business administration and computer science to students worldwide regardless of their finances, location, gender, culture or race. Student surveys show that 91% would recommend UoPeople to others as a good place to earn a degree.
University of the People (UoPeople) is the world's first tuition-free, nonprofit, online university that aims to democratize higher education. It offers associate degrees in business administration and computer science to qualified students worldwide. Students only pay modest application and exam fees. UoPeople uses open educational resources and volunteers to keep costs low so it can provide education opportunities to those who otherwise could not afford it. In less than three years, UoPeople has over 1,100 students from 115 countries and is building a sustainable model to potentially impact hundreds of thousands through affordable, accessible online education.
The document discusses the value of online learning for K-12 students. It notes that online learning provides greater access to education through non-traditional methods. Studies have shown that online learners improved more than traditional students in areas like self-reflection and participation. Statistics show growing enrollment in online K-12 courses. Experts believe schools should be required to offer online options to meet varied student needs.
Digital Literacy Around the World: Research From Six CountriesYonty Friesem
Six case studies will describe digital literacies of students around the world. We call for global collaboration to better implement digital technology and its education.
Providing access to higher education through online programs in developing co...EduSkills OECD
There is a growing gap between the level of education most people have access to and what is needed globally for employment opportunities. While populations in developing countries are growing rapidly, access to higher education is still limited due to availability and affordability. Online education can help address this by making courses more accessible anywhere and affordable. However, developing successful online programs requires consideration of cultural and learning style differences to ensure relevance and support for students in different contexts. Overall, online education represents an opportunity to extend access to more people if implemented appropriately.
African Council for Distance Education KeynoteTerry Anderson
The document discusses three routes to achieving inclusive education:
1. Community-based education systems that engage learners in their local communities and environments.
2. Distance education solutions that increase access to education for all. Athabasca University in Canada is presented as a successful model.
3. A hybrid model combining community schools with distance education components, allowing students to learn locally while receiving instructional materials and guidance from distance education institutions.
The document summarizes a report on distance education and the sustainable development goals. It discusses:
1) The changing global landscape in the 21st century and trends affecting higher education like globalization, knowledge growth, and demographic changes.
2) The increasing role of higher education institutions and challenges they face like being unprepared for online education.
3) UNESCO's response through promoting the sustainable development goals and the role of distance education in achieving them.
4) How open universities are tasked with providing equitable, quality education and addressing challenges in the 21st century global society.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
This document provides an overview of the School of Communication at Illinois State University. It discusses the various majors and sequences offered including Communication Studies, Journalism, Mass Media, Public Relations, and Communication Education. It also summarizes resources and opportunities available to students such as academic advising, the honors program, civic engagement experiences, and the new Social Media Analytics Command Center (SMACC) lab. Student involvement in organizations is encouraged to help develop communication skills.
Barbour, M. K. (2008). Virtual schooling and online learning: Michigan education in a flat world. Keynote presentation to the Alliance for a Media Literate America – Michigan Caucus, Detroit, MI.
Liberal Education & Civic Capacity: We Are Only Half-Way ThereRobert Kelly
This document summarizes research on students' civic learning in college. It finds that according to a national survey, less than half of students reported gains in understanding people from other backgrounds, developing personal values and ethics, contributing to their community, or participating in community projects related to courses. Additionally, the percentage of students who agreed their campus helped them expand awareness of civic involvement declined each year of college. However, the percentage who agreed their ability to consider diverse perspectives increased with time in college. The document concludes that while many students develop civic skills, too many do not, and more work is needed by educational institutions to prepare students for civic participation and a democratic society.
The discovery of computer information technology has created an avenue for educational transformation in today's changing society. Computer technology has widened access to information and improved communication. It has created opportunities for greater production and broken down language barriers. Using computer technology and the internet in education has improved standards of living by enhancing the exchange of ideas and information. It has led to more effective instruction and decreased dropout rates while improving academic performance.
The document provides an overview of the impact of emerging technologies on the American educational system in the late 1990s and early 2000s. It discusses how technologies like computers, internet access, and digital resources rapidly proliferated in schools during this period. However, it also notes that the educational system struggled to adapt to this "information chaos" and that technologies were sometimes adopted more for marketing purposes than improving instruction. The document explores issues around balancing educational quality versus quantity and approaches versus avoidances of new technologies in this transitional period.
This document discusses Abilene Christian University's initiative to provide online theological education to church leaders in Ghana through a partnership with Heritage Christian College in Accra. It launched a Master of Arts in Christian Ministry program in 2014 that allows Ghanaian students to take most courses online while completing residential requirements at Heritage. While the partnership and overall proposal made sense, implementation proved more difficult than expected due to issues with admissions, student services, technology access, and cultural misunderstandings in online communication norms. The growing trend of global online education is raising concerns about navigating cultural differences in areas like learning styles, communication preferences, and worldviews between Western and non-Western students. Understanding these cultural dynamics is important for designing culturally-sensitive online learning
This document discusses several articles in the 9th edition of the FGV Online Newsletter. It provides a brief overview of each article's topic:
1. The opening article by Alan Bruce discusses the impact of adapted teaching and innovative education in the European context, and explores best practices, digital repositories, open education initiatives, and the role of social agents in pioneering movements.
2. An interview discusses how educational games have changed education from an informative role to a more integrative mission aimed at cognitive development.
3. An article by Eliane Schlemmer discusses the use of games in professional qualification and development learning environments.
4. An article co-authored by Luci Ferraz de Mello
Crossing the Chasm: OER in Africa – A Sea Change: Reclaiming our Power – Rec...PiLNAfrica
OER in Africa: A Sea Change? A Keynote Address at the OpenEd 2009: Crossing the Chasm.&#160;This is a keynote address made by OER Africa Project Director Catherine Ngugi&#160;at the Open Education Conference: Crossing the Chasm held <span style="FONT-STYLE: italic">at the </span><em>Vancouver, British Columbia, Canada</em> from the 12 - 14 August 2009. The video presentation can be viewed at <a target="_blank" href="http://openedconference.org/archives/1030">http://openedconference.org/archives/1030</a>. This is a 60 minute video, you can skip the first 11 minutes of the conference introduction and welcome address. The keynote focuses on&#160;how higher education has evolved on the African continent over the past three or four decades and the relevance of OER Africa and of Open Educational Resources, within this context.</p>
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
The document discusses the history of inclusive education in the United States, beginning with the passage of key legislation such as the Education for All Handicapped Children Act (EAHCA) of 1975, which established the rights of students with disabilities to a free public education. It was later renamed the Individuals with Disabilities Education Act (IDEA) and strengthened through subsequent reauthorizations. The No Child Left Behind Act of 2001 and IDEA of 2004 emphasized accountability and access to the general education curriculum for students with disabilities. Currently, about 75% of students with disabilities spend part or all of their day in general education classrooms. The document provides an overview of inclusive practices and strategies used to support students with mild to moderate disabilities and
MVLRI 2015 - International Landscape of K-12 Online and Blended LearningMichael Barbour
Barbour, M. K. (2015, June). International landscape of K-12 online and blended learning. A Michigan Virtual Learning Research Institute webinar, Lansing, MI.
8.International Student Mobility - Global Trends and Lessons for Brazil (Schl...Rafael Schleicher
- International student mobility has grown exponentially in recent decades, from 3 million students studying abroad in 2005 to over 5 million in 2014.
- Asian countries now account for over half of all tertiary students worldwide, while the US role as a top destination is declining.
- Brazil has seen rapid growth in students studying abroad through programs like Science Without Borders, but still lags behind countries like China and India in numbers of outbound students. Brazil also struggles to attract many foreign students to its own universities.
- To keep up with global trends and opportunities, Brazil needs policies that better link international student mobility to its foreign policy goals of promoting Brazilian culture, values and soft power abroad.
Online open education and social justice: progress for regional, multi-lingua...Sarah Lambert
Sharing some key results and outcomes of PhD study into open education as social justice, recently summarised in a book chapter. If you can't get to the Melbourne or the Galway OER19 presentation (URL below) here are the slides with plenty of information and all the references.
https://oer19.oerconf.org/sessions/online-open-education-and-social-justice-progress-for-regional-multi-lingual-and-female-learners-o-033/
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
Shai Reshef's presentation from "The Right to Education: Realizing the Potent...University of the People
The document discusses the challenges of accessing higher education globally and introduces University of the People as an innovative solution. UoPeople is the world's first non-profit, tuition-free online university aimed at increasing access to higher education. It uses an open-source digital platform and volunteer mentors and professors to provide degree programs in business administration and computer science to students worldwide regardless of their finances, location, gender, culture or race. Student surveys show that 91% would recommend UoPeople to others as a good place to earn a degree.
University of the People (UoPeople) is the world's first tuition-free, nonprofit, online university that aims to democratize higher education. It offers associate degrees in business administration and computer science to qualified students worldwide. Students only pay modest application and exam fees. UoPeople uses open educational resources and volunteers to keep costs low so it can provide education opportunities to those who otherwise could not afford it. In less than three years, UoPeople has over 1,100 students from 115 countries and is building a sustainable model to potentially impact hundreds of thousands through affordable, accessible online education.
The document discusses the value of online learning for K-12 students. It notes that online learning provides greater access to education through non-traditional methods. Studies have shown that online learners improved more than traditional students in areas like self-reflection and participation. Statistics show growing enrollment in online K-12 courses. Experts believe schools should be required to offer online options to meet varied student needs.
Digital Literacy Around the World: Research From Six CountriesYonty Friesem
Six case studies will describe digital literacies of students around the world. We call for global collaboration to better implement digital technology and its education.
Providing access to higher education through online programs in developing co...EduSkills OECD
There is a growing gap between the level of education most people have access to and what is needed globally for employment opportunities. While populations in developing countries are growing rapidly, access to higher education is still limited due to availability and affordability. Online education can help address this by making courses more accessible anywhere and affordable. However, developing successful online programs requires consideration of cultural and learning style differences to ensure relevance and support for students in different contexts. Overall, online education represents an opportunity to extend access to more people if implemented appropriately.
African Council for Distance Education KeynoteTerry Anderson
The document discusses three routes to achieving inclusive education:
1. Community-based education systems that engage learners in their local communities and environments.
2. Distance education solutions that increase access to education for all. Athabasca University in Canada is presented as a successful model.
3. A hybrid model combining community schools with distance education components, allowing students to learn locally while receiving instructional materials and guidance from distance education institutions.
The document summarizes a report on distance education and the sustainable development goals. It discusses:
1) The changing global landscape in the 21st century and trends affecting higher education like globalization, knowledge growth, and demographic changes.
2) The increasing role of higher education institutions and challenges they face like being unprepared for online education.
3) UNESCO's response through promoting the sustainable development goals and the role of distance education in achieving them.
4) How open universities are tasked with providing equitable, quality education and addressing challenges in the 21st century global society.
This document summarizes a presentation given at the 14th General Conference of the International Association of Universities in San Juan, Puerto Rico on November 28, 2012. The presentation discusses trends in global higher education enrollment growth, diversification of higher education providers, and ensuring quality as higher education expands globally. It calls for strategic approaches and international collaboration to help universities strengthen their role in educational development in the 21st century.
Rankings académicos y aseguramiento de la calidad en educación online, a cargo de Richard Yelland, Dirección General de Educación de la Organización de Cooperación y Desarrollo Económicos (OECD).
La conferencia se presentó en el 1er Seminario Internacional sobre Rankings en Educación Superior y E-learning organizado por la UOC.
This document discusses the growth of distance education over the past 20 years and both the opportunities and challenges it faces. It notes that while distance education enrollments have increased significantly, allowing greater access to education, there is also some opposition emerging and issues with quality assurance. It argues that governments need to recognize distance education's potential to expand access at low cost, foster independent learning, and promote innovation, while also ensuring strong, independent quality assurance oversight.
Lessons Learned in Higher Education from the COVID-19 Crisisafacct
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Hits and Misses: highlights from a global systematic review of literature int...Sarah Lambert
Presentation for The Inclusive Education Summit (TIES) Geelong 27 November 2018. Includes conceptual model - Six Critical Dimensions for Equitable Open Online education, and application to cases of multi-lingual learning.
This document discusses a study on the experiences of novice e-learning users at the University of Hargeisa in Somalia. The study explored barriers and facilitators to e-learning usage through interviews with students. Overall, students had a positive attitude towards e-learning and felt it enhanced their educational experience. The communication aspect of e-learning was especially important for Somali students as it helped alleviate the country's isolation caused by civil war and connected them to the global community of students and scholars. However, some socio-cultural factors in students' communities negatively impacted their e-learning experience. The document provides context on Somalia's education system and the adoption of e-learning at the University of Hargeisa.
What can higher education contribute to developing skills for the knowledge economy?Strategies for higher education in a more open and online world: the role of open and distance learning.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
What can higher education contribute to developing skills for the knowledge e...EduSkills OECD
Higher education can develop skills for the knowledge economy by embracing open and distance learning strategies in this more digital world. Demands from students and system failures like high dropout rates show a need for more flexible options. Open distance learning has seen rapid growth through disruptive online initiatives and can now be facilitated through new technologies. This impacts education through the "knowledge triangle" of open access, research-based teaching, and innovation. However, governments, universities, and other institutions must address challenges like optimal policies, building competencies, and partnerships to fully harvest the benefits.
This document defines connectivism as a learning theory developed in 2005 that states learning occurs through network connections as individuals share knowledge online. It discusses how connectivism transformed the internet into a collaborative learning environment comprising online classrooms, social networks, and virtual communities. Due to COVID-19, the Philippines launched distance and blended learning programs relying on internet access, however, the country faces issues with low education budgets, social divide in access, lack of resources, mismatch between training and jobs, poor quality of public education, and dropping test scores.
Role of university_in_production_of_knowledge_societyAshok Kumar
1. The document discusses the role of universities in producing a knowledge society and addresses various challenges they face.
2. It argues that universities must adopt new approaches and policies to improve knowledge transfer for international competitiveness in the current era of globalization.
3. The document also examines contemporary knowledge, the need to implement new curricula for global needs, and the responsibility of higher education to lead society in the right direction.
This document discusses how open courseware and open educational resources provided online can help address issues in higher education by increasing access and lowering costs. It provides background on how the internet has changed society and education by providing access to information. It then discusses challenges like the high cost of college and low graduation rates in the US. Open courseware from universities like MIT which provide free course materials online are presented as a solution, having been adopted by over 200 universities worldwide. The future directions of open education include offering credits for course completion and expanding open resources internationally.
This document provides an overview of a presentation given to ACS Athens parents about the i2Flex program. It begins with an agenda that includes an i2Flex overview, demonstrations by faculty, and discussion. It then discusses agreements to focus on the learner and learning with technology. The remainder of the document provides context about educational reform trends, frameworks for 21st century skills, responses to reform through programs like i2Flex, benefits of blended learning models, and potential benefits of ACS Athens' i2Flex program.
Exploring the For-Profit ExperienceAn Ethnography of a For-.docxlmelaine
Exploring the For-Profit Experience:
An Ethnography of a For-Profit College
Constance Iloh
University of California, Irvine
The for-profit college sector is arguably the most controversial and least
understood sector of higher education today. The past decade has ushered
in a wealth of public concern and scrutiny as to whether for-profit colleges
and universities are providing a quality education to underserved student
populations. While their politicization has captured immense attention,
there is far less empirical research on student experiences at for-profit insti-
tutions to better inform conceptual, institutional, and practical understand-
ing of this sector of postsecondary education. Using ethnographic data from
one midsize for-profit college in a suburban city, the author spent seven
months exploring educational culture from the perspective of enrolled stu-
dents. The findings illuminate four themes: (a) student desire for institu-
tional transparency, (b) the perception of high-quality in-person
instruction, (c) varied experiences based on student schedule and learning
needs, and (d) the role of age in shaping peer interactions.
KEYWORDS: for-profit colleges, ethnography, qualitative research, higher
education, student experiences, vocational education, adult learners, institu-
tional culture, privatization, social context, proprietary education
For-profit colleges and universities are rapidly changing the look, feel, andoutcomes of college attendance, particularly among students most
CONSTANCE ILOH is a UC Chancellor’s Postdoctoral Fellow at the University of California,
Irvine, 2064 Education Building, Irvine, CA 92697, USA; e-mail: [email protected] Her
research addresses: (a) college access and choice, (b) educational stratification and the
experiences of underserved populations in postsecondary education, and (c) for-profit
higher education and community colleges. Iloh has authored several peer-reviewed
journal articles on the changing landscape of postsecondary education, including
‘‘Understanding For-Profit College and Community College Choice’’ in Teachers
College Record. She is the principal investigator of a grant exploring online learning in
vocational higher education. In 2016, Iloh was recognized as one of the nation’s brightest
stars and change agents in education as a Forbes 30 under 30 honoree. Iloh’s forthcom-
ing book on contemporary college-going narratives and for-profit higher education will
be published by the Johns Hopkins University Press.
American Educational Research Journal
June 2016, Vol. 53, No. 3, pp. 427–455
DOI: 10.3102/0002831216637338
� 2016 AERA. http://aerj.aera.net
http://crossmark.crossref.org/dialog/?doi=10.3102%2F0002831216637338&domain=pdf&date_stamp=2016-06-01
marginalized in postsecondary education. When compared with their counter-
parts attending other higher education institutions, for-profit college students are
more likely to be older, women, students of color, and come fro ...
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
The document discusses how blended, online, and open learning is changing tertiary education. It addresses three key questions: 1) What are the benefits of tertiary education? 2) How is the face of tertiary education changing? 3) How should Massey University respond to these changes? Regarding the second question, it notes the convergence of formal and informal learning, emergence of new business models, and rapid growth of open learning. It argues Massey should embrace blended, online, and distance education to drive future success nationally and internationally.
Similar to Stegmann. the social benefits. (1) (20)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. The social benefits of online education
Juan Pablo Stegmann Ph.D.
Walden University
The 18th Annual Sloan Consortium
International Conference on Online Learning
At a cross roads:
On line education in a complex world
October 2012
2. The social benefits of online education
1. Case study: UNAD Colombia
2. International experiences
3. Conceptual framework
3. UNESCO
Unesco (2009): online education is the educational modality that
because of its pedagogical and technological versatility becomes the
best choice for developed and developing countries to meet the
requirements of quality, inclusion, coverage and educational extension
of the XXI century.
4. Online education builds a smart and connected society
Online education fosters research and team
collaboration helping to create individual and
organizational knowledge…
…connects students with external communities
sharing resources, networking, internationality…
…promoting collaboration, critical thinking,
creativity, entrepreneurship, motivation.
Traditional education focuses on faculty generated
knowledge, or student existing knowledge
5. Social impact
Relying on the information and telecommunications technology
provided by the universities and their lower costs, online education is
leading a profound transformation in two dimensions:
Is connecting sectors of the society with abundant knowledge
resources, with global sectors in need of such knowledge:
populations in remote locations, working adults, and lower income
individuals.
The students become active knowledge generators, and members of
new knowledge communities. This is raising the quality of the
education, especially in remote locations.
In other words, is creating a global community which has profound
effects in several dimensions.
6. UNAD: success story of online education
Sharp quality improvement
Processes approved by ISO 9001 (2008)
and NTCGP 1000 (2009) and Colombian
authorities (2010), 5 programs
accredited
Dramatic growth in students
especially in remote locations
Large growth in new programs
Created in 1980. Since it became
online (2004) it has grown steadily
7. Promotion of research
Articles published at peer reviewed
publications
Research projects approved by
UNAD 2011
Financial resources allocated to
research
Research groups recognized by
Colombian authorities
8. Support to the community, especially
under-privileged sectors
Population: 95% 1-2-3 socio economic
strata, 75% under 23 years old, 55%
women, 11% vulnerable adolescents,
15.7% adult workers, 6.7% working
mothers heads of the family, 6.4%
disabled or marginalized.
Support to minority students Support of students with
special needs
Support of faculty
9. Internationalization
250 faculty are receiving education of Master
and Doctorate degrees in the United States.
24,295 secondary students are receiving
English language education, with participation
of 118 educational institutions and 283
English teachers.
Alliances with universities in the Americas,
Europe, Africa and Middle East.
International congresses inviting global
academic personalities in online education
10. Success of online alumni over traditional
Income growth of graduates
At different socio economic levels
Evolution of graduated income
compared to other universities
11. Benefits of online education at UNAD
High level of student’s satisfaction, maximizing
personal educational experience, reducing desertion
rate
Cooperation, solidarity, mutual stimulation,
multicultural interaction
Autonomous, self regulated learning
Incorporation of ITC in the population
Research: 63 groups approved by ColCiencia
Entrepreneurship, networking and alliances
Critical thinking, creativity
12. Testimonies of the benefits of online
education
Studied while in prisonBusiness development in
remote locations
Started college at 86
Alumni develops farm for
underprivileged elderly
Students abandon the
guerrilla to study
Alumni do social work to help
vulnerable communities
13. Conclusions: the benefits of online
education at UNAD
UNAD’s substantive
responsibilities and
its social benefits:
social and economic
development –
inclusion -
cooperation,
research,
internationalization,
innovation, holistic
education
14. The social benefits of online education
1. Case study: UNAD Colombia
2. International experiences
3. Conceptual framework
15. Online education in Africa: multiple benefits in
unprotected sectors, a factor of cultural and social
transformation
Economic, social and economic inclusion of marginalized sectors
(Aderinoye et al, 2004; Olakulehin et al, 2006; Sekiwu, 2010)
Source of high quality education (Olaoluwakotansibe, 2010)
Health and education (Ngwenya, 2010)
Brains’ export and reimport (Ambe-Uva, 2009)
16. Online education in Asia: dramatic impact on personal
and social dynamics, with explosive growth
In Malaysia (Puvaneswary et al, 2010)
Personal development
Platform for socialization
Knowledge creation
In China explosive growth with above million new students per year
to support development (Larson, 2008; Carr-Chellman, 2000)
In the Philippines online education strategic for the future of the
country, incorporating adult learners (dela Pena-Bandalaria, 2007)
17. Online education in the Anglophone world: growing
innovation with impact on academic quality
University of the People: free education, accessing 115 countries,
with social orientation (Kevin Carey, 2011)
Australia: online education compensates for the lower quality of
traditional education in remote areas (Creswell, 2004)
Canada: advantages of distance education in remote areas (Dodd,
2009):
18. Online education in Indian subcontinent: it grows in
number, and provides a superior educational quality
Explosive growth of online education, especially in rural areas,
promoted by ICT (Misra, 2006)
The quality of traditional education is inversely proportional to the
distance, but not online education (Mitra, 2008)
India promotes online education by use of schools, post offices,
online education centers and health centers (Overland, 2006)
Bangladesh Open University (higher education institution in
Bangladesh), has enrolled 800,000 students in the last 15 years,
several of its traditional programs are decreasing and tend to
disappear (Sharker et al, 2006; Rezanur, 2008)
Foreign universities aimed at high-income sectors (Overland, 2000)
19. Online education in Latin America: extraordinary
acceptance at all levels
Costa Rica online education in rural areas: success with marginal and
rich students (Ramaswami, 2009; Amighetti, 2003)
100 new indigenous universities are being created in Latin America,
based on distance education (Campbell, 2006)
Community Learning Centers in Mexico (Instituto Tecnologico de
Monterrey, Mexico): success in remote and marginal areas, offering
courses, promoting social integration and leadership in community
members (Larson, 2008)
20. The social benefits of online education
1. Case study: UNAD Colombia
2. International experiences
3. Conceptual framework
21. Education and economic development
Study of Stanford University and University of Munich (Hanushek,
2007):
The quality of education has powerful effects on individual income, income
distribution and economic growth.
The current situation in developing countries is much worse than is
generally shown on the basis of school enrollment and achievement in
terms of graduation.
Limited to providing additional resources to schools is unlikely to be
successful, improving the quality of schools will require structural changes
in institutions
Education is a barrier against terrorism (Krueger, 2003)
22. 1. The high cost of traditional education…
Traditional education is too expensive in many regions, only
affordable by high income households. Higher education: an
impossible dream in many countries, it costs a large percent of
household income for tertiary education per student per year,
compared with higher income countries (Murakami, World Bank
2008)
23. …versus the lower cost of online education
The lower cost of online education is a critical factor to
educate lower income regions
There is a clear correlation between the wealth of a
population and their level of education (PISA Programme for
International Student Assessment World Bank)
Online education is an excellent carrier to solve that difficulty.
24. 2. The quality of education is a key factor
that impacts on economic growth…
Strong correlation between economic growth with quality of education,
100 countries (Barro, 2000), 1965-1995
Stanford University and University of Munich: economic growth correlates
with the quality of education but not with the quantity of education
(Hanushek, 2007)
25. …research is a key factor in ensuring
the quality of education
Project MIT-LINC (Learning International Network Consortium,
community of Individuals and Organizations focusing on
tertiary education in Developing Countries) (Park, 2008;
Larson, 2009)
Online education promotes individual and organizational
knowledge creation - research
26. 3. Online education promotes quality
learning, knowledge creation and critical
thinking…
Online collaborative framework (adaptation from
Redmond et al, 2006); Source: Lock 2006
27. …especially rich in international online
collaboration (Lock, 2006)…
Constructivism: Online learning has moved from a teacher-directed and
static content environment to a constructivist environment that is learner-
centred and collaborative: learners “construct their own understandings of
the world in which they live” (Sergiovanni, 1996, p. 38).
Online collaboration: “knowledge creation, group learning, development
and maintenance processes, computer-mediated communication, and the
presentation of these issues in online learning environments.”
(Haythornthwaite, 2006)
Critical Thinking: “Working with a group of equal-status peers to solve a
problem is particularly conducive to the development of critical thinking
skills because it exposes individuals to different perspectives and
interpretations of a problem or idea (Abrams, 2005)
28. …proving the power of the network,
creating a brain – organic organization
Networks are a key component of entrepreneurship (Nicolaou, 2004)
Knowledge becomes transactional, created by the community, improved by
the exercise of critical thinking (Garrison, 2004).
Innovation relies on formal and informal networks, generated by
relationships. Networks are channels and conduits. (Owen-Smith, 2004)
Learning communities engage in continuous improvement, develop
collective responsibility, create alignment and accountability (Hord, 2012)
An ecology is an environment that fosters and supports the creation of
communities: learning is an ecology, community, network. Technology as
an enabler of learning...and of creating connections. The more complex the
learning needs, and the more quickly the field of knowledge evolves, the
more valuable a learning community and network becomes. (Siemens,
2003)
30. References
Aderinoye, Rashid; Ojokheta, Kester. Open-Distance Education as a Mechanism for
Sustainable Development: Reflections on the Nigerian Experience. International
Review of Research in Open and Distance Learning. University of Ibadan, Nigeria.
2004
Agbatogun, Alaba Olaoluwakotansibe. An Examination of Schools’ Remoteness and
Students’ Learning Performance in Nigeria: The Need for Technology Intervention.
University of Edinburgh, UK. The International Journal of Learning. 2010
Ambe-Uva, Terhemba; Eunice Adegbola. Open flexible learning as a strategy for
enhancing human security in Nigeria. National Open University of Nigeria.
International Journal of Education and Development using Information and
Communication Technology. 2009
Amighetti, Andrea; Reader, Nicholas. Internet project for poor attracts rich.
Christian Science Monitor. 2003
Barro, Robert. Human capital: growth, history and policy. American Economic
review. 2000
Campbell, Monica. In Latin America, New Universities for Indigenous Students
Flourish. The Chronicle of Higher Education. 2006
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Carey, Kevin. A College Education for All, Free and Online. The Chronicle of Higher
Education. 2011
Carr-Chellman, Alison A.; Zhang Ke. China’s future with distance Education, Rhetoric
and realities. Pennsylvania State University, USA. Information, Communication &
Society. 2000
Creswell, John ; Underwood, Catherine. Location, Location, Location: Implications
of Geographic Situation on Australian Student Performance in PISA 2000. 2004
dela Pena-Bandalaria, Melinda. Impact of ICTs on Open and Distance Learning in a
Developing Country Setting: The Philippine experience. International Review of
Research in Open and Distance Learning. 2007
Dodd, Charlene; Dale Kirby; Tim Seifert. The Impact of High School Distance e-
Learning Experience on Rural Students’ University Achievement and Persistence.
Memorial University of Newfoundland. Online Journal of Distance Learning
Administration. 2009
Garrison, D. R.; Anderson, T. e-Learning in the 21st century. A framework for
research and practice. Open Universities, Nederland. 2004
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Hanushek, Eric A.; Ludger Woessmann. The Role of School Improvement in
Economic Development. Hoover Institution and Stanford University and University
of Munich and CESifo. 2007
Hord, Shirley. Learning communities: Professional learning that increases educator
effectiveness and results for all students occurs within learning communities
committed to continuous improvement, collective responsibility, and goal
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Krueger, Alan B., Maleckova, Jitka. Education, Poverty and Terrorism: Is There a
Causal Connection? Journal of Economic Perspectives. 2003
Larson, Richard C., M. Elizabeth Murray. Open educational resources for blended
learning in high schools: overcoming impediments in developing countries. LINC,
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Technology. Journal of Asynchronous Learning Networks. 2009
Larson, Richard; Murray, Elizabeth. Distance Learning as a Tool for Poverty
Reduction and Economic Development: A Focus on China and Mexico. Journal of
Science Education and Technology. 2008
Lock, Jennifer V.; Redmond, Petrea. International Online Collaboration: Modeling
Online Learning and Teaching. Journal of Online Learning and teaching. 2006.
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in India. Educational Media International. University, Bareilly, India. 2006
Mitra,Sugata; Ritu Dangwal;Leher Thadani. Effects of remoteness on the quality of
education: A case study from North Indian schools. Australasian Journal of
Educational Technology. 2008
Morgan, Gareth. Images of organizations. Sage Publications. 2006
Murakami, Yuki; Andreas Blom. Accessibility and Affordability of Tertiary Education
in Brazil, Colombia, Mexico and Peru within a Global Context. World Bank. 2008
Ngwenya, Bongani. Socio-Cultural Implications for the User-perceptions of
eLearning in Universities in a Developing Country: A Grounded Theory Approach
.Solusi University, Zimbabwe. 2010
Nicolaou, Nicos, Sue Birley. Academic networks in a trichotomous categorization of
university spinouts. Journal of Business Venturing. 2003
Olakulehin, Felix Kayode; Ojo, Olugbenga David. Distance Education as a Women
Empowerment Strategy in Africa. Indian Journal of Open Learning. 2006.
Olaoluwakotansibe Agbatogun, Alaba. An Examination of Schools’ Remoteness and
Students’ Learning Performance in Nigeria: The Need for Technology Intervention.
University of Edinburgh, UK. The International Journal of Learning., 2010
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Overland, Martha Ann. India Uses Distance Education to Meet Huge Demand for
Degrees. The Chronicle of Higher Education. 2011
Owen-Smith, Jason; Powell, Walter. Knowledge networks as channels and conduits.
The effects of spillovers in Boston Biotechnology community. Organization science.
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Consortium ‘‘MIT/LINC’’ in Supporting the Integration of ICT in Higher Education in
Emerging Countries. Journal of Science Education and Technology, April 2008
Puvaneswary Murugaiah; Siew Ming Thang. Development of Interactive and
Reflective Learning among Malaysian Online Distant Learners: An ESL Instructor’s
Experience. International Review of Research in Open and Distance Learning. 2010
Ramaswami, Rama. A World of Hurt. T H E Journal, 0192592X, 2009.
Rezanur, Rahman. Sadat Anwar; Dr. Sharker Md. Numan. Enhancing distant learning
through email Communication: A Case of BOU. School of Science and Technology.
Bangladesh Open University, Gazipur, Bangladesh. Turkish Online Journal of
Distance Education-TOJDE. 2008
35. References
Sangrà, Albert, Dimitrios Vlachopoulos, and Nati Cabrera. Universitat Oberta de
Catalunya, Spain Building an Inclusive Definition of E-Learning: An Approach to the
Conceptual Framework. International Review of Research in Open & Distance
Learning. 2012
Sekiwu Denis. E-learning for University Effectiveness in the Developing World. June
2010
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trend of different programs of Bangladesh open university and its projection.
Bangladesh Open University. 2006
Siemens, George. Learning Ecology, Communities, and Networks. Extending the
classroom. 2003
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inclusión social. CEAD Simón Bolívar de la UNAD. 2012.
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