By Alfred Rovai
The aim of this e-book is to extend figuring out of the most important theories, matters, demanding situations, and ideas on the topic of on-line distance schooling. It balances functional recommendation with an outline of the theoretical and research-based underpinnings for the culturally-responsive techniques offered. a huge integrating subject is the influence of globalization and internationalization on all features of distance schooling. for that reason, the publication examines the consequences of worldwide achieve and cross-border schooling, and promotes the mixing of worldwide studying in educational courses. Key positive factors: Addresses the worldwide achieve of distance schooling and linked cultural, linguistic, and accreditation concerns; describes the most recent on-line studying applied sciences, e.g. blogs, wikis, podcasting, cellular studying, digital worlds, etc.; addresses the tradition of upper schooling in lots of new instructions, e.g. educational capitalism, consumerism, and pageant between non-profit, for-profit, and company universities; and offers useful, research-based suggestions to real-world difficulties. Contents: Key thoughts of on-line better schooling; Key Distance schooling concerns; know-how and the net; Designing on-line courses and classes; educating and studying on-line; caliber insurance and Institutional Effectiveness
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Extra info for The Internet and Higher Education. Achieving Global Reach
Example text
United Nations Development Programme, 1999: 62). Gandhe (1998) reports that because of the information access gap in India, there has been no significant impact among the rural poor, marginalised communities and women, despite some 50 or 60 providers of open and distance learning. g. see Darkwa and Mazibuko, 2000); the perception of cultural contamination by foreign providers; relatively high tuition fees – tuition charged by providers in developed nations may be prohibitively high in less developed nations, necessitating financial support from agencies such as the World Bank, the US Agency for International Development (USAID) and institutional donors such as churches and employers (Darkwa and Mazibuko, 2000); and quality control and accreditation varies by nation and/or region.
Although successful learning in online and traditional courses requires similar student skills, they are not the same. Rowntree (1995: 207) observes that students enrolled in an online course require more advanced skills in computing, literacy, discussion, time management and interpersonal interaction. He also observes that the focus in online learning is often less on the content, as it is in traditional courses, and more on the cognitive process of ‘offering up ideas, having them criticized or expanded on and getting the chance to reshape them (or abandon them) in the light of peer discussion’.
Concludes that while there is no average difference in achievement between distance and classroom courses, there is wide variability. In other words: a substantial number of [distance education] applications provide better achievement results, are viewed more positively, and have higher retention rates than their classroom counterparts. On the other hand, a substantial number of [distance education] applications are far worse than classroom instruction. , 2004: 406) These findings suggest that quality assurance is an important issue in online distance education and that appropriate instructional design and good pedagogical practices, rather than the computer-mediating technology itself, are at the centre of effective online education.
