19 février 2016

Out of the Shadow and Into the Spotlight: The Development of Distance Teaching in Norwegian Higher Education

International Review of Research in Open and Distributed LearningOn October 4, 1914, The Norwegian Correspondence School (NKS) accepted its first student, a woman, who, for a fee of NOK 10, registered for two courses (Amdam and Bjarnar, 1989). Seventy-five years later, distance education has become an important part of Norwegian higher education. More...

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A Top Down Strategy to Enhance Information Technologies into Israeli Higher Education

International Review of Research in Open and Distributed LearningThis article examines the integration of the new information technologies (IT) into Israeli higher education, and most particularly its research universities through a top-down strategy, initiated by the Israeli Council for Higher Education since the end of 1999. This top-down strategy has created a systemic change that will affect the many layers of university activities rather than in a random, sporadic manner undertaken by enthusiastic individuals. This article discusses the built-in contradictions and dilemmas in the process of adapting distance teaching methods by conventional universities in Israel (as well as in other higher education systems). It examines the merits of a top-down strategy aimed to implement the IT through a macro-level, systemic approach, and analyses the differential uses of the IT in Israeli higher education institutions, relating to variables of: access-outreach; teaching-learning processes; study materials production; data and information retrieval; administrative functions; the creation of "researcher" communities; inter-institutional collaboration; and associated costs. The article concludes with some suggestions for effective implementation of the IT in different types of higher education institutions in a comprehensive and systematic manner, that will take into account their academic ethos and organizational infrastructure, and cater to the unique needs and characteristics of their relevant constituencies. More...

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Distance Education at Conventional Universities in Germany

International Review of Research in Open and Distributed LearningGermany’s educational system has undergone a series of transformations during the last 40 years. In recent years, marked increases in enrolment have occurred. In response, admission requirements have been relaxed and new universities have been established. More...

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Web-Based Education at Conventional Universities in China: A Case Study

International Review of Research in Open and Distributed LearningWith advances in information and communication technology (ICT), Web-based education has become an increasingly popular instructional mode all over the world. In recent years, the Chinese government has authorized a total of 45 universities to offer Web-based educational programs. One is China Central Radio and Television University, the Open University in China. More...

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The Hybridisation of Higher Education in Canada

International Review of Research in Open and Distributed LearningCanada's postsecondary institutions are becoming increasingly involved with technology enhanced learning, generally under the rubric of distance education. Growth and activity in distance education stems from rapid developments in communication and information technologies such as videoconferencing and the Internet. More...

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The Hybridization of Distance Learning in Brazil -- An Approach Imposed by Culture

International Review of Research in Open and Distributed LearningInstitutions of higher education in Brazil are seriously behind in their development of approaches which make use of distance education techniques, in part due to widespread lack of credibility of these approaches both inside and outside academic communities, but even more so because of the highly centralized control over all aspects of higher education on the part of the country’s Ministry of Education. More...

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The Hybridisation of Conventional Higher Education: UK Perspective

International Review of Research in Open and Distributed LearningBefore the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole. More...

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Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

International Review of Research in Open and Distributed LearningThe primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. More...

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IRRODL (International Review of Research in Open and Distributed Learning) - Vol 2, No 2 (2002)

International Review of Research in Open and Distributed LearningTable of Contents

Editorial

Editorial - The Hybridzation of Higher Education: Cross national perspectives
Peter S. Cookson

Research Articles

Roger Lewis
Frederick Michael Litto
Douglas Shale
Weiyuan Zhang, Guozhen Jiang, Jian Niu
Hans-Henning Kappel, Burkhard Lehmann, Joachim Loeper
Sara Guri-Rosenblit
Gunnar Grepperud, Anne Marie Støkken, Jan Atle Toska
Yau Jane Chen
Ted Nunan, Ian Reid, Holly McCausland
Omayra Parra de Marroquin, Lina Clarizia Corredor
Albert Sangrà
Bohdan Shunevych
Darcy W. Hardy, Robert L. Robinson
Gregory L. Waddoups, Scott L. Howell

Book Notes

Book Review - Distance and Campus Universities: Tensions and Interactions. Author: Sara Guri-Rosenblit
Ian Mugridge
Book Review - The "E" is for Everything: E-commerce, E-Business, and E-Learning in the Future of Higher Education. Editors: Richard N. Katz and Diana G. Oblinger
Jos H.A.N. Rikers
Book Review - Cohort Programming and Learning. Authors: I. M. Saltiel and C. S. Russo
Patrick J. Fahy
Book Review - Building Learning Communities in Cyberspace: Effective Strategies for the Online Classroom. Authors: Rena M. Palloff and Keith Pratt
Ramesh Sharma

Technical Notes

Editorial - Online Software Evaluation Reports
Jon Baggaley
Online Learners' Interest in Collaborative Tools
Tom Kane, Jon Baggaley
Selection of Collaborative Tools
Tom Kane, Jon Baggaley
Text-based Conferencing Products
Debbie Garber, Jennifer Stein, Jon Baggaley
Internet Audio Products
Duane Weaver, Deborah Guspie, Jon Baggaley
Classification of DE Delivery Systems
Diane Belyk, Jeremy Schubert, Jon Baggaley

Full Issue

Cover Image
IRRODL Volume 2, Number 2
 
1-280

Posté par pcassuto à 13:49 - - Permalien [#]

Interactive Television in Schools: An Australian Study of the Tensions of Educational Technology and Change

International Review of Research in Open and Distributed LearningThis paper outlines some key issues that arose from several projects that investigated the use of interactive television in schooling. In this paper we draw on these projects, to illustrate and discuss how a (then) new form of distance education -- satellite-based, narrowcast ITV -- was designated for use in primary (elementary) and secondary (high school) classroom settings. More...

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