Comparative Analysis of Learning Models in Distance Education

Author(s):  
S. SenthilVinayagam ◽  
G.R.K. Murthy ◽  
K. Akhila ◽  
B. S. Yashavanth
Author(s):  
E. Escobar Avalos ◽  
M. A. Rodriguez Licea ◽  
H. Rostro Gonzalez ◽  
A. Espinoza Calderon ◽  
A.I. Barranco Gutierrez ◽  
...  

2015 ◽  
Vol 18 (2) ◽  
pp. 112-128 ◽  
Author(s):  
Olaf Zawacki-Richter ◽  
Yasar Kondakci ◽  
Svenja Bedenlier ◽  
Uthman Alturki ◽  
Ahmed Aldraiweesh ◽  
...  

Abstract In many countries, open and distance education is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.


2012 ◽  
Vol 5 (5) ◽  
pp. 359 ◽  
Author(s):  
Maria Dolores Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla

Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.


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