TEACHER TRAINING IN HIGHER EDUCATION AS A KEY TO THE SUCCESS IN E-LEARNING EDUCATION. THE EXPERIENCE OF THE MADRID OPEN UNIVERSITY (UDIMA)

2016 ◽  
Author(s):  
Mercedes Raquel García Revilla ◽  
Richard Mababu Mukiur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Open University ◽  
E Learning

The Open University of Catalonia as a Virtual University

2010 ◽  
pp. 1145-1150
Author(s):  
Morales
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Information Technologies ◽  
Education Institution ◽  
Open University ◽  
Virtual University ◽  
Early 21St Century ◽  
Education Practice ◽  
Face To Face ◽  
E Learning

Electronic Web-based campus information systems and e-learning educational delivery became increasingly important for higher education practice in the late 20th and early 21st century (Bates, 2000; Cobarsí, 2005). These emergent information technologies brought about changes in the traditional face-to-face campus and paper-based communication and teaching (Brown & Duguid, 2000). There are several trends in the introduction of information technology in universities that can be summarised into three main types (Duderstadt, 2000; Folkers, 2005). Firstly, most universities gradually adopted electronic campus information systems and e-learning to reinforce functionalities offered by their physical campus, with no intention of substituting the traditional campus but simply to strengthen their capabilities. Secondly, other institutions, the so-called first generation distance universities, had no physical campus from the very beginning, such as the institutions founded in the 1970s: the British Open University http://www3.open.ac.uk or Spain’s Universidad Nacional de Educación a Distancia http://www.uned. es/portal/index.htm. Thus, they incorporated electronic media to complement their usual means of communication by post or periodical face-to-face tuition. Thirdly, the Universitat Oberta de Catalunya (Open University of Catalonia, hereinafter the OUC) is a quite different case: it was created from the very beginning (the academic year 1995-1996) as a wholly e-learning and Internet-based higher education institution, where a virtual campus with wide-ranging functionalities supports most of the day-to-day activities. As a result of these original premises, this university has some important organizational and information system features, which are summarised and discussed in the sections below, from the chronological perspective offered by its having been in operation for 10 years.

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

scholarly journals EXPANSION AND INTERNALIZATION OF THE OPEN UNIVERSITY OF BRAZIL: THE SCENARIO OF SERGIPE

2019 ◽  
pp. 223-242
Author(s):  
Josevania Teixeira Guedes ◽  
Antonio Quintas-Mendes
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Federal Government ◽  
Quantitative Research ◽  
Open University ◽  
Education Programs ◽  
The Public ◽  
E Learning ◽  
The Impact ◽  
Do So

This research aims to map the advances of the Open University of Brazil (UAB) in Sergipe in relation to the expansion and internalization of the graduation courses offered, in order to highlight the impact of the public policy promoted by the federal government that seeks to expand and internalize the courses offering and higher education programs, through e-learning. To do so, we performed quantitative research using basic statistics techniques to describe the percentage, mean and standard deviation. The results indicate that the innumerable obstacles to public policy and the lack of recognition of the profession are obstacles to the valuation of the teacher, issues that directly affect the demand of individuals for graduation courses in the country.

scholarly journals Perceptions of female students toward hologram video conferencing technology at AOU

2020 ◽  
Vol 9 (3) ◽  
pp. 650
Author(s):  
Abdulrazak M. Aman ◽  
Norshuhada Shiratuddin
Keyword(s):  
Higher Education ◽  
Education System ◽  
Video Conferencing ◽  
Research Paper ◽  
Female Students ◽  
Open University ◽  
Gender Biases ◽  
E Learning ◽  
The Government ◽  
Scientific Learning

The research paper primarily aims at understanding women's discernment in the field of education if it is governed by technology such as hologram video conferencing. The paper is expounded in the context of Saudi Arab’s education system as the country of Saudi Arab is fringed by many rules and regulations for females pursuing higher education. The research paper will extrapolate the change in conventional learning and the ways in which it can benefit women’s perception and society at large. Arab Open University (AOU) has been a pioneer in distance and e-learning in SA and hence the study is directly directed towards implementing Hologram Video Conferencing and viewing the change in gender biases when it comes to acquiring scientific learning. The paper will also delve into the challenges that can be faced in adoption of holographic based learning and how it can be overcome by changing awareness and deploying more stringent rules by the government. 

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

E-LEARNING IN HIGHER EDUCATION: FOCUS GROUPS AND SURVEY AMONG STUDENTS IN CENTRAL EUROPE

2016 ◽  
Vol 13 (2) ◽  
pp. 11
Author(s):  
TUŠEVLJAK MARKO ◽  
MAJCEN LUCIJA ◽  
MERVAR LARA ◽  
STEPANKINA TAISIYA ◽  
CATER BARBARA ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Central Europe ◽  
E Learning
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