scholarly journals Selling the virtual university : a multimodal discourse analysis of marketing for online learning

2020 ◽  
Author(s):  
◽  
Eric Ludwig
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Academic Capitalism ◽  
The United States ◽  
Virtual University ◽  
Online Programs ◽  
Multimodal Analysis ◽  
Multimodal Discourse ◽  
Visual Artifacts ◽  
Institutional Marketing

When marketing online degrees, institutions are simultaneously telling a story about what it means to be a student at that institution and about what it means to be an online learner. This study is an attempt to investigate and interrogate those stories, to analyze how we talk about online learning and to explore whether that linguistic framing is consistent with a broader socioeconomic critique of academic capitalism in the 21st Century. Using critical discourse and multimodal analysis, I examined the institutional websites devoted to the promotion and marketing of online programs at 18 public universities with high exclusively online enrollment (>4,000). This project describes the consistencies and contradictions embedded in the language and visual artifacts used to market and sell online learning to prospective students in the United States. I explored how these discourses reinforced and reconstituted broader social and lived realities of labor, time, and space. Placing online higher education as a phenomenon within the social context of neoliberalism, and academic capitalism, this study contributes a much-needed critical perspective to the intersection of two areas of inquiry in higher education research, online learning and institutional marketing.

The Impact of Online Learning on Global Intellectual Property Issues

2017 ◽  
pp. 279-311
Author(s):  
Pamela A. Lemoine ◽  
P. Thomas Hackett ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Intellectual Property ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Economic Value ◽  
The United States ◽  
Global Context ◽  
Course Materials ◽  
Income Dispersion

Intellectual Property (IP) has long been an issue of debate among higher education institutions in the United States and other countries. However, determining ownership and the income dispersion of creative works is still a relatively new phenomenon which compounds delivery of education in a virtual world that knows no boundaries. Intellectual Property (IP) issues are numerous and often complex in higher education because colleges and universities are major suppliers and consumers of online learning, particularly in a global context. Many higher education institutions claim ownership of the materials created by faculty for online courses, and often the courses themselves; many more are plagiarized or used without the author's permission as a result of teaching in an online environment. In addition, global copyright laws are very unclear regarding the ownership of works created in an electronic environment. In the past, instructors created materials have been considered the intellectual property of the creator. The potential economic value of multimedia and online course materials has raised the stakes for higher education institutions and prompted them to critically examine how online learning has opened old wounds regarding the ownership of intellectual property.

scholarly journals A Meta-Analysis of Scaffolding Effects in Online Learning in Higher Education

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Min Young Doo ◽  
Curtis Bonk ◽  
Heeok Heo
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Meta Analysis ◽  
The United States ◽  
Cognitive Domain ◽  
Online Learning Environment ◽  
Cognitive Domains ◽  
Diverse Groups

The significance of scaffolding in education has received considerable attention. Many studies have examined the effects of scaffolding with diverse groups of participants, purposes, learning outcomes, and learning environments. The purpose of this research was to conduct a meta-analysis of the effects of scaffolding on learning outcomes in an online learning environment in higher education. This meta-analysis included studies with 64 effect sizes from 18 journal articles published in English, in eight countries, from 2010 to 2019. The meta-analysis revealed that scaffolding in an online learning environment has a large and statistically significant effect on learning outcomes. The meta-cognitive domain yielded a larger effect size than did the affective and cognitive domains. In terms of types of scaffolding activities, meta-cognitive scaffolding outnumbered other types of scaffolding. Computers as a scaffolding source in an online learning environment were also more prevalent than were human instructors. In addition, scholars in the United States have produced a large portion of the scaffolding research. Finally, the academic area of language and literature has adopted scaffolding most widely. Given that effective scaffolding can improve the quality of learning in an online environment, the current research is expected to contribute to online learning outcomes and learning experiences.

scholarly journals Online Learning vs. Extreme Learning in Mining Higher Education under COVID

2020 ◽  
Vol 174 ◽  
pp. 04001
Author(s):  
Inna Pevneva ◽  
Paul Edmunds
Keyword(s):  
Higher Education ◽  
United States ◽  
Online Learning ◽  
Distance Learning ◽  
World Wide ◽  
Analytical Data ◽  
The United States ◽  
Current Situation ◽  
Online Format

Mining education, including ESL teaching had to undergo a sudden switch to the distance learning mode in spring 2020 due to COVID-19. The article analyses the challenges that most of teachers had to face and justifies the term “extreme learning” in connection with a sudden shift to a distance mode in higher education world-wide. The analytical data is provided to prove the point and as an effort to evaluate the effectiveness of extreme online learning. Current situation in Russian mining universities can be compared with the results of transition to emergency online format in the United States, UNM University. The necessity for further assessment is underlined in connection with the analysis of prerequisites, needs, and processes rather than the results.

If Higher Education Is a Right, and Distance Education Is the Answer, Then Who Will Pay?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
The United States ◽  
State Governments ◽  
Public Higher Education ◽  
The People ◽  
Cost Efficiencies ◽  
Negative Conclusion ◽  
The U.S

If higher education is a right, and distance education is the avenue for making higher education universally available, then who shall pay? This article asks (1) can state governments in the United States afford to fund this initiative and (2) can public higher education institutions in the U.S. fund this effort through capitalizing on cost-efficiencies of online learning? To answer the first question, data on funding of higher education by states are reviewed and a negative conclusion reached. To answer the second question, research on methods for achieving cost-efficiencies through online learning is reviewed and a cautious positive conclusion is reached, assuming states and institutions are willing to invest in the people and processes, and the time, effort, and will, that makes achieving efficiencies possible.

scholarly journals Getting Unstuck with Internationalization at Home: Seizing the Post-pandemic Moment

2021 ◽  
pp. 99-105
Author(s):  
Madeleine Green
Keyword(s):  
Higher Education ◽  
United States ◽  
Online Learning ◽  
The United States ◽  
Education Sector ◽  
Private Higher Education ◽  
Private Institutions ◽  
Tuition Revenue ◽  
Academic Calendar ◽  
Internationalization At Home

AbstractAs I write this essay in late May 2020, the higher education press is blanketed by debate about the enduring changes brought on by COVID-19. Some maintain that the pandemic has already triggered disruptive changes, such as the quick move to online learning and variations in the academic calendar. They speculate that these shifts will endure after the crisis passes. Others predict a shift in the landscape of higher education. In countries with a private higher education sector that is highly dependent on tuition revenue, a substantial number may close, and the resulting landscape will be dominated by stronger, richer institutions. One estimate is that 20% of private institutions in the United States will close (Wescott 2020).

scholarly journals Academic capitalism and faculty burnout: evidence from the United Arab Emirates

2020 ◽  
Vol 15 (5) ◽  
pp. 1368-1393
Author(s):  
Omar Al Serhan ◽  
Roudaina Houjeir
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Pay For Performance ◽  
Merit Pay ◽  
Academic Capitalism ◽  
Maslach Burnout Inventory ◽  
The United States ◽  
Financial Compensation ◽  
Financial Pressure ◽  
Faculty Burnout

In this paper, we investigate the factors that affect burnout of faculty, which we refer to as “academic fatigue”, in the context of the business professors in the highly competitive and globalized market of the United Arab Emirates, which, unlike the United States, does not offer tenure to professors. It is the first paper to addresses an increasingly important area in the higher education sector in the UAE where increasing competition between institutions, the financial pressure on universities, and government funding cuts are having a knockdown effect on all parts of the higher education supply chain, including faculty. Data was collected from business faculty in a major UAE public university using a quantitative survey that designed based on Maslach Burnout Inventory MBI Educators Survey (MBI-ES). We find that while purely aspects of financial compensation (including satisfaction with pay, pay for performance sensitivity, and merit pay allocation) are not significantly related to faculty burnout, faculty satisfaction with the research and teaching workload reduces burnout significantly.  Our results do not support the academic capitalism paradigm in a strict financial sense, but rather in a holistic sense that incorporates non-financial compensation. Key Words: Academic Capitalism; Faculty Burnout; United Arab Emirates; Higher Education; depersonalization; stress; tenure.

scholarly journals IF HIGHER EDUCATION IS A RIGHT, AND DISTANCE EDUCATION IS THE ANSWER, THEN WHO WILL PAY?

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
The United States ◽  
State Governments ◽  
Public Higher Education ◽  
The People ◽  
Cost Efficiencies ◽  
Negative Conclusion ◽  
The U.S

If higher education is a right, and distance education is the avenue for making higher education universally available, then who shall pay? This article asks (1) can state governments in the United States afford to fund this initiative and (2) can public higher education institutions in the U.S. fund this effort through capitalizing on cost-efficiencies of online learning? To answer the first question, data on funding of higher education by states are reviewed and a negative conclusion reached. To answer the second question, research on methods for achieving cost-efficiencies through online learning is reviewed and a cautious positive conclusion is reached, assuming states and institutions are willing to invest in the people and processes, and the time, effort, and will that make achieving efficiencies possible.

Supporting Online Program Quality Through Online Enterprise-Level Standards

2019 ◽  
pp. 254-280
Author(s):  
Vickie Cook ◽  
Julie Uranis
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Program Quality ◽  
National Standards ◽  
Online Program ◽  
Online Programs ◽  
Leadership Quality ◽  
Education Environment ◽  
Online Leadership ◽  
Enterprise Level

Enterprise-wide efforts to lead online program quality are critical in today's higher education environment. The authors of this chapter investigate tools available to leaders of higher education institutions which articulate the major components needed to successfully lead an online enterprise and measure success. Through the use of vetted tools such as the UPCEA Hallmarks of Excellence in Online Leadership, Quality Matters Program Rubrics, and the Online Learning Consortium Scorecard for the Administration of Online Programs, institutional leaders can embrace systematic and consistent quality in online learning. Using the appropriate tool at the appropriate level of institutional activity will assist institutions with meeting national standards as described through the Interregional Guidelines for the Evaluation of Distance Education Programs (Online Learning) developed by the Council of Regional Accrediting Commissions (C-RAC).

scholarly journals IF HIGHER EDUCATION IS A RIGHT, AND DISTANCE EDUCATION IS THE ANSWER, THEN WHO WILL PAY?

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
The United States ◽  
State Governments ◽  
Public Higher Education ◽  
The People ◽  
Cost Efficiencies ◽  
Negative Conclusion ◽  
The U.S

If higher education is a right, and distance education is the avenue for making higher education universally available, then who shall pay? This article asks (1) can state governments in the United States afford to fund this initiative and (2) can public higher education institutions in the U.S. fund this effort through capitalizing on cost-efficiencies of online learning? To answer the first question, data on funding of higher education by states are reviewed and a negative conclusion reached. To answer the second question, research on methods for achieving cost-efficiencies through online learning is reviewed and a cautious positive conclusion is reached, assuming states and institutions are willing to invest in the people and processes, and the time, effort, and will that make achieving efficiencies possible.

Online Learning for the Adult Learners Using Andragogy

2021 ◽  
pp. 37-58
Author(s):  
Pamela A. Lemoine ◽  
Christopher J. Garretson ◽  
Robert E. Waller ◽  
Evan G. Mense ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Learners ◽  
Adult Learning ◽  
Adult Students ◽  
Online Programs ◽  
Job Competencies ◽  
Active Involvement ◽  
The World ◽  
E Learning

The world of higher education is now global with online learning a driving force in much of the world. Globalization of higher education has created vast new opportunities for e-learning, particularly for adult students. However, adult learning online is different from online for traditionally aged students. Global universities are increasing their online programs to take advantage of economic considerations, particularly as a result of the COVID-19 pandemic and its implications for learning online. Using online learning for adult education is essential in the changing global world. Connotations of adult learning theory for professors using online learning are many and varied. Traditional pedagogical styles will not work effectively with adult learners who desire concrete, hands-on, practical information with learning activities characterized by active involvement, task-orientation, flexibility, and creativity. Online students often want opportunities to acquire skills directly applicable to job competencies for current employment or preparation for a future job.

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