scholarly journals Private Higher Educational Institutions in a changing South African environment

2002 ◽  
Vol 2 (1) ◽  
Author(s):  
L. Froneman
Keyword(s):  
South Africa ◽  
Distance Learning ◽  
South African ◽  
Rural Areas ◽  
Shared Responsibility ◽  
Educational Institutions ◽  
Great Promise ◽  
Higher Educational Institutions ◽  
Private And Public ◽  
Higher Educational

One of the problems experienced by potential learners is accessibility to education facilities, especially in rural areas and for people with time constraints. The objective of this research is to investigate the role for Private Higher Educational Institutions (PHEIs) in South Africa, sharing the task of providing education with government supported institutions. Although distance learning is not a panacea for all educational problems, it holds great promise for driving change in education. The research is based on questionnaires, interviews and literature. Results indicated that traditional residential education couldn't reach all people. Distance learning can relieve the situation. However, both private and public providers of higher education (residential and distance) can co-exist in South Africa. Private Higher Distance Learning (PHDL) contributes in lowering present levels of unemployment by providing skills, as many prospective students stay in rural areas and townships. This paper emphasizes some of the changes impacting on the future of PHDL and bringing education opportunities to masses by creating an environment of shared responsibility between government institutions and private initiatives, jointly servicing a greater part of the population.

Utilization of Social Media Platforms for Educational Purposes among the Faculty of Higher Education with Special Reference to Tamil Nadu

2018 ◽  
Vol 5 (1) ◽  
pp. 4-19 ◽  
Author(s):  
Mangala Vadivu Vivakaran ◽  
M. Neelamalar
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Rural Areas ◽  
Tamil Nadu ◽  
Faculty Members ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Social Media Platforms ◽  
Social Media Tools ◽  
Higher Educational

Social media tools are observed to play a vital role in the renovation of the conventional teaching and learning practices across the globe. Though primarily developed for online social communication, social media platforms tend to possess suitable tools that can be used for instructional purposes in order to initiate active learning among students. Additionally, the social publishing features that support User Generated Content (UGC) act as powerful drivers in converting social media sites into informal, networked and constructive virtual learning environments. The present study aims to analyse the use of social media platforms for educational purposes in developing nations such as India. The study intends to examine the penetration and reception of social media platforms in higher educational institutions in urban as well as the technologically deprived rural areas. An extensive survey was conducted among the faculty members in the higher educational institutions in the state of Tamil Nadu, India. The research reveals the present diffusion level of social software in the academic sector of Tamil Nadu, a state containing a varied technological landscape due to its internal digital divide and many other infrastructural discrepancies. Additionally, factors that induce and the barriers that affect the pedagogical employment of social media tools by the higher education faculty members have been identified.

scholarly journals Implementation of Modern Distance Learning Platforms in the Educational Process of HEI and their Effectiveness

2020 ◽  
Vol 9 (7) ◽  
pp. 217
Author(s):  
Viktoriia V. Kuleshova ◽  
Larysa V. Kutsak ◽  
Svitlana Y. Liulchak ◽  
Tetiana V. Tsoi ◽  
Iryna V. Ivanenko
Keyword(s):  
Distance Learning ◽  
Educational Process ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Learning Platform ◽  
Academic Paper ◽  
Level Of Satisfaction ◽  
System Usability Scale ◽  
Learning Platforms ◽  
Higher Educational

The growing role of distance learning platforms at higher educational institutions in developing countries, and the inadequate study of their effectiveness have necessitated the elimination of this imbalance. An additional problem in studying the issue of platforms’ effectiveness is the limitation of studies, which is based on qualitative methods of assessing the effectiveness. The quantitative assessment of the effectiveness and level of satisfaction with the implementation of distance learning platforms at higher educational institutions has been conducted in this academic paper. The assessment has been conducted using the System Usability Scale (SUS) to assess the Usability of the Moodle remote platform in Ukraine and the User Satisfaction Questionnaire (USQ) to assess students’ satisfaction. The article proves the connection between the Usability of the distance learning platform and the level of satisfaction with its use. This provides an opportunity to improve the problem areas of the Usability platform in order to increase the efficiency of its use. The following effects of application have been revealed, namely: increase of internal motivation, involvement in the learning process, level of satisfaction from courses and training programs (curricula), recognition of homework’s importance, increased interest in subjects, and students’ self-efficacy. Effective communication and quick response, an automatic control system are factors that contribute to the introduction of modern distance learning platforms in the educational process of HEI. The important elements of the effectiveness of distance learning platforms in the educational process of HEI are interactivity, simplicity, convenience, the speed of student-teacher interaction, platform flexibility, and quality control.

scholarly journals SELF-EFFICACY AMONG STUDENTS IN HIGHER EDUCATIONAL INSTITUTIONS DURING ONLINE LEARNING SELF-EFFICACY AMONG STUDENTS IN HIGHER EDUCATIONAL INSTITUTIONS DURING ONLINE LEARNING

2021 ◽  
Vol 2 ◽  
pp. 230-235
Author(s):  
Dora Levterova-Gadjalova ◽  
Galin Tsokov
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Distance Learning ◽  
Self Efficacy ◽  
Cognitive Distortion ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Learning Content ◽  
Higher Educational ◽  
Learning Competencies

Distance learning around the world has set new requirements for educational institutions and particularly for the students. Self-efficacy is one of the essential factors for success. Self-efficacy in an online learning environment is related to the confidence in one's ability to succeed, knowledge and ability to use the technology, and the casualness of success in the new education model, which is evolving rapidly from Education 2.0. to Education 4.0. A survey was conducted among 134 students from higher educational institutions (HEIs). The results of the study demonstrate that self-assessment,  emotional responses, motivation for academic success, and self-referential information of students in HEIs regarding the learning content are unstable.  A rise in the knowledge and usage of various electronic devices and electronic resources has been reported along with a rise in cognitive load. There is an effect of cognitive distortion on mastering the learning content and setting more challenging goals in terms of the transition from the traditional model of learning to distance learning and on their learning competencies .

scholarly journals PRESENT STATE OF DISTANCE COURSES IMPLEMENTATION AT HIGHER SCHOOLS OF UKRAINE

1970 ◽  
Vol 15 (1) ◽  
Author(s):  
Olha V. Ivaniv
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Present State ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Information And Communication ◽  
Higher Educational ◽  
Distance Courses

The article deals with the distance courses (DC) implementation of different subjects (economics, information and communication technologies, technical, and humanitarian disciplines) at higher educational institutions of Ukraine till 2009 as well as the first attempts to create a bank and a database for the DCs. The article is accompanied by a lists of distance learning courses, separately for each of the above mentioned five themes established at the eight universities in this country.

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