From the inbox a few minutes ago…
Having trouble viewing this email? Click here
Planning and Managing Distance Education Systems: Building the Model
Dr. Farhad (Fred) Saba
Founder and Editor, Distance-Educator.com
In this series of articles, I presented a hierarchical model of distance education consisting of seven interrelated nested systems levels. These systems have been present in most distance education organizations that I observed, or planned and built over the past 30 years. In the previous weeks, I discussed Hardware, Software, Telecommunications, Instructional, Educational, Societal and Global Systems Levels. Last week I started to explain the process of system modeling so that you could start the planning process for your organization. I hope that conducting the environmental scan as presented in a previous article has given you a better appreciation of the components of the technology-based educational programs in your organization and the interrelationships among such components. But before I went any further on the process of modeling itself, I explained certain important concepts in system methodology in this article and showed how these principles can be applied in this article titled Planning and Managing Distance Education Systems: Applying system dynamics. Below, you will see an example in systems modeling in detail.
RESEARCH-BASED ARTICLES OF THE WEEK
Designing an online learning environment on Open Educational Resources for science education
Shironica Karunanayaka, Chandana Fernando and Vajira de Silva
Personalised system of instruction: The ODL way
Comparative study on the usage of an online plagiarism-detection service when presenting distance learning courses
Loo Choo Hong and Tung Lai Cheng
Floundering among adult learners in classrooms: Fact or fallacy?
Nantha Kumar Subramaniam and Maheswari Kandasamy
Determinants of students’ loyalty at Universitas Terbuka
Maximus Gorky Sembiring
The establishment of academic credit accumulation and transfer system: A case study of Shanghai Academic Credit Transfer and Accumulation Bank for Lifelong Education
Huikang Li, Yaoting Sun, Min Yang and Zhihui Wei
Faculty: A success factor in improving quality of distance learning
Supportive role of the“CBCI Chair” at IGNOU in ODL programme development
Theoretical and practical dilemma of distance learning: The case of Universitas Terbuka Indonesia
Hanif Nurcholis and Ace Sriati Rachman
Addressing the issues of low student enrollment: The case of the Kandy Regional Centre of the Open University of Sri Lanka
P.S.D. Aluwihare and R. Manoshika
Independent learning skill, competence and job performance of graduates of Universitas Terbuka: Perceptions of graduates and supervisors Dewi Juliah Ratnaningsih
Each time a teacher or a learner interacts with an Open Educational Resource (OER), these interactions produce data. This “interaction data” includes “artifact data” routinely captured during any online interaction by Web server logs (e.g., users’ browsers, users’ IP addresses) and “social data” created during Web 2.0-style interactions with resources (e.g., tags, comments, ratings, favorites). Interaction data can serve a number of purposes in a period of increased interest worldwide in OERs quality and uptake. First, interaction data is a valuable source of analytics about OERs and typical audience profiles. Second, combined with metadata, interaction data can enhance searching, ranking, and recommendations of learning resources. However, obtaining this data is not always easy since OERs, in particular, are generally dispersed among different systems where the interactions between resources and their users take place. This paper describes approaches to unlocking, collecting and aggregating this interaction data.
Portugal stands out among nations that have embraced open access to scholarly communication because of its early adoption of institutional policies, creation of a network of repositories, and effective system of governance. And, nonprofit international publishing initiatives play an important role in opening up entire runs of Portuguese academic journals.
EDUCAUSE Review Online
The cultural dimension of Uncertainty Avoidance is analysed in this study of an introduction to blended learning for international students. Content analysis was conducted on the survey narratives collected from three cohorts of management undergraduates in the United Arab Emirates. Interpretation of certainty with blended learning was found in: student skills with technology; student acknowledgement of course organisation; and student appreciation of online feedback. Uncertainty with the introduction of blended learning was found: when membership was assigned for group work, higher quality research methods were introduced; where course structure lacked detail, increased time was required for new and different online activities. These international students, from countries with a high score on Uncertainty Avoidance, exhibited that dimension when introduced to blended learning. The implications of these findings are discussed, and strategies suggested for introducing blended learning to international students. The limitations of the study are considered, and a direction for future research is suggested. This is the first study on undergraduates in the Middle East for the effects of a cultural dimension when introducing blended learning. The findings increase the body of knowledge that relates to learning technology in the international business classroom.
Research in Learning Technology
IN THE NEWS
“It’s Mooc or die”, a university vice-chancellor has said, claiming that institutions must embrace the massive open online course movement and adapt their teaching methods or face a tough future.
Times Higher Education
The Georgia Institute of Technology plans to offer a $7,000 online master’s degree to 10,000 new students over the next three years without hiring much more than a handful of new instructors.
Inside Higher Education
One of the most popular online destinations on the MIT network is not a website for scientists, engineers or college students, but an online community where kids learn to code.
MIT Media Lab
Farhad (Fred) Saba, Ph. D.
Founder and Editor