This book is the second of two volumes. However, these books do not represent an exhaustive portr... more This book is the second of two volumes. However, these books do not represent an exhaustive portrait of the state of open and distance education (ODE) in the world. Important ODE developments in Indonesia,
The Brazilian population of 210 million people are concentrated along the cost, in the northeast,... more The Brazilian population of 210 million people are concentrated along the cost, in the northeast, south and southeast regions. In the countryside, we find a population where information, information and communication technologies, and education are harder to access. Yet, from 2000 to 2014 the number of students in higher education rose from 2.6 million to 7.8 million. These numbers were divided between on campus courses (presencialmente) with 83% of enrollments, and open and distance learning (ODL) with 17%. The majority of ODL courses were offered by the private sector. Still, public sector ODL achieved an enrollment growth of 93.9% between 2005 and 2009. This decreased to 19% for the following five years. The rise and fall in public sector ODL enrollments is connected to Open University of Brazil system (Universidade Aberta do Brasil or UAB), whose importance is the subject of this commentary. The UAB system was created in 2006 to connect public institutions of higher education with state and municipal delegates, and the federal government. Specifically, the goal was to provide higher education for public teachers in regions not served by traditional institutions. The UAB is also responsible for the National Public Administration Training Program, offering undergraduate courses in public administration and specializations in public management and public health. In the strictest sense, UAB is not a conventional higher education institution, nor a ODE institution. Rather it is a system that regulates student entrance and admissions, and copyrights instructional materials. The "open" in the name of UAB comes from the extensive range of students and geography covered, and from the intention of its' creators.
use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you g... more use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Handbook of Open, Distance and Digital Education, 2022
The digital transformation of education has been underway for decades at differing paces across t... more The digital transformation of education has been underway for decades at differing paces across the world. In this chapter, an education digitization index is proposed in order to assess the extent of digital transformation in various countries. The education digitization index is composed for four variables: digital assets, digital use, digital labor, and digital outcomes. While a lot of research and practice in education has been on digital useapplying particular digital educational technologiescountries with substantial digital assets and a commitment to digital labor are able to transform education systems more readily. Digital assets and digital labor have become more important during the pandemic.
Open and Distance Education in Australia, Europe and the Americas, 2018
Open and distance education is changing. Distance education (DE) in higher education is changing ... more Open and distance education is changing. Distance education (DE) in higher education is changing in size, location and shape. Generally speaking, the size of distance education is growing in many parts of the world as more people are enrolled in DE offerings. In Brazil, there was an enrolment growth of 900% from 2000 to 2010 (de Oliveira Neto and dos Santos 2010). In Russia and Turkey, nearly 50% of all higher education students enrolled in open or distance education programs (Zawacki-Richter et al. 2015). The number of people enrolled in DE courses and offerings may have never been higher in many countries. The size of DE is growing on the supply side as well as the demand side. On the supply side, more DE is being offered by institutions that have conventionally offered DE and by new entrants. Historically, distance education was the mandate of single mode institutions that specialized in distance learning provisions, or dual mode universities that provide on-campus programs and offered DE from a continuing education department. Dual mode institutions that offered DE were universities and colleges that made "access" an important principle in their university mission. Their distance education departments were usually tucked away in continuing education, extension or adult education departments. The single mode universities were either distance teaching universities, like the University of South Africa or the FernUniversität in Germany, or open universities like the Open University in the United Kingdom or the Korean National Open University. From their start in the 1960s and 70s open
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
Open and Distance Education in Australia, Europe and the Americas, 2018
Most countries discussed in this book are not new to open and distance education, but there are m... more Most countries discussed in this book are not new to open and distance education, but there are many new developments in open and distance education in most countries. This chapter provides an analysis of ODE in Australia, Brazil, Canada, Germany, the United Kingdom and United States, according to what the authors have written about the status and trends in ODE in their countries. In the previous chapters, many notable issues and trends emerge about changes to ODE. These include: the size of ODE enrollments; the amount that ODE enrollments constitute HE enrollments as a whole; the rate of growth in ODE enrollments; the role of the private sector in providing ODE programs; the varied use of ICTs for ODE provision; the role and influence of government policy; the opportunities and challenges for ODE providers; the digital transformation of higher education more generally; and the role of ODE in growing the acceptance of education as a private good. These are the topics of this chapter.
Students’ communication and study habits outside of class were analyzed using grounded theory. Re... more Students’ communication and study habits outside of class were analyzed using grounded theory. Results indicate that factors other than age informed students’ communication patterns, including their use of ICTs. The research calls into question assumptions that adult learners are less inclined and able to use ICTs for education. Background There is commonly held belief that adults are more likely behind the technological times than youth or even children. Several writers have imported this general belief to education. They claim younger learners are more adept and interested in using information and communication technologies (ICTs) for education. Prensky’s binary of “digital natives” and “digital immigrants” is probably the common most expression of this argument. Adult learners are the immigrants in this metaphor, as they did not grow up in a land of digital technologies since birth. The subtext of the digital natives metaphor is that adult learners are less able and interested in...
use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you g... more use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
The International Review of Research in Open and Distributed Learning, 2012
The purpose of this study was to assess the self-efficacy of nursing faculty and students related... more The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.
This paper explores immigrant community leaders&a... more This paper explores immigrant community leaders' perspectives on culturally appropriate diabetes education and care. We conducted exploratory workshops followed by focus groups with Punjabi, Nepali, Somali, and Latin American immigrant communities in Ottawa, Ontario. We used the constant comparative method of grounded theory to explore issues of trust and its impact on access and effectiveness of care. Detailed inquiry revealed the cross cutting theme of trust at the "entry" level and in relation to "accuracy" of diabetes information, as well as the influence of trust on personal "privacy" and on the "uptake" of recommendations. These four dimensions of trust stood out among immigrant community leaders: entry level, accuracy level, privacy level, and intervention level and were considered important attributes of culturally appropriate diabetes education and care. These dimensions of trust may promote trust at the patient-practitioner level and also may help build trust in the health care system.
This book is the second of two volumes. However, these books do not represent an exhaustive portr... more This book is the second of two volumes. However, these books do not represent an exhaustive portrait of the state of open and distance education (ODE) in the world. Important ODE developments in Indonesia,
The Brazilian population of 210 million people are concentrated along the cost, in the northeast,... more The Brazilian population of 210 million people are concentrated along the cost, in the northeast, south and southeast regions. In the countryside, we find a population where information, information and communication technologies, and education are harder to access. Yet, from 2000 to 2014 the number of students in higher education rose from 2.6 million to 7.8 million. These numbers were divided between on campus courses (presencialmente) with 83% of enrollments, and open and distance learning (ODL) with 17%. The majority of ODL courses were offered by the private sector. Still, public sector ODL achieved an enrollment growth of 93.9% between 2005 and 2009. This decreased to 19% for the following five years. The rise and fall in public sector ODL enrollments is connected to Open University of Brazil system (Universidade Aberta do Brasil or UAB), whose importance is the subject of this commentary. The UAB system was created in 2006 to connect public institutions of higher education with state and municipal delegates, and the federal government. Specifically, the goal was to provide higher education for public teachers in regions not served by traditional institutions. The UAB is also responsible for the National Public Administration Training Program, offering undergraduate courses in public administration and specializations in public management and public health. In the strictest sense, UAB is not a conventional higher education institution, nor a ODE institution. Rather it is a system that regulates student entrance and admissions, and copyrights instructional materials. The "open" in the name of UAB comes from the extensive range of students and geography covered, and from the intention of its' creators.
use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you g... more use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Handbook of Open, Distance and Digital Education, 2022
The digital transformation of education has been underway for decades at differing paces across t... more The digital transformation of education has been underway for decades at differing paces across the world. In this chapter, an education digitization index is proposed in order to assess the extent of digital transformation in various countries. The education digitization index is composed for four variables: digital assets, digital use, digital labor, and digital outcomes. While a lot of research and practice in education has been on digital useapplying particular digital educational technologiescountries with substantial digital assets and a commitment to digital labor are able to transform education systems more readily. Digital assets and digital labor have become more important during the pandemic.
Open and Distance Education in Australia, Europe and the Americas, 2018
Open and distance education is changing. Distance education (DE) in higher education is changing ... more Open and distance education is changing. Distance education (DE) in higher education is changing in size, location and shape. Generally speaking, the size of distance education is growing in many parts of the world as more people are enrolled in DE offerings. In Brazil, there was an enrolment growth of 900% from 2000 to 2010 (de Oliveira Neto and dos Santos 2010). In Russia and Turkey, nearly 50% of all higher education students enrolled in open or distance education programs (Zawacki-Richter et al. 2015). The number of people enrolled in DE courses and offerings may have never been higher in many countries. The size of DE is growing on the supply side as well as the demand side. On the supply side, more DE is being offered by institutions that have conventionally offered DE and by new entrants. Historically, distance education was the mandate of single mode institutions that specialized in distance learning provisions, or dual mode universities that provide on-campus programs and offered DE from a continuing education department. Dual mode institutions that offered DE were universities and colleges that made "access" an important principle in their university mission. Their distance education departments were usually tucked away in continuing education, extension or adult education departments. The single mode universities were either distance teaching universities, like the University of South Africa or the FernUniversität in Germany, or open universities like the Open University in the United Kingdom or the Korean National Open University. From their start in the 1960s and 70s open
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
Open and Distance Education in Australia, Europe and the Americas, 2018
Most countries discussed in this book are not new to open and distance education, but there are m... more Most countries discussed in this book are not new to open and distance education, but there are many new developments in open and distance education in most countries. This chapter provides an analysis of ODE in Australia, Brazil, Canada, Germany, the United Kingdom and United States, according to what the authors have written about the status and trends in ODE in their countries. In the previous chapters, many notable issues and trends emerge about changes to ODE. These include: the size of ODE enrollments; the amount that ODE enrollments constitute HE enrollments as a whole; the rate of growth in ODE enrollments; the role of the private sector in providing ODE programs; the varied use of ICTs for ODE provision; the role and influence of government policy; the opportunities and challenges for ODE providers; the digital transformation of higher education more generally; and the role of ODE in growing the acceptance of education as a private good. These are the topics of this chapter.
Students’ communication and study habits outside of class were analyzed using grounded theory. Re... more Students’ communication and study habits outside of class were analyzed using grounded theory. Results indicate that factors other than age informed students’ communication patterns, including their use of ICTs. The research calls into question assumptions that adult learners are less inclined and able to use ICTs for education. Background There is commonly held belief that adults are more likely behind the technological times than youth or even children. Several writers have imported this general belief to education. They claim younger learners are more adept and interested in using information and communication technologies (ICTs) for education. Prensky’s binary of “digital natives” and “digital immigrants” is probably the common most expression of this argument. Adult learners are the immigrants in this metaphor, as they did not grow up in a land of digital technologies since birth. The subtext of the digital natives metaphor is that adult learners are less able and interested in...
use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you g... more use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011
Generation is often used to explain and rationalize the use of information and communication tech... more Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics. The study also concluded that the post-secondary students at the institution in question use a limited set of ICTs and their use is driven by three key issues: familiarity, cost, and immediacy. The findings are based on focus group interviews with 69 students and survey responses from a random sample of 438 second year students in 14 different programs in five schools in the institution. The results of this investigation add to a growing body of research that questions the popular view that generation can be used to explain the use of ICTs in higher education.
The International Review of Research in Open and Distributed Learning, 2012
The purpose of this study was to assess the self-efficacy of nursing faculty and students related... more The purpose of this study was to assess the self-efficacy of nursing faculty and students related to their potential use of mobile technology and to ask what implications this technology has for their teaching and learning in practice education contexts. We used a cross-sectional survey design involving students and faculty in two nursing education programs in a western Canadian college. In January, 2011, 121 faculty members and students completed the survey. Results showed a high level of ownership and use of mobile devices among our respondents. The median mobile self-efficacy score was 75 on a scale of 100, indicating that both faculty and students were highly confident in their use of mobile technologies and prepared to engage in mobile learning.
This paper explores immigrant community leaders&a... more This paper explores immigrant community leaders' perspectives on culturally appropriate diabetes education and care. We conducted exploratory workshops followed by focus groups with Punjabi, Nepali, Somali, and Latin American immigrant communities in Ottawa, Ontario. We used the constant comparative method of grounded theory to explore issues of trust and its impact on access and effectiveness of care. Detailed inquiry revealed the cross cutting theme of trust at the "entry" level and in relation to "accuracy" of diabetes information, as well as the influence of trust on personal "privacy" and on the "uptake" of recommendations. These four dimensions of trust stood out among immigrant community leaders: entry level, accuracy level, privacy level, and intervention level and were considered important attributes of culturally appropriate diabetes education and care. These dimensions of trust may promote trust at the patient-practitioner level and also may help build trust in the health care system.
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