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In this open access edited volume, international researchers of the
field describe and discuss the systematic review method in its
application to research in education. Alongside fundamental
methodical considerations, reflections and practice examples are
included and provide an introduction and overview on systematic
reviews in education research.
This book is open access under a CC BY 4.0 license. This book
describes the history, structure and institutions of open and
distance education in six countries: Australia, Brazil, Canada,
Germany, the UK and the US. It discusses how open and distance
education is evolving in a digital age to reflect the needs and
circumstances of national higher education systems in these
countries, and explores the similarities and differences between
the ways in which they are organized and structured. It is the
first book to make such comparisons and draw conclusions about the
nature of open and distance education in the context of various
national higher education systems. In a digital era with growing
use of online education as well as open and distance education,
this book is particularly useful for policy-makers and senior
administrators who want to learn about organizing and expanding
open and distance education provision. It is also a valuable
reference for researchers, academics and students interested in
understanding the different approaches to open and distance
education.
This open-access book is based on the observation that learning
ecosystems are increasingly established in higher education
institutions. However, an important aspect that is still missing is
their interconnectedness. Consequently, the book intends to close
this gap by introducing the concept of a distributed learning
ecosystem (DLE). A DLE follows the idea of establishing an
interlinkage between decentralised learning ecosystems (consisting
of content repositories and educational resources) and thus serves
as an integrated approach that enables learners to access and use
learning content and share resources.
In this open access edited volume, international researchers of the
field describe and discuss the systematic review method in its
application to research in education. Alongside fundamental
methodical considerations, reflections and practice examples are
included and provide an introduction and overview on systematic
reviews in education research.
This book is open access under a CC BY 4.0 license. This book
describes the history, structure and institutions of open and
distance education in six countries: China, India, Russia, Turkey,
South Africa and South Korea. It describes how open and distance
education is evolving in a digital age to reflect the needs and
circumstances of the national higher education systems in these
countries. It also explores the similarities and differences
between how their open and distance higher education systems are
managed and structured. This book is the second in a series,
following Open and Distance Education in Australia, Europe and the
Americas (Springer 2018). Both books compare and draw conclusions
about the nature of open and distance education in the context of
various national higher education systems. In a digital era
characterized by the growing use of online, open and distance
education, this book will prove particularly valuable for
policy-makers and senior administrators who want to learn about
establishing or expanding open and distance education services. In
addition, it offers a valuable reference guide for researchers,
academics and students interested in understanding the different
approaches to open and distance education.
This open access handbook offers a one-stop-shop for both new and
established researchers, educators, policy makers and
administrators in the field of open, distance and digital education
(ODDE) to gain a comprehensive overview of the history, theory and
practice at all levels of ODDE, and at the same time stimulates
in-depth discussions on various themes and issues of ODDE for today
and future. Researchers, scholars and students in the field of ODDE
can use this handbook as a major reference to conduct their own
research and learning agendas. To cover the field comprehensively,
the handbook is structured following the 3M framework developed by
one of the chief editors Zawacki-Richter. The 3M framework
categorizes the major research areas and issues in ODDE on three
levels. Accordingly, the handbook is divided into six sections in
total, two section at each of the three levels: 1) Macro Level -
ODDE Systems and Theories, 2) Meso Level - Institutional
Perspectives, Management and Organization, and 3) Micro Level -
Learning and Teaching in ODDE.This is an open access book.
"Online Distance Education: Towards a Research Agenda" offers
a
systematic overview of the major issues, trends, and areas of
priority
in online distance education research. In each chapter, an
international expert or team of experts provides an overview of
one
timely issue in online distance education, summarizing major
research
on the topic, discussing theoretical insights that guide the
research,
posing questions and directions for future research, and discussing
the
implications for distance education practice as a whole. Intended
as a
primary reference and guide for distance educators, researchers,
and
policymakers, "Online Distance Education" addresses aspects
of
distance education practice that have often been marginalized,
including issues of cost and economics, concerns surrounding
social
justice, cultural bias, the need for faculty professional
development,
and the management and growth of learner communities. At once
soundly
empirical and thoughtfully reflective, yet also forward-looking
and
open to new approaches to online and distance teaching, this text
is a
solid resource for researchers in a rapidly expanding discipline.
Olaf Zawacki-Richter is professor of educational
technology at the University of Oldenburg, and also teaches in
the
online Masters of Distance Education and E-Learning program
offered
jointly by the University of Oldenburg and the University of
Maryland,
University College. Terry Anderson is professor and
researcher in the Technology-Enhanced Knowledge Research Centre
at
Athabasca University. His research interests focus on interaction
and
social media in educational contexts. He is the editor of
"The
Theory and Practice of Online Learning," 2nd ed., winner of
the
2009 Charles E. Wedemeyer Award.
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