Access and Efficiency in the Development of Distance Education and E‐Learning

Hülsmann, Thomas

doi:10.1002/9781118557686.ch9

Cited by 5 publications

(4 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…principle underpinning traditional DE practices and research was the increase of accessibility of DE programs by using affordable, and widely available, technologies. This principle was also supported by the operational mechanism of DE institutions: the mass production of independent study materials (Hülsmann, 2009;Perraton, 2000;Rumble, 2004;Woodley, 2008). The operation of online HE in ways that heavily emphasizes interactive and collaborative learning activities, on the other hand, tends to be costly and consequently to decrease the accessibility of online programs among disadvantaged students (Holmberg, 1995;Kanuka & Brooks, 2010).…”

Section: Accepted Manuscriptmentioning

confidence: 93%

“…While DE had been much valued among distance educators and students (Wedemeyer, 1981), within the broader HE field, there had long been a prevailing perception on DE as ‗second-rate' education or ‗inferior' form of education that was nonetheless useful in particular circumstances (Hülsmann, 2009). Although the nature of learning at a distance had allowed DE programs to provide their students a higher level of accessibility (and flexibility) than that typically offered by face-to-face programs, the distance between teachers and students was seen as inevitably causing a lack of interaction between them, which was regarded as a major drawback of DE.…”

Section: The Technology-oriented Conceptualization Of Dementioning

confidence: 99%

See 1 more Smart Citation

Rethinking the accessibility of online higher education: A historical review

Lee

2017

The Internet and Higher Education

228

119

View full text Add to dashboard Cite

The rapid growth in online higher education, in terms of course offerings and student enrollment, has often been celebrated on the grounds that moving education online is an innovative way to increase the accessibility of university education. This article problematizes a range of assumptions that underpin those claims. To do so, two concepts are deployed: -authentic accessibility‖ and -programmatic definition‖, each of which encourages us to examine actual practice rather than aspirations. This article further deconstructs the commonly held perceptions of online education by presenting conflicting discourses about the purposes of distance education, the characteristics of distance students, and the technologies that have mediated distance education throughout its historical development. The findings highlight the increasing multiplicity of online education practices and realities, and the limitations of typical conceptualizations of those phenomena, which have historically conceptualized distance education as a single domain. The article calls for a more sophisticated approach to considering the quality of online higher education, a value judgement which continuously needs to be understood and discussed in relation to the complex and multi-dimensional issues of increasing the accessibility of university education.

show abstract

Section: Accepted Manuscriptmentioning

confidence: 93%

Section: The Technology-oriented Conceptualization Of Dementioning

confidence: 99%

Rethinking the accessibility of online higher education: A historical review

Lee

2017

The Internet and Higher Education

228

119

View full text Add to dashboard Cite

show abstract

“…According to Hülsmann (2009), the Achilles heel of distance education is the weak and limited interaction among students or between tutors and students, due to the distance and the lack of face-to-face communication. For over a decade now, all the educators involved in distance education, in order to overcome the above obstacles, they have shown an increased interest in using several information and communication technological tools over the Internet, as well as new strategies and terms about e-learning (Anderson & Garrison, 1998;Anderson, 2004;Anderson, 2007).…”

Section: Introductionmentioning

confidence: 99%

A Learning Analytics Methodology for Detecting Sentiment in Student Fora: A Case Study in Distance Education

Kagklis

Karatrantou

Tantoula

et al. 2015

European Journal of Open, Distance and E-Learning

View full text Add to dashboard Cite

Online fora have become not only one of the most popular communication tools in e-learning environments, but also one of the key factors of the learning process, especially in distance learning, as they can provide to the students involved, motivation for collaboration in order to achieve a common goal. The purpose of this study is to analyse data related to the participation of postgraduate students in the online forum of their course at the Hellenic Open University. The content of the messages posted is analysed by using text mining techniques, while the network through which the students interact is processed through social network analysis techniques. Furthermore, sentiment analysis and opinion mining is applied on the same dataset. Our aim is to study students' attitude towards the course and its features, as well as to model their sentiment behaviour over time, and finally to detect if and how this affected their overall performance. The combined knowledge attained from the aforementioned techniques can provide tutors with practical and valuable information for the structure and the content of the students' exchanged messages, the patterns of interaction among them, the trend of sentiment polarity during the course, so as to improve the educational process. Abstract in GreekΟι διαδικτυακές ομάδες συζήτησης (Forum) είναι ένα από τα δημοφιλέστερα εργαλεία επικοινωνίας σε μαθησιακά περιβάλλοντα. Αποτελούν έναν από τους βασικούς παράγοντες της μαθησιακής διαδικασίας, ειδικά στην εκπαίδευση από απόσταση, καθώς παρέχουν στους συμμετέχοντες εκπαιδευόμενους τα απαραίτητα κίνητρα συνεργασίας για την επίτευξη κοινών μαθησιακών στόχων. Σκοπός αυτής της εργασίας είναι η ανάλυση δεδομένων από τη συμμετοχή μεταπτυχιακών φοιτητών του Ελληνικού Ανοικτού Πανεπιστημίου σε διαδικτυακή ομάδα συζήτησης στα πλαίσια μαθημάτων του Προγράμματος Σπουδών τους. Το περιεχόμενο των δημοσιευμένων μηνυμάτων των συμμετεχόντων αναλύθηκε χρησιμοποιώντας μεθόδους και τεχνικές εξόρυξης κειμένου, ενώ η αλληλεπίδραση των φοιτητών μελετήθηκε μέσω τεχνικών ανάλυσης κοινωνικών δικτύων. Επιπλέον, στο ίδιο σύνολο δεδομένων εφαρμόστηκαν τεχνικές ανάλυσης συναισθήματος και εξόρυξης γνώμης. Στόχος μας είναι η μελέτη της συμπεριφοράς των φοιτητών απέναντι στο μάθημα και τα χαρακτηριστικά του, καθώς και η μοντελοποίηση της συναισθηματικής τους συμπεριφοράς με την πάροδο του χρόνου και, τέλος, η ανίχνευση του αν και κατά πόσο αυτή επηρεάζει την συνολική τους επίδοση στις σπουδές τους. Ο συνδυασμός των γνώσεων που προκύπτουν από τις προαναφερθείσες τεχνικές μπορεί να προσφέρει στους εκπαιδευτές πολύτιμες και πρακτικές πληροφορίες για τη δομή και το περιεχόμενο των μηνυμάτων που αντάλλαξαν οι φοιτητές, για τον τρόπο αλληλεπίδρασης μεταξύ των φοιτητών, για την τάση της συναισθηματικής πολικότητας τους κατά τη διάρκεια των σπουδών τους, έτσι ώστε να βελτιωθεί η εκπαιδευτική διαδικασία.

show abstract

“…In addition, there is the need for institutions to take into consideration the issue of social justice, with reference to the clearly important role which ICTs have to play in higher education. This is more so true in societies where there is the prevalence of previously and continuously disadvantaged groups and when data costs and access remain high relative to incomes (Hülsmann, 2016).…”

Section: Distance Education Management As a Link To Administrative Tasksmentioning

confidence: 99%

Agile administrative choreographies for multimode education at the University of Pretoria

Mays

Aluko

2018

Distance Education

View full text Add to dashboard Cite

This paper responds in part to a special edition of this journal (39/2) on dual-mode provision. We were concerned that contact providers might drift into distance education provision through extending campus-based online learning without first thinking through the underpinning implications of its administrative systems, an issue that was not addressed in the special edition. Proceeding from a pragmatic and constructivist perspective, while adopting a transactional orientation drawing on systems theory and hermeneutics, this paper focuses on the challenge for administrative staff and systems of the changing nature of provision in terms of both the underpinning learning and business models. Based on experience and reflection, we conclude that the move into dual-and multimode provision is inevitable and that this requires agility on the part of both administrative staff and systems that is often overlooked in planning and review processes.

show abstract

Access and Efficiency in the Development of Distance Education and E‐Learning

Cited by 5 publications

References 15 publications

Rethinking the accessibility of online higher education: A historical review

Rethinking the accessibility of online higher education: A historical review

A Learning Analytics Methodology for Detecting Sentiment in Student Fora: A Case Study in Distance Education

Agile administrative choreographies for multimode education at the University of Pretoria

Contact Info

Product

Resources

About