Grouping the Mega University Countries According to their Similarities

Berberoğlu, Necat; Berberoğlu, Bahar

doi:10.1016/j.sbspro.2015.02.015

Cited by 3 publications

(4 citation statements)

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“…UNAM a is public mega university (in terms of Berberoğlu & Berberoğlu, 2015) currently serving almost 350,000 students at the high school, undergraduate, and graduate levels. Of these, 32,000 are enrolled in open or distance programs.…”

Section: History Of the Open And Distance Education System At Unammentioning

confidence: 99%

Characterizing UNAM’s Open Education System Using the OOFAT Model

Cervantes-Pérez¹,

Vadillo²,

Bucio³

et al. 2019

IRRODL

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Mexico’s national university (UNAM) is a public mega university with a 46-year history in open education. This article presents an analysis based on the open, online, flexible provision of technology-enhanced higher education (OOFAT) model, developed by Orr and his colleagues (2018). The aim of this analysis was to characterize UNAM’s open and distance education system in terms of openness, flexibility, and its business model, in three distinct time periods. According to this analysis, the system has evolved in all areas, and at present has a content-focused approach in terms of flexibility and openness, which differs from the OOFAT at the center approach that is desired. The study also characterized the UNAM system’s business model as a prospector-like approach, which highlights the possibilities for instilling innovation through the schools that comprise this system. The analysis allowed for mapping the current situation and thus sheds light on defining the steps necessary for creating an integrally open system.

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Section: History Of the Open And Distance Education System At Unammentioning

confidence: 99%

Characterizing UNAM’s Open Education System Using the OOFAT Model

Cervantes-Pérez¹,

Vadillo²,

Bucio³

et al. 2019

IRRODL

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“…Важливою в системі педагогічної освіти є тео-рія дистанційного навчання Джона Деніела, яка отримала розвиток у дослідженнях [9]. Основою тео-рії дистанційного навчання за Деніелом є сконцент-рованість на організації навчально-пізнавальної дія-льності студента як системоутворюючого елемента процесу навчання на відстані.…”

Section: мета та задачі дослідженняunclassified

“…Співвідношення між цими двома вида-ми діяльності, наголошує Дж. Деніел , є «вирішальним для системи дистанційного навчання», оскільки вони не тільки визначають процес навчання, а й суттєво впливають на адміністрування системи [9].…”

Section: мета та задачі дослідженняunclassified

Theoretical and methodological basis of the distant learning in the system of teachers’ postgraduate education

Кашина¹

2017

ScienceRise: Pedagogical Education

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“…However, the Open University of the United Kingdom is currently the biggest university in the United Kingdom as well as in Europe. Berberoğlu andBerberoğlu (2015: 2155) The shaping of the global higher education revolution by the contours of the South African context…”

Section: Introductionmentioning

confidence: 99%

Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)

Nkwenti,

Babalola,

Ferreira-Meyers

et al. 2023

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This book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. 'Distance education' in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing contexts, borrowing from their wealth of experience, discuss research trends in distance education in their milieu, identifying the gaps and how this mode of delivery can be strengthened. By so doing, their passion for quality which has been a major area of concern in the field was brought to the fore. They have reiterated the fact that it is possible to enhance quality in this mode of delivery by not only conducting research but also applying its findings to theory, practice, and policy. The book is the second of two volumes.

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Grouping the Mega University Countries According to their Similarities

Cited by 3 publications

References 1 publication

Characterizing UNAM’s Open Education System Using the OOFAT Model

Characterizing UNAM’s Open Education System Using the OOFAT Model

Theoretical and methodological basis of the distant learning in the system of teachers’ postgraduate education

Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)

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