New developments in transnational education and the challenges for higher education professional staff

Henderson, Michelle; Barnett, Rebecca; Barrett, Heather

doi:10.1080/13603108.2016.1203366

Cited by 20 publications

(17 citation statements)

References 6 publications

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“…New technology and online provision can create a market for content providers. This means that the dimensions and scope of international education provision can be transformed with the emergence of new education providers such as publishers, content aggregators and distributors, and professional bodies who can contribute to the diversification of transnational education [28]. e-Learning systems are becoming critical platforms for distance-learning institutions and for general lifelong learning by students [19].…”

Section: The Bad and The Ugly Of Distance Learning In Higher Educationmentioning

confidence: 99%

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu¹

2018

Trends in E-Learning

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The chapter deals with opportunities and challenges of distance learning in higher education. One challenge comes from the changing perceptions of what learning is all about. The second challenge comes from new learning opportunities that technology now affords. Constructivism, interpretivism, and computing technology, separately and often together, have redesigned the conception of the challenges and opportunities of learning, and brought about new learning possibilities for almost all teaching and learning situations, including traditional classroom teaching, distance learning, and self-learning. Computer-supported learning environments could have good problems that will stimulate students to explore and reflect on their knowledge construction. Students who cannot afford higher education are discouraged from seeking or completing a degree. Distance learning-based programs could increase access for students to higher education, whereas open and distance-learning programs may be difficult to implement in the laboratory sciences, but they have real potential to maximize the use of technology.

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Section: The Bad and The Ugly Of Distance Learning In Higher Educationmentioning

confidence: 99%

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Mahlangu¹

2018

Trends in E-Learning

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“…University has always been an international institution claiming its global rights for students and faculty. After the Second World War, the creation of nation-states halted this process for some time but the recent revolution in ICTs and global media has broken all borders and barriers (Henderson, Barnett & Barnett, 2017). Quality assurance and internationalization are the basic objectives for the institutes of higher education.…”

Section: Discussionmentioning

confidence: 99%

Quality Assurance & Accreditation of Teacher Education in Pakistan: Scope for Internationalization

Arif

Liaqat

Afzal

2019

UER

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This semi-structured qualitative study aimed to explore the perceptions of the faculty of education departments in various universities about the quality assurance and accreditation process and their willingness to initiate this process in their respective departments. A mixed item questionnaire comprising close and open ended questions was used to collect data from 152 faculty members teaching in the education departments of 16 universities of Pakistan. The faculty members serving at various positions were purposively selected for the study. Triangulation was achieved through content analysis of the survey, document analysis of NACTE manuals and HEC directives. Finally, thematic analysis was completed to arrive at conclusions. The study concluded that the faculty of education departments lacks awareness about the quality assurance and accreditation process. Moreover, findings also suggest that universities are not prepared in many aspects for the achievement of national accreditation. However, in spite of their unwillingness to initiate efforts for internationalization, the faculty demonstrated a keen interest in learning about the accreditation process itself. It is recommended that National Accreditation Council for Teacher Education must set new targets to meet the goals of the accreditation of teacher education in Pakistan.

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“…With the widespread benefits of LMSs for teaching and learning and the multiracial diversity of student population across the globe, open distance learning (ODL) institutions are constantly reshaping their pedagogies to respond to the worldwide speedy transformation in the technological landscape as well as the catastrophic situation brought by Covid-19. There are varied motives for this move that encompass, to mention but few,  The need to continue executing academic project amid Covid-19  The need to position institutions as competent within the much contested Higher education market (Apple, 2010;Henderson, Barnett, & Barrett, 2017);  The obligation to promote an educated society; and  By their very nature, ODL institutions mostly deliver distance education to its student cohorts using various technologies to facilitate interactions between students and instructors (Netanda, Mamabolo, & Themane, 2017). The teaching and learning model of ODL involves a student-centred methodology in which the institution provides student support while students themselves flexibly exercise their rights upon what, where, when and how to study.…”

Section: Introductionmentioning

confidence: 99%

“…Within the broader parameters of higher education, Apple (2010) postulates that universities have pressure to become efficiently accessible to the bigger pool of students and to, successfully, compete with other academic institutions, across the entire spectrum of higher education, which offer online courses. Congruent to this viewpoint, Henderson et al (2017) postulate that new technologies, in amalgamation with the swift transformation within the boundaries of transnational education, have given rise to competition through providing innovative opportunities in the global education sector. In trying to fight for the survival in the current global competitive higher education system, the provision of instrumental tools, such as data for both students and instructors to access internet is inevitably essential.…”

Section: Introductionmentioning

confidence: 99%

Supporting Learning through Learning Management Systems in an ODL Environment amid Covid-19: Technology Accessibility and Student Success

Netanda¹

2020

The Impact of COVID19 on the International Education System

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Although prior research looked into the effects of LMSs upon student success, little is known on the effects of LMSs on student success, particularly during the current Covid-19 pandemic. Informed by technology acceptance model (TAM), this study explores the linkage between the geographic setting and the accessibility of NTs, and examines effects of LMSs upon student academic success in ODL in the context of Covid-19. The purpose of this chapter is to indicate how teaching and learning pedagogies is impacted by the novel coronavirus within the global open and distance learning education system and to suggest possible mechanisms to support students through learning management systems in order to reduce student attritions and to accelerate student success rate. I used a mixed-methods methodological lens, blending the self-administered questionnaires for 177 students with unstructured in-depth interviews with 2 regional directors, and 4 learning and facilitation managers during data collection. I analysed data descriptively and thematically, unveiling, from all cohorts of participants that the greater proportion of students are from remote rural areas with a considerable limited access to technologies, which ultimately adversely influences upon their usage and academic achievements. However, its continued use was valued salient with a potential to improve students’ academic performance and success. I conclude that inaccessibility to new technologies for teaching and learning has a bearing on students’ success. I propose that ODL institutions should support students by increasing accessibility of technologies through the provision of gadgets and data as well as establishing learning support centres and encourage students to use them in learning.

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New developments in transnational education and the challenges for higher education professional staff

Cited by 20 publications

References 6 publications

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

The Good, the Bad, and the Ugly of Distance Learning in Higher Education

Quality Assurance & Accreditation of Teacher Education in Pakistan: Scope for Internationalization

Supporting Learning through Learning Management Systems in an ODL Environment amid Covid-19: Technology Accessibility and Student Success

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