The Emergence of Distance Education in South Asia

Baggaley, Jon; Belawati, Tian; Samaranayake, V.K.; Jamtsho, Sangay; Rinchen, Sonam; Khan, Zeba M.; Sangi, Nazir Ahmed

doi:10.4135/9788132106616.n1

Cited by 2 publications

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“…While China stimulates its economy through education initiatives largely independent of the rest of the world, India enters into international partnerships, for example in the areas of workplace learning and the teaching of English in evening classes (The Economist, 2008;Jamtsho et al, 2009). In India, parents regard their children's education as more important than their own, and they view education as an opportunity to improve the family's economic status, especially if it includes the study of English (Crichton & Childs, 2008;Chen, Wang, & Chen, 2009;Jamtsho et al, 2009).…”

Section: Consonancementioning

confidence: 99%

Distance Education in China and India: Collectivism and Connectivism

Carter

2009

IRRODL

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In the last decade, China and India have seen large increases in their literacy and graduation rates and an increasing emphasis on distance education and training initiatives. They are examples of nations in which economic and technological initiatives have been aligned in order to produce outcomes that ensure the population will thrive in the 21 st century. However, no country can simply equip its distance education system with updated technologies and expect to be fully prepared for 21 st century economic challenges. This report outlines the consonances and dissonances of distance education (DE) in China and India and the policy alignments required for its stable development.

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Section: Consonancementioning

confidence: 99%

Distance Education in China and India: Collectivism and Connectivism

Carter

2009

IRRODL

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“…Both countries actively use a far broader range of DE technologies than is used in the West. The significant effects on their communities have already been broad and deep (Chen, Wang, & Chen, 2009;Jamtsho et al, 2009). …”

Section: Consonancementioning

confidence: 99%

“…In India, parents regard their children's education as more important than their own, and they view education as an opportunity to improve the family's economic status, especially if it includes the study of English (Crichton & Childs, 2008;Chen, Wang, & Chen, 2009;Jamtsho et al, 2009). Both countries actively use a far broader range of DE technologies than is used in the West.…”

Section: Consonancementioning

confidence: 99%

“…While China stimulates its economy through education initiatives largely independent of the rest of the world, India enters into international partnerships, for example in the areas of workplace 3 learning and the teaching of English in evening classes (The Economist, 2008;Jamtsho et al, 2009). In India, parents regard their children's education as more important than their own, and they view education as an opportunity to improve the family's economic status, especially if it includes the study of English (Crichton & Childs, 2008;Chen, Wang, & Chen, 2009;Jamtsho et al, 2009).…”

Section: Consonancementioning

confidence: 99%

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IRRODL Volume 10, Number 3

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2009

IRRODL

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As usual, the subject and research methods employed in the articles are heterogeneous, though all content has a focus on distance education. Ten of the articles relate to innovations in teaching and learning in distance contexts. Issues covered include synchronous technologies, multimedia training in industry contexts, web conferencing in high schools, strategies to create online group collaboration, and effective and ineffective instructor behaviours. We also have two very interesting conceptual pieces, one on the role of culture in online learning and the other highlighting the effect of transparency on cooperative learning. The issue begins with two excellent articles relating directly to distance education research. The first presents the results of a Delhi study in which international experts prioritized distance education research issues and trends. The second is an article that provides a ranking system and the results when it is used to assess computer-mediated learning journals. I confess that I cannot resist bringing to your attention that IRRODL rates as the top-ranked journal amongst 46 contenders!! The ratings game, while potentially both ego boosting and deflating for editors and authors, has very serious implications in academia. Enormous attention is placed in tenure and promotion hearings on not only the number of publications a scholar produces but also on the quality of the journals in which this work appears. Unfortunately, like many other measures of quality, determining the quality (often referred to as "impact factor") of scholarly journals raises many issues including the validity of the results, the reliability of the measurement scales, and the effect of regional, linguistic, and pecuniary bias. Much work has been done to create valid indexes of journal quality, and Elbeck"s and Mandernach"s (this issue) innovative assessment strategies add to this literature. The digitization of articles and their accessibility on the web (either through subscription to databases of commercial publications or through open access) creates opportunity for new metrics to calculate impact. These include the number of downloads and links from other Editorial -The Ratings Game Anderson 2 sources. However, citation of the work by one"s peers remains the most credible measurement of impact.Thus, I was very pleased to bump into the work of Australian researcher Anne-Wil Harzing and the interesting tool she has developed and released freely for non-commercial use. The downloadable tool, "Publish or Perish," uses the Google Scholar database to aggregate the number of articles and the number of times they have been cited by others. These citation numbers are then used to calculate an "impact factor" of both individual authors and journals. The tool also provides a number of algorithms that attempt to resolve the problem of multiple authors and also allow one to restrict publications used in the calculations by date or subject matter. Although Google Scholar"s data collection methods remain clouded in commercial ob...

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The Emergence of Distance Education in South Asia

Cited by 2 publications

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Distance Education in China and India: Collectivism and Connectivism

Distance Education in China and India: Collectivism and Connectivism

IRRODL Volume 10, Number 3

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