The impact of technological change on open and distance learning

Bates, A. W.

doi:10.1080/0158791970180108

Cited by 97 publications

(61 citation statements)

References 2 publications

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“…The expansion of distance education has not only led to an increase in the diversity or saturation of the instruments that it uses but also improved its theory. In other words, these new learning environments have not only enhanced the means of learning, but they have also influenced our opinions regarding the nature of learning (Bates, 1997). Thus, there has been a worldwide paradigm change from a cognitive-behaviorist, progressive, systematic concept of learning towards a concept in which learning is continuous, lifelong and Connectivist and learner autonomy is emphasized (Anderson & Dron, 2010).…”

Section: Introductionmentioning

confidence: 99%

Measuring the e-Learning Autonomy of Distance Education Students

Fırat

2016

Open Praxis

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Previous studies have provided evidence that learner autonomy is an important factor in academic achievement. However, few studies have investigated the autonomy of distance education students in e-learning environments. The purpose of this study is to evaluate the e-learning autonomy of distance education students who are responsible for their own learning. For this purpose, as the first step of the study, an e-learning autonomy scale was developed. Analyses of the validity and reliability of the scale were carried out with the participation of 1,152 distance education students from Anadolu University, Open Education System. The scale has an internal consistency coefficient of α = 0.952 and a single factorial model that explains 66.58% of the total variance. The scale was implemented with 3,293 students from 42 different programs. According to the findings, student autonomy in e-learning environments is directly proportional to level of ICT use but not affected by program or gender.

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Section: Introductionmentioning

confidence: 99%

Measuring the e-Learning Autonomy of Distance Education Students

Fırat

2016

Open Praxis

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“…Sliwa (1994) provided a suggestion to overcome this problem, "new technology should be used to enable faculty to pursue creative teaching methods and to provide opportunities for improved learning experiences." Bates (1996Bates ( , 1997 suggested the instructor be given the opportunity to experiment with new technology.…”

Section: Integrationmentioning

confidence: 99%

Guidelines to the edge: Integrating information and communication technologies in education

Stockley¹

2008

EOE

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Many institutions are in a state of flux in relation to the implementation and use of information communication technology (ICT) by faculty, staff, and students. Earlier research (Stockley 2002) indicates that most institutions are neither at the beginning -nor the end of the implementation continuum; rather, they are more likely to be found somewhere in the middle as institutions vary in their degree of integration. Institutions that are characterized by technological innovation are a rarity: most of us would rather read about bleeding edge technologies than experience the unwanted fallout first hand; nor can most institutions make the necessary financial commitments associated with being on the leading edge. This paper briefly visits historical aspects of technology innovations, implementation strategies and finally, focuses on approaches or guidelines to assist in getting to the edge. RESUMENMuchas instituciónes están en un estado de cambio contínuo en lo que se refiere a la puesta en práctica y el uso de las tecnologías de la información y la comunicación (TIC), por parte de los profesores, los administradores y los estudiantes. Investigaciónes anteriores (Stockley, 2002) han demostrodo que la mayoría de las instituciónes no están ni al principio ni al final del proceso de implementación, sino que más bien suelen encontrarse en algán punto medio del recorrido, con grados variables de integración. Las instituciónes que se caracterizan por la innovación tecnológ-ica son una excepción: la mayoría de nosotros nos mostramos más dispuestos a leer algo sobre tecnologías de última generación, que a experimentar de primera mano los efectos indeseados; tampoco la mayor parte de las instituciónes puede asumir los compromisos financieros necesarios para estar en la vanguardia. Este artículo pasa revista brevemente a los aspectos históricos de las innovaciones tecnológicas, las estrategias de puesta en práctica y, finalmente, se centra en las tendencias o pautas que ayudan a ir situándose a la cabeza.Descriptores: Educación superior. Nuevas technologías de la información y de la communicación. RÉSUMÉDe nombreuses institutions sont dans un état fluctuant sans cesse en ce qui concerne la mise en exécution et l'usage de l'informatique (ICT) par leur faculté, leur personnel et leurs étudiantes. La recherche antérieure (Stockley, 2002) indique que la plupart des institutions ne sont ni au début -ni au terme du continuum de l'implémentation; il est probable qu'elles se trouvent plus

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“…As McAllister (1997) points out, the graduates of today are expected to be 'beginning practitioners' who become 'critical consumers of information and lifelong learners who maintain competence in their discipline, expand and test their own knowledge and skills, and contribute to the expansion of knowledge in the field'. The goals of vocationally-based education have changed from focusing on training and instruction to include an emphasis on the development of generic attributes essential to professional competence and lifelong learning (Bates, 1997;Higher Education Council, 1992;Kirkwood, 1998;Ramsden, 1992;Savery and Duffy, 1994). Engel (1995) summarized these as comprising the acquisition of:…”

Section: Designmentioning

confidence: 99%