University continuing education

Osborne, Michael; Oberski, Iddo

doi:10.1108/03090590410533099

Cited by 17 publications

(3 citation statements)

References 11 publications

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“…These technologies have also been viewed by governments and international aid agencies as important tools for national integration because they are capable of enabling greater access to health and education services, and creating economic opportunities for the underprivileged masses (Mercer 2001;Reisman et al 2001;The World Bank 2001;UNDP 2001;Oberski 2004;Jensen 2007).…”

Section: Rural Developmentmentioning

confidence: 99%

Alternation 25,1 (2018) 214 –244 214Print ISSN 1023-1757; Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n1a10Problems around Accessing Information in Rural Communities

Seretse¹,

Chukwuere²,

Lubbe³

et al. 2018

Alternation

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Poverty is known to be a rural phenomenon regardless of developments taking place. Rural communities of underdeveloped countries are regarded to be living in those parts of the country that lack almost all kinds of services and basic needs even worse. Information society should be maintained because information has a significant impact in ensuring development in communities but this is not the case in rural areas because of information poverty caused by lack of means to access it. The study addresses the problems to access information in rural communities. This research explores the problems to access information through ICTs such as computer and Internet in rural communities and proposes guidelines on how to ensure proper access to information for rural residents. Rural communities and the government will benefit a lot from the success of this research. Government is the one that ensures that every citizen has the means to access information in order to bridge the gap of information poverty and digital divide.

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Section: Rural Developmentmentioning

confidence: 99%

Alternation 25,1 (2018) 214 –244 214Print ISSN 1023-1757; Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n1a10Problems around Accessing Information in Rural Communities

Seretse¹,

Chukwuere²,

Lubbe³

et al. 2018

Alternation

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“…Students can access and benefit from a variety of experts and resources that may not be available locally. The fact that materials and delivery can be replicated easily and very economically is a strong appeal to HE, which seeks lower costs in the face of increased learning demands (Alexander, 2001;Antonucci & Cronin, 2001;Gunasekaran et al, 2002;Hijazi et al, 2003;Osborne & Oberski, 2004). The e-learning mode of educational and training delivery, along with its collaborative tools, can transform a non-learning organisation into a learning one, which is a very desirable attribute in the current global environment.…”

Section: Pros and Cons Of E-learningmentioning

confidence: 96%

Conceptualising Quality E-Learning in Higher Education

Usoro

Abid

2008

E-Learning and Digital Media

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Both academic and non-academic institutions, such as businesses, have increasingly been interested in the use of information and communications technology (ICT) to support learning, otherwise termed e-learning. This interest has been fuelled by the new developments in ICT, such as multimedia and the Internet with its World Wide Web. Other incentives have been the associated (expected) reduction of the cost of education and the easier expansion of education to the increasing market that cannot be reached by traditional delivery. Especially with higher education, the issue of quality is raised, leading to both anecdotal and empirical evidence of ways to maintain quality while deriving the benefits of e-learning. This article discusses the issue of quality in higher education and examines how it can be maintained in online learning. Key current research is used to develop a conceptual framework of nine factors, which include content, delivery, technical provision (referred to as tangibles) and globalisation. Areas for further studies (including primary study to validate the framework) are highlighted.

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“…Reference [1] exploring the role of communication and information technologies (C&IT) in universities argued that their use is not as widespread as expected. Continuing professional development is as important as the flexible provision of a range of learning opportunities designed to promote lifelong learning.…”

Section: A Formal and Non-formal Learning 1) The Role Of Universities And Teachersmentioning

confidence: 99%

Lifelong Learning and ICTs

Drigas

Tsolaki

2015

Int. J. Recent Contrib. Eng. Sci. IT

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The purpose of this paper is to present a review of sample papers that have been published from 2003-2013 regarding lifelong learning and ICT. The use of ICT in lifelong learning is viewed in relation to different settings of learning i.e. formal, informal and non-formal learning, with special reference to the third-age. A special focus is also given on the technologies and specific tools which are used for the provision of lifelong learning. The role of ICT networks, web technologies in e-learning, mobile learning tools and virtual worlds as facilitators of knowledge sharing in all types of learning settings is examined.

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University continuing education

Cited by 17 publications

References 11 publications

Alternation 25,1 (2018) 214 –244 214Print ISSN 1023-1757; Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n1a10Problems around Accessing Information in Rural Communities

Alternation 25,1 (2018) 214 –244 214Print ISSN 1023-1757; Electronic ISSN: 2519-5476; DOIhttps://doi.org/10.29086/2519-5476/2018/v25n1a10Problems around Accessing Information in Rural Communities

Conceptualising Quality E-Learning in Higher Education

Lifelong Learning and ICTs

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