Log in

Relevant bibliographies by topics / Open, distance and e-learning / Journal articles

To see the other types of publications on this topic, follow the link: Open, distance and e-learning.

Journal articles on the topic 'Open, distance and e-learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Open, distance and e-learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Kumar C, Ajith. "Quality Enhancement of Open and Distance Teacher Education through E-Learning 2.0." Issues and Ideas in Education 2, no. 1 (March 3, 2014): 1–15. http://dx.doi.org/10.15415/iie.2014.21001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Guha, A. S., and Subhashish Maji. "E‐learning: the latest spectrum in open and distance learning." Social Responsibility Journal 4, no. 3 (August 2008): 297–305. http://dx.doi.org/10.1108/17471110810892820.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kashora, Trust, Huibrecht M. van der Poll, and John A. van der Poll. "E-learning and technologies for open distance learning in Management Accounting." Africa Education Review 13, no. 1 (January 2, 2016): 1–19. http://dx.doi.org/10.1080/18146627.2016.1186863.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Galeon, D. H., P. G. Garcia, and J. dela Cruz. "E-learning roadmap for open distance learning in Cordillera Administrative Region." IOP Conference Series: Materials Science and Engineering 482 (March 11, 2019): 012012. http://dx.doi.org/10.1088/1757-899x/482/1/012012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Nyerere, Jackline Anyona, Frederick Q. Gravenir, and Godfrey S. Mse. "Delivery of open, distance, and e-learning in Kenya." International Review of Research in Open and Distributed Learning 13, no. 3 (April 19, 2012): 185. http://dx.doi.org/10.19173/irrodl.v13i3.1120.

Full text

Abstract:

The increased demand and need for continuous learning have led to the introduction of open, distance, and e-learning (ODeL) in Kenya. Provision of this mode of education has, however, been faced with various challenges, among them infrastructural ones. This study was a survey conducted in two public universities offering major components of ODeL, the University of Nairobi and Kenyatta University. These universities were purposely selected for the study, whose respondents included the students registered in ODeL and the lecturers and senior administrators involved. Analysis of the relevant documents was also undertaken, while library literature was reviewed on the integration of ODeL into the provision of education in Kenya. The study established that efficient and optimal delivery of ODeL in Kenya faces both economic and infrastructural challenges. However, strengthening the existing relevant structures would address some of the challenges.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

APA, Harvard, Vancouver, ISO, and other styles

6

Firat, Mehmet, Aylin Öztürk, İhsan Güneş, Esra Çolak, Melda Beyaz, and Köksal Büyük. "How e-learning engagement time affects academic achievement in e-learning environments. A large-scale study of open and distance learners." Open Praxis 11, no. 2 (June 22, 2019): 129. http://dx.doi.org/10.5944/openpraxis.11.2.920.

Full text

Abstract:

The literature is considerably rich about engagement and academic achievement in the context of open and distance learning. However, there is limited research that investigates these variables with large scale participants. In this regard, the aim of this research was to investigate causal correlations between e-learning engagement time and academic achievement of open and distance learners according to course subject, dropout, and bounce rate variables. The participants of this study were 323,264 open and distance learners from Anadolu University, Turkey. Throughout this research, open and distance learners’ engagement time levels and their academic achievements are compared. Academic achievement was found to increase significantly when learners engaged more with e-learning materials.

APA, Harvard, Vancouver, ISO, and other styles

7

Kır, Şeyda, and Aras Bozkurt. "Analysis of Open and Distance Learning Narratives Within a Lifelong Learning Context." Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–25. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.10m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Eric Nenzhelele, Tshilidzi. "Sustaining employment through administrative management experiential learning in an open distance learning institution." Problems and Perspectives in Management 14, no. 2 (June 13, 2016): 385–92. http://dx.doi.org/10.21511/ppm.14(2-2).2016.14.

Full text

Abstract:

The supply of business and management graduates to the labor market has grown significantly. However, these graduates still find themselves without employment for years. This is because employment is lagging behind economic growth. As a result, unemployment rate in South Africa has increased from 22% in 1994 to 25% in 2014. In response, government, employers and managers are striving to create sustainable employment. However, creating sustainable employment is both challenging and difficult. No wonder that there is a constant cry to establish factors that enable sustainable employment. The aim of this research is to establish the impact of experiential learning in administrative management on sustainable employment. The research is quantitative in nature, and a questionnaire is used to collect data from the respondents. The research establishes that experiential learning in administrative management enables sustainable employment

APA, Harvard, Vancouver, ISO, and other styles

9

Gaskell, Anne. "Conceptions of teaching and learning: revisiting issues in open, distance and e‐learning." Open Learning: The Journal of Open, Distance and e-Learning 24, no. 2 (May 7, 2009): 109–12. http://dx.doi.org/10.1080/02680510902879429.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Chambers, Helen A. "Evaluating open and distance learning." Nurse Education Today 9, no. 3 (June 1989): 214. http://dx.doi.org/10.1016/0260-6917(89)90050-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Ng, Peng Long, and Andrew K.G. Tan. "Determinants of e-resource usage by open distance learning university students." Malaysian Journal of Library & Information Science 22, no. 1 (January 9, 2017): 29–44. http://dx.doi.org/10.22452/mjlis.vol22no1.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Oblinger, Diana. "Will E-business Shape the Future of Open and Distance Learning?" Open Learning: The Journal of Open, Distance and e-Learning 16, no. 1 (February 2001): 9–25. http://dx.doi.org/10.1080/02680510124360.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Arinto, Patricia B. "A framework for developing competencies in open and distance e-learning." International Review of Research in Open and Distributed Learning 14, no. 1 (February 7, 2013): 167. http://dx.doi.org/10.19173/irrodl.v14i1.1393.

Full text

Abstract:

<p>Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.</p>

APA, Harvard, Vancouver, ISO, and other styles

14

Broto, Mani Festati. "SHARING KNOWLEDGE THROUGH OPEN AND DISTANCE E-LEARNING EDUCATION: GLOBALIZING UNIVERSITAS TERBUKA." Jurnal Pendidikan Terbuka Dan Jarak Jauh 20, no. 1 (March 14, 2019): 1–9. http://dx.doi.org/10.33830/ptjj.v20i1.326.2019.

Full text

Abstract:

Universitas Terbuka (UT) as an open and distance e-learning institution in Indonesia, has widely intensify the interconnectivity on international stages. UT adopts international academic standard and pave its vision “to provide access to a world quality higher education for all through open and distance higher education”. Although, most of UT students do not yet have access to adequate internet connection, UT has been a reference for other open education institutions and was acknowledged by the global community to have been succeeded in managing distance education system. By outlining the concept of education diplomacy creates an explanation that the growth of globalized educational collaboration increases the importance of conveying people-to-people engagement through e-learning education system. In previous years, UT has aimed the mission toward an ASEAN distance education collaboration and offer an Open Online Certificate Program through MOOC (Massive Open Online Courses). The aim is to share knowledge among Indonesian and its counterparts in ASEAN.

APA, Harvard, Vancouver, ISO, and other styles

15

Broto, Mani Festati. "SHARING KNOWLEDGE THROUGH OPEN AND DISTANCE E-LEARNING EDUCATION: GLOBALIZING UNIVERSITAS TERBUKA." Jurnal Pendidikan Terbuka Dan Jarak Jauh 20, no. 1 (March 14, 2019): 1. http://dx.doi.org/10.33830/ptjj.v20i1.795.2019.

Full text

Abstract:

Universitas Terbuka (UT) as an open and distance e-learning institution in Indonesia, has widely intensify the interconnectivity on international stages. UT adopts international academic standard and pave its vision “to provide access to a world quality higher education for all through open and distance higher education”. Although, most of UT students do not yet have access to adequate internet connection, UT has been a reference for other open education institutions and was acknowledged by the global community to have been succeeded in managing distance education system. By outlining the concept of education diplomacy creates an explanation that the growth of globalized educational collaboration increases the importance of conveying people-to-people engagement through e-learning education system. In previous years, UT has aimed the mission toward an ASEAN distance education collaboration and offer an Open Online Certificate Program through MOOC (Massive Open Online Courses). The aim is to share knowledge among Indonesian and its counterparts in ASEAN.

APA, Harvard, Vancouver, ISO, and other styles

16

Mwangi, Alfred. "ADVANTAGE OF ADOPTION OF OPEN DISTANCE AND E-LEARNING TO INCREASE ACCESS TO FEMALE HIGHER EDUCATION." Journal of Online and Distance Learning 1, no. 1 (August 3, 2021): 1–13. http://dx.doi.org/10.47941/jodl.634.

Full text

Abstract:

Purpose: A highly educated woman is viewed as rude, uncooperative and unable to manage house work. These perceptions are said to discourage some female and their parents from pursuing higher education in marginal areas. The general objective of the study was to establish advantage of adoption of Open Distance and e-Learning to increase access to female in higher education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: The study recommends that is a need for pursuing policies and programs to develop Information and Communication Technology as well as Open and Distance Education to wide access to quality educational opportunities. There is general recognition of the potential for Open Distance and e-Learning to meet the needs of some groups of women. This study proposes the development of Information and Communication Technology and Open Distance and e-Learning policies to exploit the advantages of the mass media while at the same time putting in place the development of supportive electronic networks. Also, a strong national framework is required to support a national quality assurance network in order to guide student assessment systems at all levels of Open Distance and e-Learning. Recommendations: The study recommends that is a need for pursuing policies and programmes to develop Information and Communication Technology as well as Open and Distance Education to wide access to quality educational opportunities. There is general recognition of the potential for Open Distance and e-Learning to meet the needs of some groups of women. This study proposes the development of Information and Communication Technology and Open Distance and e-Learning policies to exploit the advantages of the mass media while at the same time putting in place the development of supportive electronic networks. Also, a strong national framework is required to support a national quality assurance network in order to guide student assessment systems at all levels of Open Distance and e-Learning

APA, Harvard, Vancouver, ISO, and other styles

17

Siemens, George. "Learning analytics and open, flexible, and distance learning." Distance Education 40, no. 3 (July 3, 2019): 414–18. http://dx.doi.org/10.1080/01587919.2019.1656153.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Hawkridge, David. "Innovations in Open and Distance Learning." Computers & Education 39, no. 3 (November 2002): 313–17. http://dx.doi.org/10.1016/s0360-1315(02)00041-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Harris, David. "Beyond Distance Teaching — Towards Open Learning." Journal of Higher Education 60, no. 2 (March 1989): 242–44. http://dx.doi.org/10.1080/00221546.1989.11775033.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Harris, David, Vivien E. Hodgson, Sarah J. Mann, and Robin Snell. "Beyond Distance Teaching--Towards Open Learning." Journal of Higher Education 60, no. 2 (March 1989): 242. http://dx.doi.org/10.2307/1982188.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Simmons, Sue. "Open & distance learning for nurses." Nurse Education Today 12, no. 2 (April 1992): 159. http://dx.doi.org/10.1016/0260-6917(92)90054-r.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Dzakiria, Hisham. "Models for open and distance learning." International Journal of Educational Development 24, no. 5 (September 2004): 575–76. http://dx.doi.org/10.1016/j.ijedudev.2004.06.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Manyike, Tintswalo Vivian. "Postgraduate supervision at an open distance e-learning institution in South Africa." South African Journal of Education 37, no. 2 (May 31, 2017): 1–11. http://dx.doi.org/10.15700/saje.v37n2a1354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Kiguwa, Peace, and Puleng Segalo. "Decolonising Psychology in residential and open distance e-learning institutions: critical reflections." South African Journal of Psychology 48, no. 3 (July 16, 2018): 310–18. http://dx.doi.org/10.1177/0081246318786605.

Full text

Abstract:

In this article, we contribute to the current discussions and debates on decolonising Psychology by discussing some critical dimensions of decolonisation as it pertains to the explicit, hidden, and null curriculum. We also discuss the nuances of engaging a decolonised Psychology curriculum as members of staff in residential and open distance e-learning institutions. This includes issues of contact within and outside the classroom, language, and intersections of gender, race, and class. The multi-layered nature of the curriculum demands that we interrogate and tackle the idea of the curriculum as more than written text but must include the psycho-social biographies of both students and staff. Finally, we discuss some of the ways in which a decolonised Psychology curriculum may be envisioned as part of re-imagining the curriculum.

APA, Harvard, Vancouver, ISO, and other styles

25

FIRAT, Mehmet. "E-LEARNING TOOLS AND ICT USAGE OF OPEN AND DISTANCE EDUCATION STUDENTS." Journal of Technology and Information 9, no. 1 (April 30, 2017): 99–108. http://dx.doi.org/10.5507/jtie.2016.028.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

E. Fourie, Letitia. "How South African open distance learning students use social media: a survey." Problems and Perspectives in Management 14, no. 1 (March 2, 2016): 71–78. http://dx.doi.org/10.21511/ppm.14(1).2016.08.

Full text

Abstract:

Various studies have been conducted on the use of social media but there is a gap in the literature with regard to social media use in South Africa as well as the difference in social media usage between Generation Y and older students. Thus the main purpose of this article is to determine how open distance learning (ODL) students use social media and if age makes a difference in social media usage. An online self-administered questionnaire was sent to a sample of first year ODL students via email that consisted of a Likert scale that surveyed how they used social media. The results indicate that students mostly use social media for entertainment purposes. A slight difference in the use of social media by Generation Y students and older students are found. Generation Y use social media mainly for entertainment purposes whereas older students indicate that they use it more for information seeking purposes. By taking these results into consideration, organizations can develop more tailored marketing messages to the consumers in the different age groups. If they want to reach Generation Y with a marketing message it should be more entertaining. Whereas marketing message aimed at older students should be in the form of more informative messages

APA, Harvard, Vancouver, ISO, and other styles

27

Abduraximovich, Karimov Komiljon. "Features Of Distance Learning In Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 522–27. http://dx.doi.org/10.37547/tajssei/volume03issue03-83.

Full text

Abstract:

The article presents the main directions of development of the education system in the context of its further informatization. The tasks of the open education system and modern technologies of distance learning are considered. The properties of educational materials intended for the implementation of such training are listed. The strategy for designing online courses is summarized. Some problems arising in the implementation of distance learning are indicated.

APA, Harvard, Vancouver, ISO, and other styles

28

Saltiel, Iris M. "Product Review: Teacher Education Through Open and Distance Learning: World Review of Distance Education and Open Learning." Adult Learning 14, no. 3 (June 2003): 31. http://dx.doi.org/10.1177/104515950301400312.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Moreira, José-António, Angélica Reis-Monteiro, and Ana Machado. "Higher education distance learning and e-learning in prisons in Portugal." Comunicar 25, no. 51 (April 1, 2017): 39–49. http://dx.doi.org/10.3916/c51-2017-04.

Full text

Abstract:

Higher Education in Europe has undergone massive changes due to technological advancements and changes resulting from the Bologna Process, by which learning should be accessible for all regardless of social exclusion reasons, such as imprisonment. The resulting massification of access to Higher Education requires a flexible and inclusive training offer focused on the student. These are the primary aims of Distance Learning at the Open University of Portugal. The aim of this paper is to understand the viewpoints of twenty-six respondents (students, applicants to courses and senior rehabilitation technicians) on the reality of Higher Education in Distance Learning and e-Learning in a Portuguese prison. This study occurs in a context of a non-positivist paradigm, placing the emphasis on the perception of individuals through a qualitative methodology. The results obtained from interviews show that the education process has many weaknesses and limitations mostly due to the lack of facilities, educational and technological resources, and support from teachers. The conclusion is that it is essential to provide better conditions for prisoners to receive this type of education, as it can be an opportunity for obtaining professional qualification and for personal development, thus increasing their prospects of success in the future. La enseñanza superior en Europa ha venido experimentando grandes transformaciones gracias a los avances tecnológicos y a los cambios derivados del proceso de Bolonia, que prevé la creación de condiciones para que todos tengan acceso al aprendizaje, independientemente de factores de exclusión social, como la reclusión. La subsiguiente masificación del acceso a la Enseñanza Superior exige una oferta educativa flexible, centrada en el estudiante e inclusiva: son estas las prioridades de la Educación a Distancia de la Universidade Aberta en Portugal. Este artículo tiene como objetivo conocer las impresiones de veintiséis individuos (estudiantes, candidatos a estudiantes y técnicos superiores de reeducación) sobre la realidad de la Enseñanza Superior en la modalidad de Educación a Distancia y aprendizaje virtual (e-Learning) en una cárcel portuguesa. Este estudio se encuadra en un paradigma no positivista y hace hincapié en la percepción de los individuos, recurriendo a una metodología de carácter cualitativo. Los resultados, obtenidos mediante entrevistas, revelan la existencia de enormes debilidades y limitaciones en el proceso educativo, debido, sobre todo, a la falta de instalaciones y medios, recursos pedagógicos y tecnológicos, y apoyo de los profesores. Se ha concluido que es fundamental crear mejores condiciones de asistencia a distancia en las cárceles, porque esta formación superior puede ser una oportunidad de cualificación profesional y desarrollo personal, que incrementa sus perspectivas de éxito en el futuro.

APA, Harvard, Vancouver, ISO, and other styles

30

Muthusamy, Kanesan, and Mansor Fadzil. "CRITERIA'S FOR E-LEARNING DELIVERY PLATFORM (ELDP) FOR OPRN AND DISTANCE LEARNING." Asian Association of Open Universities Journal 1, no. 1 (September 1, 2005): 13–19. http://dx.doi.org/10.1108/aaouj-01-01-2005-b002.

Full text

Abstract:

Open and Distance Learning (ODL) has been widely discussed by academicians and Information Technology (IT) personnel's in recent years. In an ODL system, ELearning Delivery Platform (ELDP) plays an integral part that ensures learning materials delivered to users in the most effective and efficient manner. Identifying the selection criteria's is very important and vital for a suitable ELDP system that will enhance and enrich the ODL. At the same time, evaluation formats or check-sheets can be developed using the criteria's to evaluate various ELDP providers by the ODL provider. The criteria's can also be used to help the ELDP developer or provider to develop new systems and make further improvements from time to time. This paper gives a brief summary of the criteria's to select an ELDP system for delivering education via ODL environment. The criteria's are required to satisfy the requirements for courses such as arts, social science, business, management, IT, engineering, science, and so on. It also represents the multiple perspectives of the course developer, the course learning-ware developer, the course lecturer/tutor, the course e-learning administrative staff, the technical support staff, the student and the university administration.

APA, Harvard, Vancouver, ISO, and other styles

31

Rumble, Greville. "‘Open learning’, ‘distance learning’, and the misuse of language." Open Learning: The Journal of Open, Distance and e-Learning 4, no. 2 (June 1989): 28–36. http://dx.doi.org/10.1080/0268051890040206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Zhang, Jingjing, Daniel Burgos, and Shane Dawson. "Advancing open, flexible and distance learning through learning analytics." Distance Education 40, no. 3 (July 3, 2019): 303–8. http://dx.doi.org/10.1080/01587919.2019.1656151.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Ravhudzulo, Anniekie. "Enhancing Teaching and Learning in Open and Distance Learning:." International Journal of Educational Sciences 6, no. 1 (January 2014): 27–32. http://dx.doi.org/10.1080/09751122.2014.11890114.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Makokotlela, Matlala V. "An E-Portfolio as an Assessment Strategy in an Open Distance Learning Context." International Journal of Information and Communication Technology Education 16, no. 4 (October 2020): 122–34. http://dx.doi.org/10.4018/ijicte.2020100109.

Full text

Abstract:

There has been a growing interest in using an e-portfolio as an alternative method of assessment in an open distance eLearning environment. The use of an e-portfolio as another method of assessment in Environmental Education (EE) has not been sufficiently researched. The purpose of this study was to explore how the use of an e-Portfolio as an alternative method of assessment enhances pre-service teachers' technological pedagogy in an environmental education module. Qualitative data was collected using interviews and document analysis. The study employed interpretive paradigm, connectivism theory, and purposive sampling. A qualitative approach was employed to analyse and identify emerging themes from the data. The qualitative findings are that the e-portfolio was significant in assessing sustainable education, enhanced the pre-service teachers' digital pedagogy. Challenges included a lack of computer skills, connectivity, support during compilation of e-portfolio, and sufficient activities to promote teachers' digital pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

35

Makina, Antonia. "Investigating the use of podcasts in an open, distance and e-learning environment." Perspectives in Education 38, no. 1 (June 12, 2020): 30–42. http://dx.doi.org/10.18820/2519593x/pie.v38i1.3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Baloyi, G. P. "Learner Support in Open Distance and E-Learning for Adult Students Using Technologies." Journal of Communication 5, no. 2 (December 2014): 127–33. http://dx.doi.org/10.1080/0976691x.2014.11884832.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Civril, Hanife. "Laboratory applications in open and distance learning." Journal of Higher Education and Science 8, no. 1 (2018): 41. http://dx.doi.org/10.5961/jhes.2018.246.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Potgieter, Ferdinand Jacobus. "TOWARDS A SPIRITUALITY OF OPEN DISTANCE LEARNING." Progressio: South African Journal for Open and Distance Learning Practice 37, no. 2 (November 9, 2015): 64–78. http://dx.doi.org/10.25159/0256-8853/585.

Full text

Abstract:

This article suggests attention to the paideia of the soul as an educative corrective for preparing open distance learning students for living in the current technology-dependent world. This world is undergirded by a technology-rich knowledge society that privileges new informational epistemologies. In an attempt to suggest a spirituality of open distance learning that is based on the paideia (full-blown completeness) of the soul, use is made of the integrated interpretations of three relevant viewpoints. It is shown that spirituality in open distance learning is neither religion nor ethics; that it is essentially about the meaning in and of life, meaning-making and meaning-decoding, self-transcendence (especially as meaning-making), connection, engagement and a re-interrogation of all the major existentialist questions. It is a journey towards wholeness and compassion (as knowledge of love) of every student teacher.

APA, Harvard, Vancouver, ISO, and other styles

39

Thompson, Paul. "Teacher education through open and distance learning." Open Learning: The Journal of Open, Distance and e-Learning 27, no. 3 (November 2012): 288–93. http://dx.doi.org/10.1080/02680513.2012.716661.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Holmberg, Börje. "Open and Distance Learning in Continuing Education." IFLA Journal 17, no. 3 (October 1991): 274–82. http://dx.doi.org/10.1177/034003529101700314.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Mandell, Alan. "Response to Theorising open and distance learning’." Open Learning: The Journal of Open, Distance and e-Learning 8, no. 1 (February 1993): 49–50. http://dx.doi.org/10.1080/0268051930080110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Roberts, Jennifer, Mutuota Kigotho, and Adrian Stagg. "Expanding Horizons in Open and Distance Learning." Distance Education 39, no. 1 (January 2, 2018): 1–3. http://dx.doi.org/10.1080/01587919.2018.1439367.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

RAMDASS, Kemlall, and Fulufhelo ṊEMAVHOLA. "Quality Practices: An Open Distance Learning Perspective." Turkish Online Journal of Distance Education 19, no. 1 (January 1, 2018): 234–46. http://dx.doi.org/10.17718/tojde.382806.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Mahafzah, Mohammed Hasan. "Quality Assurance in Distance and Open Learning." i-manager's Journal of Educational Technology 9, no. 3 (September 15, 2012): 27–31. http://dx.doi.org/10.26634/jet.9.3.2062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Natsina, Anastasia. "Teaching Literature in Open and Distance Learning." Arts and Humanities in Higher Education 6, no. 2 (June 2007): 131–52. http://dx.doi.org/10.1177/1474022207076817.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Pontefract, Caroline. "Teacher education through open and distance learning." International Journal of Educational Development 24, no. 3 (May 2004): 333–34. http://dx.doi.org/10.1016/j.ijedudev.2003.11.006.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Dimri, Anil K., and Amit Chaturvedi. "HIERARCHY OF E-LEARNING DELIVERY MECHANISM: A PARADIGM SHIFT." Asian Association of Open Universities Journal 2, no. 1 (March 1, 2006): 66–75. http://dx.doi.org/10.1108/aaouj-02-01-2006-b007.

Full text

Abstract:

In the present paper an attempt has been made to develop an e- learning programme delivery mechanism model for distance mode of learning so that effective student support services could be ensured by making online learning possible in the diversified socio-economic and geo-physical settings of a country like India. The paper also seeks to analyze the growth of the distance and open learning in India with special reference to Indira Gandhi National Open University. Attempt has also been made to analyze the delivery mechanism of IGNOU for providing better students support services. The paper finally concludes that networking of the system through information and communication technology will not only reduce the operational cost to a great extent, particularly in the long ran, but also bring revolution in the field of higher education in a developing country like India by ensuring effective and efficient online learning to those having poor access to electronic mode of learning.

APA, Harvard, Vancouver, ISO, and other styles

48

SINGH, GAURAV. "Continuous Professional Development of Teachers Through Open and Distance Learning: Perception and Concerns." Issues and Ideas in Education 6, no. 1 (March 5, 2018): 63–86. http://dx.doi.org/10.15415/iie.2018.61004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Cubukcu, K. Mert, and Hatcha Taha. "Are Euclidean Distance and Network Distance Related ?" Environment-Behaviour Proceedings Journal 1, no. 4 (August 7, 2016): 167. http://dx.doi.org/10.21834/e-bpj.v1i4.137.

Full text

Abstract:

Although spatial distance is a very important concept for a wide variety of disciplines including social, natural, and information sciences, the methods used to measure spatial distance are not directly expressed and fully explained. In this study, we calculate and compare Euclidean distances and network distances for 10 randomly selected European cities. On the contrary to the findings reported in past research, we find that there is not a global straight forward relation between the Euclidian distance and network distance.© 2016. The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.Keywords: Euclidean distance; network distance; network analysis

APA, Harvard, Vancouver, ISO, and other styles

50

Molga, Agnieszka, and Paweł Golec. "Effectiveness of teaching aided by distance learning." International Journal of Pedagogy, Innovation and New Technologies 4, no. 1 (June 30, 2017): 8–15. http://dx.doi.org/10.5604/01.3001.0010.4977.

Full text

Abstract:

In the information society conditions and social needs are constantly changing. The development of information technology together with the new methods of gathering and distributing information that have been generated open the way to alternative forms of education in knowledge society. Intensive development of distance education is a response to changes caused by the escalating pace of innovation in many areas of social and economic life. Computers and the Internet are replacing the previous model of traditional education. The development of technology has contributed to the search of mobile forms of learning, or e-learning. E-learning allows you to fill gaps in the traditional teaching. Modern techniques allow you to find previously unknown solutions that can be used to streamline the process of distance learning. Both traditional education and the world of business treat e-learning as an effective tool that supports science. The convenient application of this tool, the opportunity to individually decide about the time devoted to studying, low costs and easy access speak for applying e-learning as an educational method. This article attempts to present the role of the Internet in the educational process. The aim of the paper was to show the influence of e-learning on raising the efficiency of education.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!