To see the other types of publications on this topic, follow the link: Telecommunication in higher education Distance education Business education.
Journal articles on the topic 'Telecommunication in higher education Distance education Business education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Telecommunication in higher education Distance education Business education.'
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
Berg, Gary A. "Distance Learning in Higher Education." education policy analysis archives 6 (June 12, 1998): 11. http://dx.doi.org/10.14507/epaa.v6n11.1998.
Full textAbstract:
The Western Governors University (WGU) and the California Virtual University (CVU) are revealing examples of the complex issues involved in implementing distance learning on the public policy level. Although technology is certainly important, it has masked the fact that the WGU and CVU initiatives mark the rise of learner-centered higher education and the increased role of business in the academy. In comparing and contrasting WGU and CVU, it is clear that the WGU is a more radical proposition because of competency-based credit and the connection with private industry. Two important issues driving public policy are raised in these two efforts: First, are the California and Western Governors Association initiatives the product of the commercialization of education or the result of a reform of higher education that may lead to an increased learner-centered orientation? Second, what is the appropriate role of private industry in higher education?
2
Yavich, Roman, and Alexandra Gerkerova. "Distance Communication of the Lecturer and Students in the Higher Education." International Journal of Higher Education 8, no. 2 (2019): 82. http://dx.doi.org/10.5430/ijhe.v8n2p82.
Full textAbstract:
The article suggests an information-pedagogical model of a teacher-student interaction via telecommunication means. The necessity of information technologies implementation into the educational process is determined by the changing role of the teacher in today’s education. The suggested model may help to develop the theoretical grounds for comprehensive management of students’ educational activity distantly, the model may be also used for the work with the students who take full-time course.
3
Onževs, Oskars, and Antons Kiščenko. "INFORMATION EXCHANGE PROVISION CREATING VIRTUAL HIGHER EDUCATION INSTITUTION." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2001): 279. http://dx.doi.org/10.17770/etr2001vol1.1947.
Full textAbstract:
The computerised distance education system created by School o f Business Administration Turiba (Latvia) has been reviewed in this paper, the main aim o f which is to ensure the full possibility of mastering the speciality of business management through the Internet. The system practically provides the student all the necessary methodical and informational support. The structural specifics, organisation of the study process, the design and development strategy of the given distance education system have been reviewed in this paper. The computerised distance education system has been designed specially taking into account the specifics of Latvia.
4
Mamina, Raisa, and Evgeniya Piraynen. "DIGITAL BUSINESS ETIQUETTE IN THE DISTANCE FORMAT OF HIGHER EDUCATION." Studia Humanitatis 17, no. 4 (2020): 15–20. http://dx.doi.org/10.15393/j12.art.2020.3662.
Full textAbstract:
The article highlights the essential characteristics and specifics of Digital Business Etiquette. The role and importance of digital business etiquette as a tool for effective communication in the internet space of the university environment are shown within the framework of the problem areas of the di-station format of higher education, which were updated in the context of the pandemic. The study is based on the application of the methodology of cultural-philosophical, axiological and interdisciplinary approaches to the consideration of digital etiquette as a new communicative phenomenon of a new reality.
5
Mesquita, Anabela, and Paula Peres. "Critical Success Factors in the Adoption of Technologies in Education in Higher Education." International Journal of Online Pedagogy and Course Design 6, no. 1 (2016): 29–41. http://dx.doi.org/10.4018/ijopcd.2016010103.
Full textAbstract:
Distance learning has evolved a lot since the moment students received materials by mail and as regular correspondence. At that time, students worked already at their own pace and concluded training according to their professional work and agenda. Today, although courses by correspondence still exist, they are being quickly replaced by distance learning. And the success of this format of education are at the basis of the emergence of different offers and new business models. The success of adoption of technology depends on several factors related with the organization where it is implemented and with the individuals involved. In this paper, the authors will present a case, the evolution of the solutions offered concerning distance learning in the school under study, the actual offers and the concerns for the future. The authors will identify the factors that enabled or constrained this evolution. They will also raise some questions that are still unanswered and will point out some clues for future research.
6
Semchuk, Svitlana. "INTRODUCTION OF INTERNET TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 136–42. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235223.
Full textAbstract:
The article considers the ways of introduction of Internet technologies in the educational process of higher education institution. The principles of building computer training centers based on network technologies are highlighted: versatility, accessibility, use of standard network solutions and building a system based on a universal integrated database that allows you to easily and virtually unlimitedly build, transfer and scale it. Based on these principles, you can build a prototype of the Internet distance learning system, which allows you to create courses in technical, humanities and other disciplines. The technology of distance learning is described, which provides the educational process based on the use of modern information and telecommunication technologies. The conditions of efficiency and quality of teaching of students by means of distance learning are determined: favorable conditions for growth of activity of students by selection of means of training taking into account specificity of their individual cognitive properties are created; effective means of support of individual and group forms of training are used; the experimental-research basis of the educational process is expanding; the gap between the existing content of education and the achieved level of development of modern science is reduced. Peculiarities and advantages of using distance learning of students in comparison with traditional forms (full-time and part-time) are highlighted. It was found that the tutorial is one of the main components of the educational process in distance learning, which uses a set of methods and approaches to learning focused on the needs of students. The article states that one of the distance learning systems is the Moodle system, which is designed to organize online learning in a networked environment using Internet technologies.Keywords: Internet technologies, distance learning, Case technology, TV technology, Network technology, tutorial, higher education institutions, Moodle distance learning system.
7
Shisharina, Natalia Victorovna, Tatyana Alexandrovna Romm, and Pavel Olegovich Tatyana Alexandrovna. "Hygienic Assessment of Educational Programs During the Pandemic." Siberian Pedagogical Journal, no. 4 (September 8, 2021): 99–105. http://dx.doi.org/10.15293/1813-4718.2104.10.
Full textAbstract:
In 2020, the World Health Organization announced the beginning of a pandemic of the new coronavirus infection COVID-19. To prevent the spread of viral infection in all regions of the Russian Federation, a self-isolation regime was announced. In this connection, on March 15, 2020, the Ministry of Education recommended that all higher educational institutions carry out educational activities using modern information and telecommunication technologies that allow learning at a distance without direct contact between the teacher and the student - distance learning. The introduction of self-isolation and the transition to distance education led to the need to change the usual way of life, and adapt to the prevailing conditions of educational activity. The aim of this work is to analyze data on the impact of distance learning on the quality of students’ health. Methodology and research methods. The work was performed using a descriptive method by collecting, summarizing and analyzing literature data regarding the problem being studied. Results. The authors have highlighted the main characteristics of distance education. An analysis of modern sources has shown that, given the modern achievements in the field of telecommunication technologies, distance education is not fully capable of replacing the classical one; there are negative aspects both in the quality of training of students and in relation to the health of all participants in the educational process. Conclusion. With the continuation of teaching using modern information and telecommunication technologies, it is necessary to develop and implement programs aimed at preserving health and adapting to the conditions of distance education.
8
Mense, Evan G., Christopher J. Garretson, Pamela A. Lemoine, and Michael D. Richardson. "Global Marketing of Higher Education E-Learning." International Journal of Technology and Educational Marketing 8, no. 2 (2018): 59–74. http://dx.doi.org/10.4018/ijtem.2018070104.
Full textAbstract:
Many business and political leaders speculate that globalization is rapidly connecting all aspects of international political, economic, cultural, and social life. One of the most used aspects of globalization is the continued development of instructional technology, particularly e-learning. As a result, e-learning and distance learning technologies have accelerated tremendously during the last decade. e-learning necessitates changes in development and delivery of instructional content, including altered instructional methods and the expansion of support services for e-learning activities. These new information technologies significantly influence most aspects of higher education, both globally and locally. Changes in teaching and learning have impacted everyone associated with applying technology to the global delivery of learning services. E-learning has increasingly become the vehicle of choice for many higher education institutions and corporate clients who are actively engaged in creating diverse international markets for their goods and services.
9
McMurrey, David. "Book Review: Distance Learners in Higher Education: Institutional Responses for Quality Outcomes." Journal of Business and Technical Communication 13, no. 1 (1999): 109–11. http://dx.doi.org/10.1177/105065199901300109.
Full text
10
Pavliuk, Roman. "Contemporary approaches to informatization of educational process in higher education in Ukraine." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 322. http://dx.doi.org/10.17770/sie2014vol2.652.
Full textAbstract:
The article describes the modern approaches to the informatization of educational process in higher educational institutions of Ukraine. The relevance of introducing of and its regulatory framework are investigated and the views of scientists to the definitions of "distance learning" and "information-educational environment" are summarizes. The system of work with students using distance learning courses "Business Foreign Language" and "Modern children's literature English-speaking countries" is shown on the example of BorysGrinchenko Kyiv University (Kyiv, Ukraine). The results of investigation based on a survey of students at the beginning and end of the distance courses work demonstrated that the use of distance learning coursespromotes to the self-organization of the student, improving computer skills, facilitates the process of self-learning.
11
Dutta, Bipasha, and Kazi Maruful Islam. "Responsiveness of Higher Education to Changing Job Market Demand in Bangladesh." Higher Education for the Future 4, no. 1 (2017): 60–81. http://dx.doi.org/10.1177/2347631116681218.
Full textAbstract:
Bangladesh economy has been transforming towards a market-based economy from a state-dominated centrally planned economy since the early 1980s, the pace of transformation has been slow though. The aim of this article is to see how the higher education system responds to the changes in the structure of the economy. The article argues that the higher education system in general in a transitional economy is responsive to the changes in the structure of the economy. The article, however, also argues that the changes in higher education system, especially in curriculum, would not follow a linear unidirectional trajectory. This article is built on a small-scope empirical study on three selected social science disciplines of Dhaka University to see whether and how they responded to the demand of the growing labour market in terms of changes they introduced in curriculum in the last 20 years. Having analyzed skill and knowledge demand by the banking and telecommunication sectors—the two major sources of private sector employment for educated workforce in recent years—the article makes an effort to track what kind of changes the three selected disciplines under the Faculty of Social Science of Dhaka University have made in their respective curriculum in response to the demand of the major private sector employers. The article finds that Public Administration and Economics Departments of the Dhaka University show high and low responsiveness to business sector demand, respectively. While Sociology Department did not respond to business sector demand, rather it has responded to NGO sector demand. Among these three departments, Public Administration is found to have a low degree of compatibility to business sector needs. The article concludes that the Faculty of Social Science of Dhaka University has been slow and hesitant to respond to emerging needs of the dominant business sector employers; it is mainly because of the negative attitude towards private sector in the academia and lack of proper direction of private sector development.
12
Matylonok, T. Yu, A. V. Voitovych, and N. Ya Kravets. "Experience of implementing distance learning in higher medical education institutions of Ukraine." PROBLEMS OF UNINTERRUPTED MEDICAL TRAINING AND SCIENCE 40, no. 4 (2020): 15–19. http://dx.doi.org/10.31071/promedosvity2020.04.015.
Full textAbstract:
In many higher education institutions of Ukraine there are centers of distance education, the system of which is based on a number of principles: continuity; democratization; integration; globalization. In the conditions of the declared quarantine connected with the Covid–19 pandemic in the educational process of higher educational institutions and medical in particular distance learning has become especially relevant. The aim is to descriptive the forms and methods of distance learning on the example of microbiology, virology and immunology in TNMU and department of microbiology, virology and immunology ZSMU. Microsoft Office 365 (MS Teams application) and Skype for Business were chosen as the main platforms for the implementation of distance learning at ZSMU for the quarantine period. As a platform for distance education at the Department of Microbiology, Virology and Immunology, TNMU used the capabilities of Moodle. Distance learning at ZSMU and TNMU was carried out according to the schedule drawn up at the beginning of the semester using two forms of education, because this combination best helps to implement and ensure the learning process: online conferences and coverage of all materials on the department’s website. The advantages of distance learning are obvious today.This form of learning has significant potential, because the software capabilities of the Microsoft Office 365 and Moodle platforms allow you to quickly transfer any amount of study material to students with its subsequent storage and permanent access for self-study and repetition, as well as various forms of student knowledge control and documentation of the received marks. For successful distance learning it is very important to choose the optimal form of learning or a combination thereof. However, it cannot completely replace traditional education and necessarily requires practical work, especially when studying disciplines at the Department of Microbiology, Virology and Immunology.
13
Studnikov, S. S. "Higher Education in Russia: The Rise of Economic Dominance." World of new economy 15, no. 1 (2021): 112–20. http://dx.doi.org/10.26794/2220-6469-2021-15-1-112-120.
Full textAbstract:
Choosing a university is not an easy matter, and, as a rule, it is a task of multi-criteria optimization, and one of the weighty criteria is career prospects. At present, the children of those who themselves were applicants during the USSR collapse started to choose a university. At that time, it was believed that only elite universities (Moscow State University, MGIMO, etc.) would serve as a social lift to the most prestigious organizations of business, government, and science. In part, this can explain the almost total desire of modern school graduates to have a higher education, although often it is the desire of their parents. Using the example of the higher education market in Russia, the author examines the tendencies of universities’ concentration, their stratifiation into three levels with different institutional conditions and the dominance of the upper levels (alpha universities) over the lower ones (beta and gamma universities). The article analyses Russian alpha universities’ features against the background of a similar global hierarchy and identifies development trends for universities after the explosive introduction of distance learning technologies.
14
Ilieva, Raya. "Contemporary tendencies in higher education – application of artificial intelligence." SHS Web of Conferences 111 (2021): 01009. http://dx.doi.org/10.1051/shsconf/202111101009.
Full textAbstract:
In the 21st century, artificial intelligence has undergone unprecedented development as a result of advances in computing power, the ability to accumulate, store and access vast amounts of data, as well as from a deeper theoretical understanding. This brings huge benefits to education, business and industry, where fundamental changes in attitudes, patterns of learning and the use of artificial intelligence to anticipate, monitor and manage risk in the dynamics of globalization and automation are observed. This article aims to explore the possibility of current trends in the development of digital technologies and globalization. The subject of the study is whether universities work in good coordination in order to be adequately prepared for the inevitable changes in society and the economy. Research methods that are used are general and specific, namely: normative, systematic, comparative analysis, induction and deduction The main task is to encourage universities to continue with their adaptation and development of their online distance learning systems, greater individualization of students’ academic development, rapid exchange and application of good practices in the processes of education, management and research.
15
Bogoviz, Aleksei V., Svetlana V. Lobova, Marina V. Karp, Evgeny V. Vologdin, and Alexander N. Alekseev. "Diversification of educational services in the conditions of industry 4.0 on the basis of AI training." On the Horizon 27, no. 3/4 (2019): 206–12. http://dx.doi.org/10.1108/oth-06-2019-0031.
Full textAbstract:
Purpose The purpose of the paper is to determine the perspectives of diversification of educational services in the conditions of industry 4.0 on the basis of artificial intelligence (AI) training, determine the consequences of this process for academic and teaching staff and to develop recommendations for its practical implementation. Design/methodology/approach The methods of horizontal, trends and regression analysis are used for studying social consequences of digital modernization of the markets of higher education (for academic and teaching staff). The research is performed by the example of modern Russia on the basis of the statistical data of Federal State Statistics Service and the International Telecommunication Union. The timeframe of the research covers academic years 2000/2001-2018/2019. Findings It is determined that digital modernization of the sphere of higher education stimulates the reduction of the universities’ need for academic and teaching staff and growth of their unemployment. However, further digital modernization of economy on the basis of breakthrough technologies of industry 4.0 will lead to creation of a new type of educational services that are provided within entrepreneurship of universities – AI training of business. This will ensure development of university entrepreneurship (and reduction of dependence of universities on state financing), as well as growth of the employment opportunities for experts (academic and teaching staff) in the sphere of AI, which will not depend on the number of students, but will be connected to demand for AI training from digital business. Originality/value The role of AI training in the structure of production business processes of a university in the conditions of industry 4.0 is determined. The necessity for state stimulation of development of digital business in the modern economic systems is substantiated. It is shown that government has to pay close attention to the issues of support in the sphere of AI and mass distribution of their results. Because of this, it will be possible to control social risks in the sphere of higher education.
16
Yu.S., Krasilnik. "THEORETICAL AND METHODOLOGICAL FUNDAMENTALS OF DISTANCE LEARNING DESIGN IN THE CONDITIONS OF HIGHER EDUCATION INSTITUTION." Collection of Research Papers Pedagogical sciences, no. 94 (May 6, 2021): 86–92. http://dx.doi.org/10.32999/ksu2413-1865/2021-94-12.
Full textAbstract:
The relevance of the study is determined by the fact that distance learning is one of the promising areas of higher education. To organize distance learning, higher education institutions build the process of educational interaction at a distance while preserving all the inherent components – goals, objectives, content, methods, organizational forms, teaching aids – using information resources. However, as the results of empirical research show, distance learning is not always implemented in higher education institutions at the required technical and technological level. At the same time, higher education opens up new horizons related to innovative educational technologies that contribute to the creation of knowledge, management, dissemination, access to it and control over the quality of learning and application in practice. Thus, the growth of manufacturability, modern educational trends are the determining factors that set up distance learning as an effective mechanism for students to master the content of educational programs. Therefore, the purpose of this article is to determine the theoretical and methodological foundations of the design of distance learning in a higher education institution. The methodological basis of the study are behaviorist, cognitivist, constructivist and connectivist approaches. The work uses a set of research methods: analysis of scientific and methodological works; systematization and generalization of data – to determine the theoretical foundations of the use of distance learning tools in a higher education institution. The article states that distance learning is a set of modern psychological, pedagogical and telecommunication technologies, methods and tools, which provides students with the opportunity to study without attending a higher education institution. The essential characteristic of distance learning as a purposeful organized process of active media-mediated joint activity of teachers and graduates is proposed, during which future graduates acquire the competencies necessary for their professional activity. The content of distance learning design at the conceptual, technological and subject level is determined.Key words: information technologies, distance learning, pedagogical process, pedagogical technologies, design of distance learning, subject-subject approach. Актуальність дослідження визначається тим, що дистанційне навчання є одним із перспективних напрямів розвитку системи вищої освіти. Для організації дистанційного навчання закладу вищої освіти (далі – ЗВО) будують процес освітньої взаємодії на відстані зі збереженням усіх властивих їй компо-нентів (мети, завдань, змісту, методів, організаційних форм, засобів навчання) з використанням інформаційних ресурсів. Проте, як показують результати емпіричних досліджень, дистанційне навчання не завжди реалізується на необхідному техніко-технологічному рівні. Водночас перед вищою освітою від-криваються нові горизонти, пов’язані з інноваційними освітніми технологіями, які сприяють створенню знань, управлінню ними, їх поширенню, доступу до них і контролю за якістю засвоєння та застосування на практиці. Отже, зростання технологічності, мoдepнi освітні тенденції є детермінувальними чинниками, які організовують дистанційне навчання як ефективний механізм засвоєння студентами змісту освітніх програм. Тому метою цієї статті є визначення теоретико-методичних основ проєктування дистанційного навчання в умовах ЗВО. Методологічну основу дослідження становлять біхевіористський, когнітивістський, конструктивістський та конективістський підходи. У роботі використано комплекс методів дослідження: аналіз науково-методичних праць; систематизацію і узагальнення даних (для визначення теоретичних засад використання інструментів дистанційного навчання). У статті констатовано, що дистанційне навчання є сукупністю сучасних психолого-педагогічних і телекомунікаційних технологій, методів і засобів, що забезпечує студентам можливість навчання без відвідування ЗВО. Запропоновано сутнісну характеристику дистанційного навчання як цілеспрямованого організованого процесу активної опосередкованої засобами інформаційних технологій спільної діяльності викладачів і здобувачів вищої освіти, під час якої майбутні випускники набувають компетентностей, необхідних для професійної діяльності. Визначено зміст проєктування дистанційного навчання на концептуальному, технологічному та предметному рівнях.Ключові слова: інформаційні технології, дистанційне навчання, педагогічний процес, педагогічні технології, проєктування дистанційного навчання, суб’єкт-суб’єктний підхід.
17
Wang, Cai Xia, and Hui Yang. "Design and Development of Student Status Management System." Applied Mechanics and Materials 543-547 (March 2014): 4597–99. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4597.
Full textAbstract:
With the development and popularization of distance education, there was a growing recognition of this kind of education, students graduated from distance education were also more and more, which brought a greater difficulty to the center of distance higher education to manage student status. To solve the problem and respond to the education department's demand for informatization of education management, this paper did detailed research on the business processes of student status management, based on the MVC pattern and using workflow to design software for managing the students of distance higher education efficiently through prototype development methodology.
18
Strang, Kenneth David. "Education Balanced Scorecard for Online Courses." Journal of Cases on Information Technology 12, no. 3 (2010): 45–61. http://dx.doi.org/10.4018/jcit.2010070103.
Full textAbstract:
This case presents a best-practice in higher education, whereby a balanced scorecard approach was used to assess the effectiveness of a distance education (online) course in an accredited business degree program at an Australian public university. The assessment rubric was created by applying the concept of the balanced scorecard (from management science) to measure student performance, satisfaction, as well as content and delivery effectiveness. Performance was derived from the course grades while a validated survey instrument was utilized to gather estimates of all other factors from the students. One of the key lessons-learned in the case was that rather than reinvent the wheel, it was better to reuse accreditation surveys designed for the classroom to assess online courses and leverage the management science philosophy of measuring more than just performance to evaluate program success. Similar scorecard concepts have already been applied in U.S. universities, thus their differences with this case are also discussed.
19
Trevitt, Chris, Aliya Steed, Lynn Du Moulin, and Tony Foley. "Leading entrepreneurial e-learning development in legal education." Learning Organization 24, no. 5 (2017): 298–311. http://dx.doi.org/10.1108/tlo-03-2017-0027.
Full textAbstract:
Purpose The study aims to review the entrepreneurial and educational innovations in technology-enabled distance education in practical legal education (PLE) accomplished by a unit “on the periphery” of a strong research-led university. It also aims to examine the learning organisation (LO) attributes associated with this initiative. Design/methodology/approach This is a longitudinal case study based on interviews and reflective analysis, and reviewed using three “models” drawn from the literature: breaking the “iron triangle” (containing costs; widening access; enhancing quality); a tailored version of distance education appropriate for research-intensive universities; a strategy for successful adoption of disruptive technologies in higher education. Findings Entrepreneurialism yielded growth (PLE student numbers went from 150 to 2,000 in 15 years) and diversification (two new programmes established). The PLE programme advanced in two “waves”: the first centred on widening access and the second, on enhancing quality. Costs were contained. Both the presence and absence of LO attributes are identified at three different organisational levels. Research limitations/implications Challenges to academic identity may act to inhibit educational change, especially in research-strong settings. Practical/implications Business logic, and the creation and institutionalisation of educational development support – an “internal networking” group, were keys to success. “Organisational learning” in complex institutional environments such as universities involves understandably lengthy timescales (e.g. decades or more). Practical/implications Technology-enabled disruption in higher education appears relentless. While institutional and individual performance metrics favour research, proven cases of “how to do things differently” in education may well not get exploited, thus opening the market to alternative providers. Originality/value This is the only empirical example of a tailored version of distance education appropriate for research-intensive universities that we know about.
20
Otravenko, Olena. "INNOVATIVE METHODS OF EDUCATION AS A BASIS FOR HIGH-QUALITY VOCATIONAL TRAINING OF PHYSICAL EDUCATION TEACHERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, SPECIAL EDITION (2019): 222–30. http://dx.doi.org/10.28925/2414-0325.2019s21.
Full textAbstract:
The article is focused on the implementation of innovative teaching methods for the quality improvement of vocational training of future physical education specialists, creation of conditions for productive creative professional activities and harmonious development of the individual and provision of opportunities for the creative use of the newest teaching methods in the information and educational space of higher educational institutions. The quality of training of future physical education teachers in higher educational institutions is a system-integral unity of its procedural and productive characteristics, which is characterized by professional and personal development of future specialists who are competitive and able to understand the valuesemantic context of educational activity, increase creative potential, find non-standard solutions for vocational and educational tasks as well as capable of vocational self-determination and self-realization. The article deals with the description of teaching methods: contextual, gaming, problem-based, modular, full knowledge acquisition and distance learning. Teachers have been using more frequently active and interactive methods like case-methods, brainstorming, and training as the forms of educational work. Students regularly perform practical and creative tasks; a large number of seminars are held in the form of discussions, business games and master classes. The expansion of innovative processes in the educational space of the institution of higher education has become a significant driving factor for the formation of new mechanisms for vocational training and the creation of an internal system of education quality that contains the development if innovative methods, processes and resources presented in organizational and regulatory documents, various procedures for controlling the quality of vocational training of applicants and the main activities of the institution of higher education.
21
Low, Brian. "The intersection of legitimacy needs, actions and reform policy: the case of private higher education." Journal of Business & Industrial Marketing 34, no. 5 (2019): 1041–53. http://dx.doi.org/10.1108/jbim-10-2018-0314.
Full textAbstract:
Purpose This paper aims to examine how a combination of legitimacy needs and actions (LNAs) can shed light on the legitimacy behaviour of private higher education institutions (PHEIs) operating in an institutional business environment that is witnessing significant public–private sector role reversal. The legitimacy process is promoted as an exemplar to inform the increasing number of public–private sector role reversals in the utility, transportation, health and telecommunication sectors. Design/methodology/approach Based on empirical evidence, this paper triangulates data from archival policy announcements, retrospective case studies and face-to-face interviews. A replication logic methodology was used to establish LNAs and categorized themes. Findings The findings show that market, relational, investment, alliance and social legitimacy needs are crucial drivers for PHEIs when hybridizing their legitimacy practices, especially during critical phases of institutional reform. The proposed conceptual framework demonstrates how the legitimacy construction process is the result of internal development and external validation. Research limitations/implications In providing some empirical descriptions and generalizations, the model makes limited attempt to determine with any specificity how PHEIs interact with their institutional environment, beyond a process of data triangulation. Practical implications The proposed LNA framework is especially relevant in industries where the government has historically been a major institutional stakeholder, but where market liberalization is leading to increasingly active participation by the private sector. Findings can help PHEIs deal with reform policies by establishing deep and varied expertise inside their organizations and through links with international universities, industries and government agencies enable knowledge exchange, transfer, partnerships and the development of alliance capitalism. Originality/value This study provides a more comprehensive approach for theorizing the interrelatedness and embeddedness of organizations with common business and institutional demand factors and linkages and their changing roles, particularly the multi-scale impacts of LNAs on legitimacy sustainability.
22
Klimova, Blanka, and Marcel Pikhart. "New Advances in Second Language Acquisition Methodology in Higher Education." Education Sciences 11, no. 3 (2021): 128. http://dx.doi.org/10.3390/educsci11030128.
Full textAbstract:
This article summarizes new advances, as described by current research, in the methodology of teaching Business English as a lingua franca (BELF) in the era of mobile learning and provides the reader with hands-on strategies that are useful for BELF classes and applicable in distance learning. The primary objectives of this literature review are to explore the fundamental approaches which should help practitioners in their course preparation, development, and teaching. The paper provides the reader with the most up-to-date strategies for teaching BELF and brings ideas on how to utilize these principles in a mobile learning (m-learning) environment. The methods include a literature review of available articles exploring the research topic, i.e., BELF and its pedagogy, which was performed by finding relevant studies in the Web of Science and Scopus databases. The results indicate that there are three fundamental approaches recommended by the current research on the teaching of BELF, namely task-based activities/case studies, exploitation of authentic materials, and blended learning implementation. In summary, the paper provides the readers with an update on current approaches for teaching BELF in higher education when utilizing modern tools for foreign language learning, such as m-learning, blended learning, and hybrid learning.
23
Bulgarão, Renato Márcio, George Bedinelli Rossi, and Rony Locher. "The Entry Process of Higher Education Institutions in Brazil: The Case of Laureate International Universities." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 3, no. 6 (2017): 7–18. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.36.1001.
Full textAbstract:
This research aims to investigate the entry process of higher education institutions in Brazil, in particular, the case of Laureate International Universities. To do so, Cultural, Administrative, Economic and Geographic distances – CAGE Framework – were used and which of these distances has more importance in this entry process. A single case study was carried on. Data were collected from interviews, newspapers, and documents. Content analysis was done by grouping convergent ideas on dendrograms (trees words) which were evaluated 17 key terms to elucidate this research. The survey showed that in the case of Laureate international universities the cultural, administrative, geographic and economic distances influenced the entry process partially. Regarding all distances, Cultural distance is the most important aspect of the language and religion which imposes very different norms and behavior for conducting business and personal relationship. A second distance that has an impact is Administrative, concerning with currency instability as inflation, and for Economic distance, infrastructure differences are the most important point.
24
Al Anezi, Fahad M. "Higher education teachers' and students' attitudes towards e-learning and distance education: a comparative study in light of the COVID-19 pandemic in Saudi Arabia." International Journal of Management in Education 15, no. 5 (2021): 437. http://dx.doi.org/10.1504/ijmie.2021.10040567.
Full text
25
Anezi, Fahad M. Al. "Higher education teachers' and students' attitudes towards e-learning and distance education: a comparative study in light of the COVID-19 pandemic in Saudi Arabia." International Journal of Management in Education 15, no. 5 (2021): 437. http://dx.doi.org/10.1504/ijmie.2021.117588.
Full text
26
Ostuzzi, Francesca, and Maya Hoveskog. "Education for flourishing: an illustration of boundary object use, peer feedback and distance learning." International Journal of Sustainability in Higher Education 21, no. 4 (2020): 757–77. http://dx.doi.org/10.1108/ijshe-09-2019-0271.
Full textAbstract:
Purpose Teaching sustainable development at the higher education level requires that existing curricula are supplemented with multi-disciplinary (and sometimes multi-national) collaboration and integrated thinking. The purpose of this paper is to increase the understanding of a particular framework for business model innovation for sustainability-as-flourishing that is used as a boundary object in the context of interdisciplinary, peer-assessed distance learning. This study is positioned in the broader picture of enlarging curricular content so as to reflect the systemic and interconnected nature of socio-technical and economic developments. The motivation behind this study is the authors’ wish to achieve a deeper understanding of how students engage with the complex concept of sustainable business modelling, while using the flourishing business canvas (FBC). Design/methodology/approach An experiment was conducted on the use of the FBC as a boundary object among 52 engineering students at two universities. Data were provided by the following: iterations of the FBC; oral and written peer feedback; and an online survey. Findings Based on an evaluation of the experiment, this study shows that the FBC supports the use of multi-disciplinary, multi-national peer and distance learning in sustainability education. Research limitations/implications This study used one test condition of multi-disciplinary, multi-national collaboration for peer and distance learning at one point in time. Additional tests, using the tools and approaches of this study, are needed. Originality/value Various tools and methods for use in education have been developed that support a new view of sustainability –sustainability-as-flourishing. Extant research focusses primarily on the development of tools and methods in this area. Not enough attention has been paid to the analysis of their implementation and use in higher education. This paper seeks to fill that research gap.
27
Bernardo, Nuno, and Emilia Duarte. "Design, education, and the online tech-pandemic." Strategic Design Research Journal 13, no. 3 (2020): 577–85. http://dx.doi.org/10.4013/sdrj.2020.133.22.
Full textAbstract:
Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.
28
Reznikova, Anna, Taisija Kudinova, Regina Patuykova, Natalya Olomskaya, and Oksana Dyshekova. "The “pandemic” period of the education system crisis: peculiarities of the modern telecommunication systems and messenger’s implementation as the alternative didactic platforms for the linguistic disciplines teaching." E3S Web of Conferences 210 (2020): 18037. http://dx.doi.org/10.1051/e3sconf/202021018037.
Full textAbstract:
The article aims to highlight the problems of a Higher education during the period of self-isolation caused by the 2019-nCoV (SARS-CoV-2) pandemic in Russia and describe an analysis of a personal pedagogical experience of the authors. It is noted that despite the technical difficulties appeared at the beginning of a transition to a new learning model by the means of online educational platforms, pedagogical activity during the pandemic was an example of a competent organization of the educational process. The article focuses on the positive aspects of distance learning in terms of improving the skills of independent work using telecommunication technologies and messengers, but nevertheless points out some serious drawbacks of online learning. It is emphasized that the quality of classes conducted in distance way was not reduced due to the creative approach of teachers using classical and media-educational technologies as innovative. The results of a distance educational activity during the pandemic are considered as a preparatory stage of a teaching society to overcome the crisis in education by combination of traditional and distance methods of teaching.
29
Maleńczyk, Izabela. "The Internet-Based Model of Higher Distance Education-A Case of the Warsaw University of Technology." Social and Management Research Journal 17, no. 2 (2020): 193. http://dx.doi.org/10.24191/smrj.v17i2.10520.
Full textAbstract:
In the Polish academic environment, many activities have been devoted to improve and enrich didactics. Many of them are based on the implementation of modern technologies and the Internet into various forms of academic education. The paper analyses legal framework, potential and barriers related to e-learning in Polish institutions of tertiary education. The aim of the article is to present the organisational structure, the model of functioning and management and the types of courses offered by the Centre for Open and Distance Education at Warsaw University of Technology (CODE WUT). The role of CODE WUT in shaping the culture within the organisation and its implementation in the academic world has been described. This was followed by a description of an academic multimedia textbook model and its role in the educational process. The article also attempts to define the basic business processes and analyses their structure using the BPMN notation. Finally, students’ opinion on e-learning significance and their evaluation of effectiveness and satisfaction of online classes were empirically surveyed and discussed.
30
Zaslavskaya, Olga Yu, and Angelika V. Simonyan. "Designing a training management system based on the project management method." RUDN Journal of Informatization in Education 17, no. 2 (2020): 107–22. http://dx.doi.org/10.22363/2312-8631-2020-17-2-107-122.
Full textAbstract:
Problem and purpose. The article considers research on comparing various opensource learning management systems in distance education and educational process management. With all the variety of diverse education management systems, the choice of the optimal model remains quite difficult. The integration of the electronic education management system into the global process of management and training in the system of higher professional education means a reorientation of the educational process to modern needs in the effective use of information and telecommunication technologies. The relevance of the article is defined by the urgency of the transition to the active and widespread use of information and telecommunication technologies in the management of the educational process; the ambiguity of the ways and degree of integration of electronic education management systems into the real process of managing a pedagogical university; the discussion of the choice of a model of the education management system and the need for scientific justification of the optimal strategy for developing a specially designed educational process management system. The problem is determined by the need to analyze and compare the Moodle distance learning system with other open source learning management systems, and identify all interested parties in the process of selecting such a management system, create a step-by-step guide for choosing a management system, and compile an individual list of functions that are consistent with priorities learning and objectives of the university. The purpose of the article is to describe approaches to the development of organizational forms for organizing the learning process, to determine the possibilities of implementing new approaches to managing the educational process. Methodology. The methodological basis was the analysis of the significance and development of distance education systems in Russian pedagogy. In the works of scientists (A.A. Andreev, V.F. Gornev, Yu.P. Gospodarik, V.I. Kinelev, V.P. Kolmogorov, V.N. Lazarev, A.V. Mogilev, V.I. Ovsyannikov, O.P. Okolelov, E.S. Polat, A.E. Petrov, V.I. Soldatkin, E.G. Skibitsky, V.P. Tikhomirov, O.B. Tyschenko, A.V. Khutorsky, V.D. Shadrikov, V.A. Shapovalov) the extensive range of ideas about the nature and content of distance education, the features of the educational process, the specifics of management and organization of such a process is analyzed in sufficient detail. Results. The expediency of using the electronic control system in the universitys management system is justified, and the technology of designing and using additional modules, taking into account the universitys target settings, and building the Electronic Deans module on this basis is proposed. The principles and conditions for the organization of the management process in an educational organization are identified, the project management method is considered as the basis for designing a model for managing the educational process using information and telecommunication technologies. Conclusion. The results led to the conclusion that the informatization of education is becoming a priority for the development of all educational organizations. The introduction of an electronic document management system will save a huge part of teachers working time, and a new approach to compiling courses will significantly improve the content of modern education. The proposed model for the implementation of information technology allows to speed up the collection, processing of a large amount of information, optimize the time and money spent on decision-making, improve the quality of managerial decisions by providing relevant, reliable information. When selecting information and software systems, it is important to correctly determine the requirements, criteria, as well as the functions, responsibilities, tasks of the employees for whom they should be intended.
31
Zakharova, E. M., and S. M. Bernikov. "Comparative analysis of distance and full-time forms of education at University." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2021): 36–42. http://dx.doi.org/10.20339/am.07-21.036.
Full textAbstract:
Researched is the problem of implementing distance learning in the higher education system during the coronovirus pandemic. The results of a survey of 186 students of Kurgan State University studying in various scientific fields are considered. A comparative analysis of distance and full-time forms of education showed that half of the students of the humanities and mathematics/technical areas formed a positive attitude to the distance learning format; about a third of these students with a desire and the same number without a desire went to full-time form; they consider the ratio of 50/50% to be the optimal ratio of full-time and distance learning; and the quality of training and teaching, in their opinion, does not depend on the form of educational activity. Among the representatives of the natural science cycle, only 16% of students formed a positive attitude to distance learning and almost half of them (45%) were willing to go to full-time training; 51% believe that the motivation for learning is higher with full-time knowledge acquisition, and the optimal ratio of full-time and remote forms should be 70/30%; at the same time, in their opinion, the quality of education and teaching deteriorates in the distance. This is due, in our opinion, to the specifics of the disciplines studied. Most of the students of all training profiles (76–92%) are sure that it is easier to pass exams, pass border control, and pass certification remotely. 60–70% of all students experienced technical difficulties during the distance learning period. The main advantages of the distance form, according to students, are: the ability to study without leaving home (89–92%), in an individual mode, at a pace (88%); the ability to use hints (80–83%); no need to create a business image (78–86%). The main disadvantages: the lack of "live" communication (56–81%); technical problems (63–57%); reduced availability of material (40–70%); harm to health (40–50%), and others. The main advantages of the full-time form are: the presence of “live” communication (95%), the ability to get an explanation of a difficult question from the teacher (84–96%), the availability of perception of the material (53–76%), the completeness of participation in the educational process (60–67%), etc. Significant disadvantages of the full-time form are material costs for travel and meals at an educational institution (87–88%), loss of time due to the need to get to the place of study (85–87%), difficulties to use hints during control tests (50–75%), the need for regular preparation for classes (20–70%), and others.
32
Rishad Faridi, Mohammad, and Ryhan Ebad. "Transformation of higher education sector through massive open online courses in Saudi Arabia." Problems and Perspectives in Management 16, no. 2 (2018): 220–31. http://dx.doi.org/10.21511/ppm.16(2).2018.20.
Full textAbstract:
Higher education needs to respond to ever changing demands and expectations of present and future potential students. In order to amplify access to educational materials for students who endeavor to learn, various methodologies are used with the help of technology. Education is redefined and democratized by enabling anyone to learn from the world’s experts by a click of a mouse. Higher education institutions are venturing to gain better understanding of the phenomenon of Massive Open Online Courses (MOOCs) and its paradigm shift towards open global education. This study endeavors to study how MOOCs can be seamlessly integrated into the present scenario of traditional and learning environment. The commercialization with marketing of MOOCs in KSA’s higher education sector is also discussed. Finally, this study recommends adaptive home grown organic introduction of blended learning with the MOOC platform. With the advent of internet technology, students are now able to access diversified and latest courses which are participatory, collaborative with digital skills, well distributed, engaging and self-paced. This concept enables them to attain lifelong learning and brings scalability at a virtual zero cost to the students. The overall impact of technology on the learning management system will be explored. An attempt is made to introduce and accelerate learning and teaching strategies and tools to enhance student employability with their present usage of technology. The objective of the study is to comprehend the readiness level of learners by incorporating open learning platform, build an innovation model, which involves stakeholders with a holistic perspective that will enable a congenial learning management system, how the deanship of information technology and distance learning change course from a support-based deanship to a strategic-based deanship.
33
Ghilay, Yaron. "Text-Based Video: The Effectiveness of Learning Math in Higher Education Through Videos and Texts." Journal of Education and Learning 10, no. 3 (2021): 55. http://dx.doi.org/10.5539/jel.v10n3p55.
Full textAbstract:
The Text-Based Video (TBV) model is a particular case of the more general Video-Based Learning (VBL) model in which an instructor’s curriculum is fully covered by high-quality videos and texts. The aim of this study is to test the effectiveness of the TBV model by examining and comparing its two main components: Videos and texts. 
 
 The model is based on the creation of high-quality texts which form the basis for high-quality video clips. It is designed to improve learning in quantitative courses in higher education. 
 
 The research was based on a sample of students  who enrolled in the course Mathematics for Business Administration at the Neri Bloomfield School of Design and Education, Haifa, Israel that was based on the TBV model. The course was given during the five academic years 2016-2021 using different teaching formats: face-to-face learning, distance learning and blended learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of TBV. 
 
 The findings show that although students preferred watching videos based on texts over reading those texts alone, students opined that the combination of video and text was by far the most effective instructional method. All results were identical regardless of whether face-to-face, distance or blended learning was used.
34
Shunevych, B. I., H. S. Drapalyuk, and N. I. Pyndyk. "INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS." Ukrainian Journal of Information Technology 2, no. 1 (2020): 73–78. http://dx.doi.org/10.23939/ujit2020.02.073.
Full textAbstract:
The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.
35
Davidovitch, Nitza, and Margaryta Belichenko. "Developmental and Implementation Challenges of E-Learning Management Systems in Higher Education." Higher Education Studies 6, no. 4 (2016): 170. http://dx.doi.org/10.5539/hes.v6n4p170.
Full textAbstract:
<p>The competition that exists today in the labour market has significantly raised the value of knowledge, skills and experience of staff. This particular importance for the modern professional acquire fluency in its modern information technology and the ability to continuously improve the skills. The actual trend is also for university teachers. Getting new knowledge and skills practically useful and applicable in daily teaching activities, in the era of information society significantly expands opportunities for self-realization and contributions to career growth. However, in implementing the model of continuous training of teachers for careers there are some significant obstacles. One of them, given the intense schedule of the educational process in terms of academic mobility is the lack of time. Another the geographical factor. With the location of the university in another city, its visit is inconvenient and expensive. Experience of universities of many countries shows that an effective tool to overcome these obstacles is distance learning, which allows to get all necessary knowledge at any time and in any place. The identity of urgency takes in terms of academic mobility when students andteachers work in another country. The paper proposes a methodological approach that takes into account these features. The paper deals with the structuring of project management programs of academic mobility. The features of these projects show their impact on the progress and results of the implementation. It is shown that traditional approaches to solving the problems of academic mobility management applications to integrate the process of setting objectives and planning projects. But due to the complexity of academic mobility programs to solve these problems effectively without decomposing it into components can be managed quite difficult. Therefore, the main idea of this paper is that an increasing the efficiency of the university on the basis of a possible application of rational structuring of academic mobility programs. The features of these projects shows their impact on the progress and results of their implementation and the ways of construction of project management distance learning systems.</p><p>The paper presents the analyse of thestructure of scientific and methodological basis of project management systems. In this structure are identified two parts: creation tool to identify knowledge users and how they change, and the creation of information tools effect on these people. The model determines the effect of academic mobility project management tools through knowledge of business administration at the progress of the educational projects.</p>
36
Zakharova, T. I., and D. V. Vilkova. "Shaping Social Literacy at Distance Lessons by Using Multimedia Technologies." Vestnik of the Plekhanov Russian University of Economics 18, no. 2 (2021): 58–63. http://dx.doi.org/10.21686/2413-2829-2021-2-58-63.
Full textAbstract:
The article studies innovation methods of distance interaction in education. The necessity to pass over to distance learning was caused by global pandemic. On March 11, 2020 the WHO called the outbreak of COVID-19 a pandemic, which drastically changed traditional mode of life, business and education all over the world. The demand for learning became more acute. For millions of people distance communications were the only link with the outer world. The need and necessity in distance access to school, secondary and higher education affected the development of new trends in the field of education. The change-over to distance learning in schools and universities requires application of different methods of involving schoolchildren and students in the process of learning and improving skills of independent thinking. The authors provided a number of recommendations dealing with multimedia technology application in distance learning, which aimed at the development of cognitive, communicative skills and skills of logical, creative and critical thinking and social literacy.
37
Kılınç, Hakan, Hakan Altınpulluk, and Mehmet Fırat. "Evaluation of Open and Distance Learners' Views on Employment." Yuksekogretim Dergisi 11, no. 2Pt2 (2021): 461–72. http://dx.doi.org/10.2399/yod.21.733689.
Full textAbstract:
The rise in youth unemployment rates across the world is considered as an important problem. Higher education institutions tasked with raising the human profile needed for various business sectors are undergoing a digital transformation, supported by digital technology. The focus of this digital transformation is open and distance learning. Open and distance learning is becoming increasingly important, and is becoming an effective way to access the most up-to-date information, especially for working adult individuals. Open and distance learning, which covers mass education activities, reach more people than face-to-face education by its nature and so it produces more graduates. This important feature of open and distance learning necessitates studies to reveal the employment status of graduates in different countries. Using the basic qualitative model, this study aims to examine open and distance learners' views on employment. Thus, the employment-related views of 92 open and distance learning graduates from Anadolu University in Turkey, Open University in UK, and Indira Gandhi National Open University in India were analyzed. The themes obtained through content analysis were peer views, expectations for employment, gaining prestige after graduation, career planning, increasing diversity in the business sectors of open education, and the need for experience for employment. The study is concluded with suggestions for both application and research.
38
Fernandez-Aviles, Gema, Amelia Perez-Zabaleta, and Juan-Luis Martinez-Merino. "Detecting Successful Student Profiles At An Open University: The Case Of The UNED (Spain)." Journal of International Education Research (JIER) 10, no. 2 (2014): 161–70. http://dx.doi.org/10.19030/jier.v10i2.8518.
Full textAbstract:
At present, one of the major issues and most interesting discussions within the European Higher Education Area is the rate of success in university-level study, and therefore the adaptation of todays university education system to societys requirements. Moreover, we have seen significant growth in distance education throughout recent decades, as this type of education takes on a stronger leadership role in countries that are experiencing severe economic crises. Because the National Distance Education University (UNED) is the most important distance university in Spain, and the Economics Degree program has been offered by the School of Economics and Business for the first time, we have attempted to find a correlation between variables which describe student characteristics (age, gender, employment status, manner of admission, and nationality) and success rates in order to determine the influence that these variables have and achieve a better understanding of student success rates.
39
Hartman, Jackie, Jeffrey S. Lewis, and Karen Sterkel Powell. "Inbox Shock: A Study of Electronic Message Volume in a Distance Managerial Communication Course." Business Communication Quarterly 65, no. 3 (2002): 9–28. http://dx.doi.org/10.1177/108056990206500303.
Full textAbstract:
As institutions of higher education strive to serve students who are diverse and geographically dispersed, many of them are implementing distance education pro grams using technology-mediated communication. Research reveals that distance education is often as effective as traditional education; however, teachers and stu dents are confronted with a variety of obstacles. Thus educators need to determine the most effective and efficient methods of communicating with distance students. An examination of e-mail messages sent to the instructor of an MBA class by dis tance students reveals that the volume of messages sent depends on students' tech nology proficiency, ability to process and seek out information, topic affinity, and relational needs. Furthermore, the findings reveal that an instructor can decrease the volume of messages received by researching the student population, communi cating proactively, and taking advantage of the messaging system's tools.
40
Aškerc Zadravec, Katarina. "Developing intercultural and entrepreneurship competences among students – the case of business, IT, and services disciplines." SHS Web of Conferences 111 (2021): 01002. http://dx.doi.org/10.1051/shsconf/202111101002.
Full textAbstract:
Developing intercultural and entrepreneurship competences provides future graduates with several benefits, wherein they are equipped for the globalized, intercultural world imbued with all of its uncertainties, diversities, and opportunities, both at the workplace and in everyday life. Entrepreneurial higher education institutions are characterized by an international and intercultural perspective – however, an institution cannot be entrepreneurial without being international, yet it can be international without being entrepreneurial. Entrepreneurial university provides a good environment, culture, and practices that enhance student entrepreneurship. Internationalisation, entrepreneurship, and in this context international entrepreneurship education are important topics to which academics and higher education institutions have increasingly devoted attention in recent years. This article discusses various aspects of developing intercultural and entrepreneurship competences, which are affected by different approaches to intercultural learning and teaching in the context of entrepreneurship education. In the last part of the paper, results are presented of quantitative research among Slovenian academics who teach business, IT, and services disciplines. Findings have shown that independent variables like teaching international students, providing distance learning with foreign institutions, inclusion of academics in training courses, and academics’ international mobility all influence the frequency of using intercultural and entrepreneurial aspects in higher education learning and teaching practices.
41
Derindag, O. F., and B. Cizmeci. "Are we ready for the new normal in e-business education? Sentiment analysis of learners' opinions on MOOCs." Education and science journal 23, no. 4 (2021): 181–207. http://dx.doi.org/10.17853/1994-5639-2021-4-181-207.
Full textAbstract:
Introduction. The new digital economy and its constantly evolving paradigm have completely transformed the model of doing business and the learning methods. MOOCs (massive-open-online-courses) and micro-credentials are the educations interfaces, have become an important teaching environment tool. Distance learning has become an indispensable alternative teaching method in updating and transferring classical education materials according to real-world settings, especially for learners in higher education.Aim. The current research is aimed to address the society's readiness and attitude direction to the concept of MOOCs and distance learning, highlighting its emergence and inevitability for educational institutions of all types in order to make a fundamental change in their curricula, especially in e-business courses, which are the most demanded training courses on MOOCs platforms.Methodology and research methods. In the study, the awareness and recognition of the online community on the MOOCs concept is examined. In this direction, Turkish people's perception and attitudes toward MOOCs have been addressed via sentiment analysis on Eksi Sozluk, the largest social communication and discussion platform in Turkey.Results. According to the sentiment analysis results, it has been determined that 52% of respondents have positive judgments on distance education and MOOCs, 29% of responses are neutral and 18% are negative. In general, distance education and MOOCs are perceived as a useful new education model by the Turkish people.Scientific novelty. This paper is the first sentiment analysis of learners' opinions on MOOCs and distance learning in Turkey. Considering the increasing awareness of MOOCs and the need for e-business education, as the most demanded type of MOOCs, this is the first study investigating the priority of these two phenomena within the context of COVID-19.Practical significance. It is thought that this study will contribute to the stakeholders in terms of showing how MOOCs and micro-credentials have a high potential to understanding trends in education especially in the new normal after the COVID-19 pandemic. The holistic education model of institutions has difficulty meeting the competitive nature and result-oriented approach of the e-business ecosystem. This market reality requires the institutions to offer more to-the-point and applied education solutions. In terms of e-business (e-commerce, digital marketing) education, the importance of MOOCs as a solution-focused on “how” rather than “what” has been comprehensively discussed in the paper.
42
Misra, Sheelan. "Student Mobility Across the World and India." Global Business Review 13, no. 3 (2012): 465–80. http://dx.doi.org/10.1177/097215091201300308.
Full textAbstract:
In this era of educational marketing, education has become a commodity to be purchased by a consumer in order to build a skill set to be used in the market place and no more is it only recognized as the assets of skills, attitudes and values required for citizenship and effective participation in today’s society. Moreover, with the globalization phenomenon, which was always reflected in the education sector especially in India from olden times, has lead to the mobility of the students to the foreign countries either for quality or affordable education. Educational marketing can be defined as a planned and systematic two-way process of communication between an educational institution and its stakeholders designed to build morale, goodwill, understanding and support for that organization. The outcomes are usually goodwill, positive attitudes, respect, understanding and basic support. A developing country like India can use educational marketing as per its requirements. Therefore, this paper deals with two aspects in higher education in India. It tries to build a case for the need of decreasing outward student mobility and for more foreign students to be attracted to Indian higher education. To meet this purpose, the present study focuses light on the scenario of the higher education system worldwide and how economic globalization of higher education is shaping new horizons in the education sector. The present study details the statistics of student mobility world-wide and in India. The present study will also compare the composition and trends of exports of higher educational services by selected universities in Delhi, the capital and one of the metrocities of India. The present study is based upon the data collected from the Ministry of Education, Ministry of HRD, WTO publications, University Annual Reports and various journals and books published by the Association of Indian Universities (AIU) and the University Grants Commission (UGC).The three universities under study are the University of Delhi (DU), Jamia MiliaI slamia (JMI) and Indira Gandhi National Open University (IGNOU). These universities are involved in globalization by admitting foreign students. DU and JMI offer regular and distance education courses in India, therefore foreign students come to these universities and take admission and study, whereas IGNOU has a different modus operandi. It has the partner institutions (PIs) all over the world in different countries. Students from those countries get enrolled through the PIs and pursue courses from IGNOU as it offers only distance courses. These universities in New Delhi have been chosen as Delhi is the capital of India and has two functional universities acclaimed worldwide and one open university of international repute, in order to understand how the various modes attract the foreign students; and these being publicly funded universities, how much impetus has been put on internationalization of higher education despite all required infrastructure being available with them for conducting the courses effectively and efficiently.
43
Shrestha, Prithvi N. "Designing an online business communication course in English by responding to student needs through an evidence-based approach." Journal of China Computer-Assisted Language Learning 1, no. 1 (2021): 47–79. http://dx.doi.org/10.1515/jccall-2021-2003.
Full textAbstract:
Abstract Communication skills are essential for the employability and academic success of business graduates. These skills are either embedded in undergraduate business management courses or taught in a separate course. Designing an English communication course for business management students is reported widely in the literature. However, research on such courses for distance education is scarce despite their increasing demand for distance courses due to an increasing globalisation of higher education and workplaces. This paper reports on the evidence-based design of an award-winning online business communication course in English which responded to changing needs of distance business management students at The Open University, UK. It draws on student needs analysis data (student surveys, online forum posts, industry skills survey reports and a content analysis of business management courses and assignments) and course evaluation surveys to investigate how the online course addressed student needs in terms of course content, teaching and learning and assessment. It argues that student needs analysis is paramount for any new course design and online delivery because the success of a course relies on meeting student needs. The paper has implications for business communication course design and business communication teachers.
44
Rusnak, Ivan, and Marina Vasylyk. "Modern Technological Approaches in English Teaching of Future Teachers-Philologists at Ukrainian Universities." Studia Gdańskie. Wizje i rzeczywistość XVII (May 1, 2021): 253–65. http://dx.doi.org/10.5604/01.3001.0014.9109.
Full textAbstract:
The article substantiates the advisability of using pedagogical innova-tive technologies in teaching English to masters of philology in higher education institutions of Ukraine regarding state legislation and regula-tory acts and provisions of the Pan-European recommendations on lan-guage education. It is noted that the training of future teachers of English language and literature is carried out at two levels of higher education – bachelor’s (first) and master’s (second) in terms of modernization of education, changing its structure and content, improving existing programs, preparing new courses and special courses, formation of modern mechanisms for determining the quality of education in the context of integration in the European educational space. It is established that the most effective pedagogical technologies in teaching English include the use of information and telecommunication technologies, work with computer training programs, distance courses of learning foreign languages, creating presentations in the software environment Open Office Impress, Microsoft Power Point, use of World Wide Web resources. The algorithm of using a communicatively oriented complex of mul-timedia technologies in teaching speaking skills is highlighted. Which includes three stages: pre-viewing and aimed at forming the communicative competence of future teachers of philology. The main types of work that contribute to the teaching of the English language and the development of speech include: discussion, role play, reproduction of insufficient information, completion of the story, report, story according to the picture (pictures). The proposed types of work and practical advice in their organization will make students more active, and the learning process will be more interesting and effective, will improve the quality of education of masters of philology.
45
Leeds, Beverly. "Temporal experiences of e-learning by distance learners." Education + Training 56, no. 2/3 (2014): 179–89. http://dx.doi.org/10.1108/et-11-2012-0114.
Full textAbstract:
Purpose – The purpose of this paper is to explore experiences of e-learners in relation to their time preferences, and to examine how technology changes temporal culture in e-learning. Design/methodology/approach – A pilot study using multiple methods of data collection to provide a rich picture of the experience of e-learners in relation to temporal flexibility. Taking a narrative approach it analysed data from a survey, time tracking data as well as data from online discussion boards, learners’ assignments and short telephone interviews. Findings – The study found e-learners may experience temporal culture shock when starting to study online for the first time. It highlights the need to explore an individual's time preference and to consider the temporal culture of the e-learning programme. Research limitations/implications – It highlights that the issue of time is still missing from educational studies and suggests that temporal aspects are included in e-learning research studies. This is a small exploratory study but it indicates the need for further research to explore the potential for temporal culture shock and influence of e-learner time preferences. Practical implications – Designing an e-learning environment for learners needs to consider learner time preferences to ensure that temporal flexibility is a realised benefit, not a barrier to learning. The temporal culture of the online learning environment also needs to be made explicit so that learner expectations can be managed. Originality/value – It contributes to the literature on e-learning in the higher education context by providing a temporal lens to explore learner experiences. It is of value to educationalists and learning technologists designing, delivering or evaluating e-learning programmes. Online learners may also benefit from its findings.
46
Matherly, Laura L., Sheikha Shamma bint Sultan bin Khalifa Al Nahyan, and Nadia Amin. "An investigation of gender and generational differences in attitudes toward the importance of a college degree in the UAE." Gender in Management: An International Journal 32, no. 8 (2017): 535–53. http://dx.doi.org/10.1108/gm-01-2017-0015.
Full textAbstract:
Purpose This study examines attitudes toward higher education for men and women among male and female students and parents in the United Arab Emirates (UAE) and demonstrates gender differences in parent and student expectations about the importance of higher education. Design/methodology/approach This quantitative study examines attitudes toward higher education among 461 matched students and parents (total sample size 1442 respondents) in six higher education institutions in the United Arab Emirates (UAE) and demonstrates gender differences between parent and student perceptions. Findings In general, attitudes about the importance of a college degree were high and stable, except that younger, more recent female graduates were more likely to disagree that family traditions were threatened by women completing a college degree. Socio-demographic variables were associated with more favorable attitudes about the value of education for global leadership, the importance of a college education for both men and women and gender equality. Research limitations/implications Six higher education institutions were represented in the sample so external validity can be improved by studying these variables in other sample groups across the nation, region and globe. In addition, including additional types of universities, e.g. distance learning, technical, research and military, would indicate if the findings are generalizable to a broader range of institutions of higher education. There are opportunities for future comparative studies to examine the relevance of these findings across cultures and government initiatives to build national human resource capital and to consider other aspects of intergenerational relationships, attitudes and behaviors. Originality/value The authors examine perceived implications of the value of higher education on different arenas of men and women’s lives among the Emirates. Additionally, we focus on whether their attitudes vary by gender and generation.
47
Danilaev, D. P., and N. N. Malivanov. "Technological Education and Engineering Pedagogy." Education and science journal 22, no. 3 (2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
Full textAbstract:
Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
48
Hevko, Ihor. "APPLICATION OF DIGITAL INFORMATION RESOURCES IN DISTANCE LEARNING." Scientific journal of Khortytsia National Academy, no. 2 (2020): 111–19. http://dx.doi.org/10.51706/2707-3076-2020-2-11.
Full textAbstract:
The article shows that the introduction of distance learning courses, trainings, webinars, workshops, round tables, etc. at a more systematic level are the effective ways of forming digital literacy. Possibilities of using distance learning in higher education institutions are considered. The article emphasizes that digitization affects not only the content of education but also its organization. These processes have mixed implications for positioning of universities and teaching work. Digitalization of education opens up new perspectives for any professional field, as it enables to expand the context of activities, organize international cooperation, create virtual groups and communities, forums and chats, provide access to materials of various formats (texts, multimedia, television, etc.), expand communication with native speakers through various Internet systems, etc. The advent of distance education has led to a whole new understanding of the learning process and has expanded its capabilities. The introduction of distance learning in Ukraine is currently in its active stage. At the beginning of the XXI century The Concept of Development of Distance Education in Ukraine and the Regulation on Distance Learning were approved. Today, the role and importance of digital educational resources and technologies in the educational sector is increasing; a great deal of efforts are being made to harmonize the structure of national HEIs with European requirements and to improve the quality of distance learning, which should lead to an increase in the level of training of specialists. Distance education is an important component of modern specialist training in many countries of the world, based on the use of both the best traditional teaching methods and new DER, as well as on the principles of self-study, intended for the general public irrespective of material security, place of residence, health status. A distinctive feature of distance education is interactive learning. Students have the opportunity not to attend classes, but to study at convenient time and in a convenient place. The main goal of distance learning is to ensure further development of the education system towards providing it with features and characteristics of open education (accessibility, mass, personal orientation, real continuityetc). Thus, distance education is a 21st century specialist training system, characterized by high professionalism that strives for collaboration, self-affirmation and a high level of communication with colleagues. It is characterized by a great intensification of socially significant motives: business, cognitive, cooperation, self-realization and development, self-affirmation and communication through the use of open and computer-based learning and modern means of communication.
49
Kachalova, Anastasiia. "Development of business processes of distance educational activities at higher educational institutions using the experience of foreign countries against the backdrop of pandemic (by the example of MSTUCA)." MATEC Web of Conferences 341 (2021): 00022. http://dx.doi.org/10.1051/matecconf/202134100022.
Full textAbstract:
This article examines the problem of distance educational activities at higher educational institutions against the backdrop of pandemic. The article compares the work of foreign HEIs and the results of their activities. Particular attention is paid to distance education at Russian HEIs, including the Moscow State Technical University of Civil Aviation. The characteristic features of business processes of distance educational activities at the university using applied programs are determined and described. This problem has been little studied and requires further research.
50
Pererva, Victoria. "REMOTE SPECIAL COURSE «LATIN. BOTANY TERMINOLOGY» AS A MEANS OF BECOMING A PROFESSIONAL AND TERMINOLOGICAL COMPETENCE OF BIOLOGY TEACHER." Osvitolohiya, no. 8 (2019): 81–88. http://dx.doi.org/10.28925/2226-3012.2019.8.8188.
Full textAbstract:
The essence and advantages of distance learning as a form of organization of independent work in the professional training of future specialists are revealed. Formation of a professional term system is considered as a prerequisite for the formation of professional-terminological competence of a future teacher. Independent work Outside the classroom process is expanding the amount of material to be absorbed (both theoretical and applied), assisting in preparing for the tests and examinations in professional disciplines. Today, integration of modern pedagogical and information technologies, their wide introduction into the educational process is very important. In the system of vocational education, issues of the culture of professional communication, are of particular importance. Imperfect knowledge of the professional terminology leads to the appearance of a significant number of typical errors, reducing the level of the culture of speech. An important role in mastering students’ knowledge of the special course «Latina. Botany terminology» is given to independent work, which gradually becomes one of the leading forms. Application of new information and telecommunication technologies in the educational process, creation, and use of modern electronic teaching aids and distance courses solve complex tasks of forming a single educational information environment. Distance learning course «Latina. Botany Terminology» for future biology teacher is allows each student to work in an individual mode under the guidance of teachers. The content and structure of the distance e-learning course «Latin. Botany Terminology» for students of the Natural Department of Pedagogical Institutions of Higher Education is shown. The purpose of the distance special course, is to enrich the personality language culture, understanding the semantics and etymologies of biological terms.