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The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia

100%
Zawacki-Richter O., Kondakci Y., Bedenlier S., Alturki U., Aldraiweesh A., Püplichhuysen D.
European Journal of Open, Distance and E-Learning
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2015
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vol. 18
|
issue 2
112-128
EN
In many countries, open and distance education is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.
2
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Otwarte zasoby edukacyjne - przegląd inicjatyw w Polsce i na świecie

70%
Kokot-Kanikuła K., Wałek A.
e-mentor
|
2021
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issue 4 (91)
51-60
EN
Open Educational Resources (OER) are training materials and tools that support both learning and teaching. This phenomenon is inextricably linked with a broader concept - open education, which calls for the removal of barriers to teaching so that learners can acquire knowledge following their educational and training needs. The aim of the article is to familiarize the readers with the idea of open educational resources, the legal and organizational foundations crucial for their creation and development, as well as the latest initiatives undertaken in the field of OER dissemination. In the first part of the article, the authors explain the concept and role of open educational resources in the teaching process. Then, they present selected initiatives implemented by members of the European Network of Open Education Librarians (ENOEL) and the results of a survey conducted among European academic libraries by SPARC Europe. The analysis of publications, the content of legal documents, reports, and recommendations made it possible to precisely define the meaning of open educational resources for their users. The multifaceted nature and scale of the activities confirm that modern teaching can develop faster based on open educational materials.
3
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Are Open Education and Flexible Forms of Learning a Civilisation Requirement or a Technological Obligation?

61%
Juszczyk S., Kim Y.
The New Educational Review
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2016
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vol. 46
163-173
EN
The paper discusses a new model of social learning that makes use of open educational resources and flexible forms of learning. It presents the evolution of the process of learning from the Cartesian model, through constructivist, cognitivist and connectivist theories. Open education, being developed in many countries of the world, including South Korea and Poland, is becoming a civilisation requirement, a response to the requirements of dynamically evolving labour market.
4
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Polityka publiczna w zakresie otwartych zasobów: Unia Europejska

43%
Janowska A. A.
Studia z Polityki Publicznej
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2014
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vol. 1
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issue 4(4)
109-130
EN
The purpose of the paper is to study the actions undertaken by the European institutions, aiming at a larger openness of resources, such as cultural works, scientific publications and educational materials, as well as to examine the motivations and results thereof. The European Union, being the area of production of a significant number of works belonging to each of the aforementioned categories, views these resources as strategic to its development. Thus it has taken diverse measures in order to maintain an appropriate balance between the public (social) interests, understood as open access to the resources, and the private interests, prioritising the protection of the owner's rights. The paper demonstrates that these actions are not uniform due to a diverse character and standing of these resources in the economy. The first instruments regarding scientific and educational resources had been implemented ten years before the implementation of legislative measures concerning the cultural products. Hence the public interests, meaning users' access, were treated as more important than the private proprietary rights.
PL
Celem artykułu jest analiza działań podejmowanych na poziomie UE, dotyczących otwierania cyfrowych zasobów, takich jak wytwory kultury, prace naukowe bądź materiały edukacyjne, wraz z rozpoznaniem ich motywów oraz skutków. Unia Europejska, w której tworzy się wiele dzieł należących do każdej z wymienionych dziedzin i która przyznaje, że są to zasoby strategiczne dla jej rozwoju, podejmuje działania w zakresie polityki publicznej w celu zachowania równowagi pomiędzy interesem publicznym (społecznym), czyli dostępem do owych zasobów, jak i interesem prywatnym, a więc prawami właścicieli. Ze względu na odmienny charakter i miejsce tych zasobów w gospodarce, działania te nie mają jednorodnego charakteru. Zasobami naukowymi i edukacyjnymi zajęto się około 10 lat wcześniej niż zasobami kultury. Również interes społeczny, czyli dostęp odbiorców, okazał się w ich wypadku ważniejszy niż prywatne prawa własności.
5
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Wikipedia and Its Sister Projects as Important Elements of the Teaching and Learning Process – a Review of the Global Situation

26%
Ratković N., Jerchel P., Hsing P.-Y., Sielicka-Balicka K.
Łódzkie Studia Etnograficzne
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2020
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vol. 59
PL
The article presents the general idea of Wikimedia education and the situation of educational programs based on Wiki(p)media tools and capabilities in four countries.
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