Models of Distance Learning in Higher Education

• Authors: Zormanová Lucie
• Languages of publication: EN

Abstracts

EN

This article is focused on distance learning in higher education. It analyses and compares the development of distance learning and conditions of distance learning in different countries. It describes significant differences in the development of distance education in higher education in individual countries. We meet with various forms of implementation of distance education. The divergence in approaches towards distance education in different countries is caus ed by different cultural aspects, the tradition of distance learning, the development of information and communication technologies, and different legislative norms in the area of education. There are many types of organisational models for distance education. A particular model might be dominant in one country, while in another country there may exist a variety of different organisational models for distance education.

Keywords

EN

open university; distance education; electronic system; lifelong learning; organisational models for distance education

• Publisher: Wydawnictwo Uniwersytetu Śląskiego
• Journal: International Journal of Research in E-learning IJREL
• Year: 2017
• Volume: 3
• Issue: 1
• Pages: 49-61

Dates

published

2017-07-10

Contributors

author

Zormanová Lucie

• University of Jan Ámos Komenský Prague

References

• Allama Iqbal Open University. Accessed 21 March 2017. Retrieved from http://www.aiou.edu.pk/.
• Baumeister, H.-P. (1999). Western Europe. In K. Harry (Ed.), Higher education through open and distance learning. World review of distance education and open learning. Volume 1 (pp. 244– 255). New York: Routledge.
• Columbia Online. Accessed 20 March 2017. Retrieved from http://online.columbia.edu/.
• Columbia University in the City of New York. Accessed 26 February 2017. Retrieved from http:// www.columbia.edu/.
• EADTU. Current members. Accessed 28 February 2017. Retrieved from http://eadtu.eu/members/current-members.
• ECIU. The European Consortium of Innovative Universities. Accessed 20 February 2017. Retrieved from http://www.eciu.org/.
• FernUniversität in Hagen. Accessed 28 March 2017. Retrieved from https://www.fernuni-hagen.de/english/.
• Ganor, M., Gil´ad, R., Guri-Rosenblit, S., Ovsyannikov, V., Shelley, M. A., & Zaparovanny, Y. (2000). Distance education for the information society: Policies, pedagogy and the professional development. Moscow: IITE UNESCO.
• Hampl, S., Česal, J., & Vaškovic, P. (2008). Srovnání role a postavení e-learningu ve vzdělávacím systému vybraných zemí. Praha: ČVUT.
• HEA (Higher Education Authority). (2009). Open and flexible learning. HEA Position Paper. Accessed 28 March 2017. Retrieved from http://edepositireland.ie/bitstream/handle/2262/80399/hea%202009_flexibl....
• Healey, N. (2013). Why universities license degrees to foreign colleges. University World News. The Global Window on Higher Education, 270. Accessed 15 August 2017. Retrieved from http:// www.universityworldnews.com/article.php?story=20130501170559465.
• Kommers, P., Smyrnova-Trybulska, E., Morze, N., Issa, Tomayess, & Issa, Theodora. (2015). Conceptual aspects: analyses law, ethical, human, technical, social factors of development ICT, e-learning and intercultural development in different countries setting out the previous new theoretical model and preliminary findings. International Journal of Continuing Engineering Education and Lifelong Learning, 25(4), 365–393.
• Kommers, P., Smyrnova-Trybulska, E., Morze, N., Noskova, T., Yakovleva, T., Pavlova, T., Drlík, M., Malach, J., Delgado, S. C., Pinto, P., Issa, Tomayess, & Issa, Theodora. (2014). Contrastive analyses and evaluation of the ICT and e-learning competences in Australia, Czech Republic, the Netherlands, Poland, Portugal, Russia, Slovakia, Spain and Ukraine within the framework of the IRNet International Research Network project. In E. Smyrnova-Trybulska (Ed.), E-learning and intercultural competences development in different countries (pp. 13–31). Katowice–Cieszyn: Studio NOA, University of Silesia in Katowice.
• Moore, M. G., Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth, Cengage Learning.
• National Chengchi University. Accessed 20 March 2017. Retrieved from http://www.nccu.edu.tw/en/about.
• Open Education Unit. Accessed 24 February 2017. Retrieved from http://dcu.ie/openeducation/index. shtml.
• Owusu-Boampong, A. & Holmberg, C. (2015). Distance education in European higher education– the potential. UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B. V.
• SRI College. Accessed 15 August 2017. Retrieved from http://www.sricollege.edu.my/.
• The Claremont Colleges. Accessed 28 March 2017. Retrieved from http://www.claremont.edu/.
• The Open University Business School. Accessed 20 February 2017. Retrieved from http://business-school.open.ac.uk/.
• The Open University. Accessed 27 February 2017. Retrieved from http://www.open.ac.uk/.
• The Open University. Faculties and research centres. Accessed 20 February 2017. Retrieved from http://www.open.ac.uk/about/main/faculties-centres/faculties-and-researc....
• Universita Telematica Internazionalle Uninettuno. Accessed 20 February 2017. Retrieved from http:// www.uninettunouniversity.net/en/universita.aspx.
• Zlámalová, H. (2007). Distanční vzdělávání a elearning v evropských zemích. Aula, 15(4), 38–50.
• Zormanová, L. (2016). Distance education in European countries. In E. Smyrnova-Trybulska (Ed.), E-learning methodology – Implementation and evaluation. Volume 8 (pp. 19–28). Katowice– Cieszyn: Studio NOA, the University of Silesia in Katowice.