ethanporcaro/eric-fulltext-meta huggingface dataset:
Re-Learning Higher Education in the Age of Convergence: Example of Lithuania
Author: Ulvydiene, Loreta
Date: 2012-10-00
Type: Journal Articles
Subjects: Higher Education,Information Technology,Technology Transfer,Foreign Countries,Educational Change,Macroeconomics,Educational Quality,Competition,College Role,School Business Relationship,Educational Innovation,International Cooperation,Student Mobility,Academic Degrees,Educational History,Science Education

Since May of 1999, 46 European countries have been engaged in reconstructing their higher education systems to bring about a greater degree of &quot;convergence,&quot; i.e. a move toward common reference points and operating procedures to create a European Higher Education Area. Education has always played an important role in the development of Lithuania, with long and strong traditions as a country with highly educated scientists and cutting-edge research in various fields. In April 2009, the Seimas passed a new Law on Science and Studies, which provides for a major reform of higher education. In recent years there has been an increasing focus on the role universities play in the economy and impact they make in promoting innovation and raising international competitiveness. But until recently there has been a prescriptive view of university-business interactions with a narrow focus on technology transfer. Although technology transfer may be important, it is also necessary to focus on the more diverse and varied impacts of business-university knowledge exchange relations. Thus, I discuss changes in higher education that were implemented in Lithuania during the period of 1992-2012, i. e. Student baskets, notorious optimization of university network in Lithuania, the development of Lithuanian science valleys, etc. In my survey I rely upon an IHEP (Institute for Higher Education Policy) expert Cliff Adelman's idea that the Bologna Process is an analogue to the macroeconomic theory of convergence, the ways in which nations move from different stages of development to a more-or-less common platform of performance. Macroeconomic historians have demonstrated time-and-again: nations that learn from other nations grow; those that do not learn do not. Ultimately, I arrive at a conclusion that reforms are essential and indispensable but answer the purpose only when higher quality in education is achieved. (Contains 2 tables and 2 figures.)
Attitudes toward Online Communications in Open and Distance Learning
Author: Erdem Aydin, Irem
Date: 2012-10-00
Type: Journal Articles
Subjects: Student Attitudes,Statistical Analysis,Distance Education,Positive Attitudes,Open Education,Gender Differences,Computer Literacy,Measures (Individuals),Foreign Countries,Computer Mediated Communication,Questionnaires,Student Surveys,College Freshmen

This article intended to reveal the results of a survey study in which the students' attitudes toward online communication in open and distance learning were investigated. In the study, affects of the students' gender and computer experience on their attitudes were also examined. A total of 626 subjects participated in the study and &quot;Online Communication Attitude Scale&quot;, developed by Ledbetter, was adapted as the data collection instrument. Mean, standard deviation, independent t-test, one-way analysis of variance and Tukey HSD tests were used to analyze the data gathered. The results of the study indicated that students have in general positive attitudes toward online communication in ODL. Also, it showed that there is a significant difference in &quot;miscommunication&quot;, &quot;social connection&quot; and &quot;ease&quot; dimensions of online communication between the males and the female students. The female students see online environments as open to communication errors. On the other hand, the study supported the literature about the affect of the students' computer experience and their attitudes toward online communication in ODL. (Contains 3 tables.)
The Systemic Vision of the Educational Learning
Author: Lima, Nilton Cesar
Date: 2012-10-00
Type: Journal Articles
Subjects: Educational Quality,Teaching Methods,Methods,Systems Approach,Qualitative Research,Educational Administration,Organizational Theories,Administrative Principles,Educational Principles,Web Based Instruction,Electronic Learning,Internet,Online Courses,Systems Development,Instructional Systems

As the sophistication of technology is increasing, also increased the demand for quality in education. The expectation for quality has promoted broad range of products and systems, including in education. These factors include the increased diversity in the student body, which requires greater emphasis that allows a simple and dynamic model in the provision of education. For this reason, a formalized methodology known as systems theory is often applied in the industry as a management instrument, or in other words, known as systems management. The management of educational systems would be adherent to ally in reducing failure rates and quality improvement. This is possible in complex learning systems scale. Accordingly, this article aims to discuss some implications of trying to use the systems management as modern teaching methodology. (Contains 1 table and 1 chart.)
Encouraging Higher Education through Open and Distance Learning (ODL): Some Aspects
Author: Mohakud, Lalit Lalitav
Date: 2012-10-00
Type: Journal Articles
Subjects: Higher Education,Educational Demand,Foreign Countries,Distance Education,Educational Opportunities,Access to Education,Open Universities,Equal Education,Institutional Characteristics,Role Models,Outreach Programs,Community Education

Higher Education system of a country enhances the human resources potential and gives the country the right niche in global scenario. Due to wide scattered and over whelming population and an increasing demand, it is not possible for country like India to provide higher education to all who really need through formal mode. Open and Distance Learning (ODL) is one of the best alternatives to satisfy the growing demand for education of a variety of learners. The present writing deals with the role of ODL in the promotion of higher education in India.
Providing Efficient Active Learning on E-Television: Case of &quot;Open Class&quot;
Author: Gurses, Gulfem
Date: 2012-10-00
Type: Journal Articles
Subjects: Active Learning,Distance Education,Chalkboards,Television Teachers,Educational Television,Efficiency,Electronic Learning,Usability,Instructional Effectiveness,Participant Satisfaction,Foreign Countries,Open Education,Visualization,Protocol Analysis,Aptitude Treatment Interaction

This study was undertaken with an aim to understand whether the effective use of the blackboard, one of the teaching aids utilized by Anadolu University's distance learning program in the e-television Open Classroom, has a positive effect on focus and concentration. Gagne's Theory of Instruction was utilized during this research. Knowledge of the efficient use of the blackboard and the efficient viewing on the television screen is required. The results of the research show that the frequency of use of blackboards in the Open Classroom is low. It has been determined that information that could be written on the board is instead spoken by the television teacher. The 3-8 seconds of silence required for thought while writing on the blackboard is to a large extent achieved. The information written on the blackboard was found to be partially legible. This shows that the blackboard is not being efficiently utilized during teaching. When it comes to whether off-topic writing on the board is the cause of a distraction, it was found that a distraction was caused even though the information on the board was not used. When the board was erased to continue with another subject, it was found that the board was generally not erased entirely. The legibility of the writing written over the partially erased board was found to be insufficient and therefore showed that the blackboard was not being used efficiently. (Contains 7 figures.)
What Is College for?
Author: Delbanco, Andrew
Date: 2012-00-00
Type: Journal Articles
Subjects: Developed Nations,Higher Education,General Education,Citizenship,Democracy,Postsecondary Education,College Students

What is college for? There are basically three prevailing answers to this question. The most common answer is an economic one, though it is really two linked answers: first, that providing more people with a college education is good for the economic health of the nation; and second, that going to college is good for the economic competitiveness of the individuals who constitute the nation. Politicians tend to emphasize the first point. For such economic reasons alone, it is alarming that the United States has been slipping relative to other developed nations as measured by the percentage of its younger population with at least some postsecondary education. Within this gloomy general picture are some especially disturbing particulars. For one thing, flat or declining college attainment rates (relative to other nations) apply disproportionately to minorities, who are a growing portion of the American population. Moreover, among those who do get to college, high-achieving students from affluent families are four times more likely to attend a selective college than students from poor families with comparable grades and test scores. The second argument for the importance of college is a political one, though one rarely hears it from politicians. &quot;The basis of our government,&quot; as Thomas Jefferson put the matter near the end of the eighteenth century, is &quot;the opinion of the people.&quot; And so if the new republic was to flourish and endure, it required above all, an educated citizenry--a conviction in which Jefferson was joined by John Adams. (Contains 18 endnotes.)
Demographics and Lifelong Learning Institutes in the 21st Century
Author: Shinagel, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Adult Education,Lifelong Learning,Older Adults,Models,Retirement,Aging (Individuals),Higher Education

Throughout the twentieth century the population of the United States, as indeed the rest of the world, was growing older. Since 1900 the percentage of Americans 65 years of age and older has more than tripled (from 4 percent in 1900 to 13 percent in 2009), and the number has increased from 3 million to 40 million. "Between 2010 and 2050, the United States is projected to experience rapid growth in its older populations," according to demographers at the US Census Bureau. In light of this demographic revolution among older Americans in the twenty-first century, one can begin to appreciate the great significance of a growing adult education movement referred to as lifelong learning institutes in the United States and universities of the third age (U3A) in Europe and the rest of the world. The European U3A model antedates the Lifelong Learning Institutes in the United States; they came into existence in the 1950s, when a confluence of factors, such as an increasing life expectancy and compulsory early retirement in industrialized countries, created a need for a growing cohort of retirees seeking a self-fulfilling Third Age. The lifelong learning and U3A movements in the United States and around the world will continue to grow as the population ages and seeks learning and teaching opportunities for self-fulfillment and enhanced cognitive functioning in later life. Given the success of these adult education movements, this would seem an opportune time for universities without such third age programs to give serious consideration to starting one.
A Systems Approach to the Future of Distance Education in Colleges and Universities: Research, Development, and Implementation
Author: Saba, Farhad
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Uses in Education,Educational Technology,Information Technology,Individualized Instruction,Instructional Design,Distance Education,Internet,Systems Approach,Colleges,Universities

In recent years, there has been a tremendous increase in the popularity of distance education among higher-education administrators. Students in growing numbers are also taking advantage of the flexibility and accessibility that distance education offers. This growth, however, has been a mixed blessing since it derives from using the Internet without fully taking advantage of personalized instruction and learning that the telecommunication and computer nexus offers. Thus, many institutions are disregarding the most valuable aspect of digital technologies in education. Up to now, other than in occasional experimental projects, the use of the Internet in education has been limited to delivering courses. Its unique ability to adapt courses to the needs of individual learners has been neglected. Why should colleges and universities use information technologies to offer a one-size-fits-all course to a large group of students? Especially when the same results can be obtained with less expensive means and without the cost of an instructional design team as well as a multimillion-dollar information technology infrastructure. The response to that question will determine the role distance education will play in future of higher education.
Reinventing Continuing Higher Education
Author: Walshok, Mary Lindenstein
Date: 2012-00-00
Type: Journal Articles
Subjects: Talent,Higher Education,Interpretive Skills,Continuing Education,Colleges,Partnerships in Education,Professional Development

Re-inventing continuing higher education is about finding ways to be a more central player in a region's civic, cultural, and economic life as well as in the education of individuals for work and citizenship. Continuing higher education will require data gathering, analytical tools, convening authority, interpretive skills, new models of delivery, multiple modes of financing, and new performance metrics. The success of the national economy depends on higher education as a lifelong resource to individuals, organizations and communities as they navigate the incredible technological and global forces shaping regional economies and community life. Professionals in continuing higher education have to reinvent themselves in order to contribute to the reinvention of their regions through: (1) Increasing knowledge of place; (2) Partnering in regional strategies to ensure or enhance regional prosperity; (3) Identifying, building, and renewing the regional talent pool; and (4) Providing access to global ideas and resources essential to regional success.
Pascal's Wager: Betting on the Future
Author: Schejbal, David
Date: 2012-00-00
Type: Journal Articles
Subjects: Continuing Education,Cultural Context,Sustainable Development,Environmental Education,Interviews,Conferences (Gatherings),Higher Education

This article presents an interview with David Schejbal, the chair of the 2012 UPCEA Annual Conference, about environmentalism and the role of continuing education. In this interview, Schejbal shares why he suggested the theme of sustainability for the annual conference. He says it is because all of them in the conference are continuing "educators." They develop programs to teach people all sorts of things, and they desperately need to help people understand how the environmental, social, and economic systems that make the world go round interact with and impact one another, and how that manifests itself in the lives and jobs of students. He also talks about what accounts for the disconnect between the enormity of the environmental challenges and the (dis)interest/(in)action on the part of the public. He closes the conversation with an explanation of where Blaise Pascal fits in. (Contains 5 endnotes.)
Online Learning 2.0: Strategies for a Mature Market
Author: Gallagher, Sean
Date: 2012-00-00
Type: Journal Articles
Subjects: Continuing Education Units,Continuing Education,Teaching Methods,Electronic Learning,Distance Education,Online Courses,National Surveys,Master Teachers,Models,Academic Achievement,Higher Education

It is an exciting time for online education. Lately, there has been breathless talk of a &quot;revolution&quot; and massive &quot;disruption,&quot; largely based on Massively Open Online Course (MOOC) models pioneered by universities such as MIT and Stanford, and headline-grabbing start-up companies such as Udacity and Coursera. Meanwhile, university professional and continuing education units have long been pioneers in online education and have been evolving their course, certificate, and degree offerings for more than a decade. Where the 2000s saw experimentation and continued penetration, online education today can be characterized as a mainstream and mature market. Mature markets bring new dynamics and business models, and various developments are making the online education landscape more competitive and complex, creating a need for new strategic thinking and tactics. Within the context of a maturing online market, institutions will face a new set of challenges as they identify strategy and market differentiation for their online programs. This article elucidates aspects of one institution's approach to these new market forces. Northeastern University, through the pervasive use of market and program data, is crafting strategies that drive approaches as diverse as geographically tailored marketing, new processes for online course development, and hybrid teaching and learning models that build on the strategic positioning of physical university assets in a nationwide network. This case can be informative for others thinking about their own online program strategy as it presents a unified framework that can serve as a model of strategy integration across an institution.
California Dreaming: The Past, Present, and Future of Continuing and Higher Education in California
Author: Matkin, Gary W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Administrators,Continuing Education,Distance Education,Universities,Administration,Deans,Summer Programs,Campuses

In this article, Gary Matkin, Dean of Continuing Education, Distance Learning, and Summer Session at the University of California, Irvine and long-time member of UPCEA, talks about his experience with higher and continuing education in California. The situation of public universities has changed considerably, and his 43 years as an undergraduate, graduate, and administrator have given him a privileged perspective on the evolution of California higher education, particularly the University of California system. He also shares some external forces that affect continuing education on campuses.
High-Impact Educational Practices: What We Can Learn from the Traditional Undergraduate Setting
Author: Sandeen, Cathy
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Liberal Arts,Professional Continuing Education,Nontraditional Students,Professional Development,Undergraduate Students,Educational Practices,Undergraduate Study

The higher education ecosystem is shifting. Lines are blurring. Continuing professional education--with its focus on nontraditional students, applied learning, support of workforce development, and use of innovative and technology-based pedagogy--was commonly perceived to function outside the core of the academy, which focused on a liberal-arts education for residential traditional-aged undergraduates. But now one observes traditional higher education becoming increasingly "vocationalized" in order to attract and serve students, in many cases, first-generation or international students. At the same time US employers demand just the opposite of highly specialized professionally-oriented majors. They want broad knowledge and skills associated with a liberal-arts education: critical thinking, communication, problem solving, and an understanding of the historical, economic, scientific, cultural, and global contexts in which people live and work. The purpose of this essay is threefold: to draw attention to some excellent work focused on the liberal arts enhancing high-impact educational practices within the traditional residential undergraduate setting; to explore the extent to which these practices are currently employed in the professional continuing education environment; and to suggest how such practices might be further implemented. Implicit throughout this exploration the author hopes to encourage the continuing professional education community to look outside its own boundaries and to leverage thinking and research from other higher education segments. (Contains 2 endnotes.)
Emerging Open Online Distance Education Environment
Author: Schroeder, Raymond
Date: 2012-00-00
Type: Journal Articles
Subjects: Internet,Educational Technology,Online Courses,Large Group Instruction,Higher Education,Electronic Learning

A revolution of sorts is underway in providing open access to rich resources, actual courses, and even entire degrees online. This revolution is fueled by the combination of a bubble in tuition rates, lingering effects of the recession, monumental student debt exceeding one trillion dollars in the United States, development of increasingly sophisticated online and mobile technologies at shrinking cost, and the near-ubiquity of access to the Internet through fixed and mobile services. Recognizing these factors, entrepreneurs in both the public and private sectors have launched a broad spectrum of opportunities for learners, from short video tutorials such as are the hallmark of the Khan Academy to certificate programs from recognized providers such as the Harvard University/MIT joint initiative edX, to entire open online colleges such as the University of the People.
The Knowledge Product Lifecycle and the Strategic Dashboard
Author: Glessner, Linda L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Knowledge Management,Competition,Continuing Education,Leadership,Educational Needs,Higher Education,Case Studies

Several years ago, the Continuing and Innovative Education (CIE) leadership team at UT-Austin took a hard look at the unit through the lens of customers to reevaluate their programs and services and the role they played in serving the lifelong educational needs of their constituents. Their goal was to provide continuous learning for a productive, globally competitive workforce within a dynamic educational context. They addressed issues such as markets for post-baccalaureate education, competition and collaboration among higher-education providers, educational technologies, knowledge management, quality assurance, accreditation, and university leadership. During this exploration process, two concepts emerged from the literature reviews and leadership dialogues: the Blue Ocean Strategy (BOS), which looks at the market space and competition, and Product Lifecycle Management (PLM), which looks at product lifecycle development in an organization. These two concepts became guideposts for identifying performance drivers and integration strategies that create resilient and sustainable enterprises within the CIE division. Further, they helped the organization to redefine the value-add role of CIE as a division of the parent university. This article describes their efforts to define a new paradigm for continuing education. (Contains 7 tables.)