Distance education degree programs for the Malaysian working adults: Acceptability and negotiability perspectives

2009 ◽  
Author(s):  
Nailul M. Mohd. Nor ◽  
K. G. Saw ◽  
M. N. Awang ◽  
S. H. Yen ◽  
S. Suryani ◽  
...  
Keyword(s):  
Distance Education ◽  
Degree Programs ◽  
Working Adults ◽  
Education Degree

scholarly journals Psychological career resources of working adults: A South African survey

2008 ◽  
Vol 34 (2) ◽  
Author(s):  
Melinde Coetzee
Keyword(s):  
Distance Education ◽  
Career Development ◽  
South African ◽  
Education Institution ◽  
Employment Equity ◽  
Race And Gender ◽  
Working Adults ◽  
Organisational Context ◽  
And Gender ◽  
Gender Groups

The main objective of this study was to explore broad trends regarding how individuals from various age, educational, marital, race and gender groups in the South African organisational context differ in terms of their psychological career resources, as measured by the Psychological Career Resources Inventory. A sample of 2 997 working adults registered as students at a South African higher distance education institution participated in this study. The results indicate significant differences between the various biographical variables and the participants’ psychological career resources. In the context of employment equity, and with more women entering the workplace, this study is expected to contribute important knowledge that will inform career development practices concerned with enhancing employees’ career meta-competencies as an important element of their general employability.

scholarly journals The University of Texas System TeleCampus: A statewide model for collaboration

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Darcy W. Hardy ◽  
Robert L. Robinson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Faculty Development ◽  
Support Services ◽  
Degree Programs ◽  
High Quality ◽  
Online Programs ◽  
University Of Texas ◽  
The University ◽  
Barriers To Collaboration

The University of Texas (UT) System has been meeting educational needs of students for over 150 years. In 1997, the UT System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998, focused entirely on support services for students. By late 1998, the TeleCampus had begun developing what would become collaborative benchmark online programs for the UT System. As a result of having developed over 12 complete online degree programs since that time, many lessons have been learned about (1) barriers to collaboration and how to overcome them; (2) faculty development and interaction; and (3) the commitment required to build successful online programs. This article describes the UT TeleCampus initiative and how it has grown from a services-only organization to a nationally recognized model for delivering high quality distance education.

Re-Enacted Affiliative Meanings and "Branding" in Open and Distance Education

2011 ◽  
pp. 1552-1556
Author(s):  
Gary McI. Boyd ◽  
Dai Zhang
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Just In Time ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
E Learning ◽  
Education Degree

Entwistle (1981) found it was possible and useful to categorize students in three categories: surface learners who want to acquire and use specific knowledge and skills, deep learners who seek a deeper coherent understanding of a field, and credential seekers who want a good diploma and will do whatever may be necessary to get it. The surface learners do not need formal distance education degree studies; they can more and more readily find just-in-time just-on-topic e-learning for a modest price. So the main clientele for distance education institutions are and will continue to be both those wanting a really deep meaningful education, and those who need really respectable credentials who also lack convenient affordable access to traditional universities. More and more it is becoming incumbent upon us to cater to the credential seekers and help to socialize them into their chosen fields, if possible converting them into people proud to be deep learners. Such socialization is not possible if all one provides is a cafeteria of online courses.

The Impact Of The Current Economic Crisis On The Demand For Higher Education: An Analysis Of Spanish Distance Education Universities

2012 ◽  
Vol 5 (5) ◽  
pp. 359 ◽  
Author(s):  
Maria Dolores Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Comparative Analysis ◽  
Educational Programs ◽  
Degree Programs ◽  
University System ◽  
Current Economic Crisis ◽  
Student Demand ◽  
The Impact ◽  
Academic Year

Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.

scholarly journals The Pros and Cons of Migrating Classes to the Web: Are We Getting What We Truly Want from This Effort?

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1137E-1137
Author(s):  
Cynthia B. McKenney ◽  
Ellen B. Peffley
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Enrollment Management ◽  
Technical Support ◽  
Degree Programs ◽  
Time Commitment ◽  
Pros And Cons ◽  
Faculty Time ◽  
Web Platform ◽  
The Web

Proponents of distance education encourage the migration of courses and entire degree programs onto the web. To this end, vast amounts of time, energy, and funds are directed to the development of new courses as well as the enhancement of traditionally taught courses. The question now begs to be asked, “Are we getting what we truly want from distance education?” Using a web platform provides a framework with excellent options to develop audio and visually rich courses. Distance programs also provide access to students not able to participate in traditional on-campus degree plans, providing the potential for a boost in enrollment. However, there are serious considerations that need to be balanced, including student satisfaction/dissatisfaction, enrollment management, faculty time commitment, and technical support. In this presentation, some of the benefits and liabilities of web courses will be discussed and program management suggestions will be explored.

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