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Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico 总被引:1,自引:1,他引:0
Richard C. Larson M. Elizabeth Murray 《Journal of Science Education and Technology》2008,17(2):175-196
This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development
and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities
to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second,
we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities
in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness
poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality
of distance learning in support of economic development. 相似文献
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Experience with a non-credit course, given by the staff of the University of Western Ontario Health Sciences Library, within the framework of the University's Summer School and Extension Program, to allied health personnel is presented. The purpose of this course was to acquaint allied health personnel with the library and its services and how to use the services to the best advantage. 相似文献
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M. H. Murray 《European Journal of Engineering Education》2011,36(1):97-106
Internationally, the railway industry is facing a severe shortage of engineers with high-level, relevant, professional and technical knowledge and abilities, in particular amongst engineers involved in the design, construction and maintenance of railway infrastructure. A unique graduate level programme has been created to meet that global need via a fully online, distance education format. The development and operation of this Master of Engineering degree is proposed as a model of the process needed for industry-relevance, flexible delivery, international networking and professional development required for a successful graduate engineering programme in the twenty-first century. In particular, this paper demonstrates how a mix of new and more familiar technologies are utilised through a variety of tasks to overcome the huge distances and multiple time zones that separate the participants across a growing number of countries, successfully achieving close and sustained interaction amongst the participants and railway experts. 相似文献
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Susan O'Neill Murray Scott Kieran Conboy 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):939-949
This paper focuses on the factors that influence collaborative learning in distance education. Distance education has been around for many years and the use of collaborative learning techniques in distance education is becoming increasingly popular. Several studies have demonstrated the superiority of collaborative learning over traditional modes of learning and it has been identified as a potential solution to some of the weaknesses of traditional distance education courses. There are a rapidly growing number of technologies in use today and educators and practitioners face an increasingly difficult challenge to successfully implement collaborative learning in distance education; precipitated not only from technical advances but also from wider social and organisational concerns. To the best of our knowledge, this study is the first to investigate the factors that influence collaborative learning in distance education, by eliciting the opinions of an expert panel using a Delphi survey. The aim was to produce an integrated list of the most important implementation factors and to investigate the role that technology is perceived to contribute. The findings identified 17 of the most important factors; these factors cover a range of themes including course rationale and design, instructor characteristics, training, group dynamics, the development of a learning community and technology. The potential of technology, however, does not seem to be fully realised and newer technologies such as multi‐user environments would seem to be of limited use in practice according to the expert panel. 相似文献