在線教育的全球化和發(fā)展趨勢的戰(zhàn)略性分析-資料下載頁
2025-06-25 16:14本頁面
【正文】 marketing, administrative systems, and pedagogical approaches.The interviews testify that group based enrollment and progression is far more used than individual enrollment and progression. The analysis identified 46 institutions that used the group model and 12 that followed the individual model. In addition, 11 institutions offered both models.The preponderance of the group model could e from conventional thinking that sustains the semester and term system in traditional educational systems. Another possible reason is that the institutions have a wellconsidered perception that teamwork and collaborative learning is hard to achieve with individual enrollment and progress. One can however argue that many students will prefer individual flexibility and that many institutions lack systems, structures, and petence on individual enrollment and progression. If so, one may hypothesize that open universities and distance teaching institutions should be more disposed of individual flexibility than traditional universities and colleges. However, the analysis has not found evidence to support this hypothesis.Future DevelopmentThe interest in online education is high, and it seems to proliferate rapidly and globally. A Canadian petitive analysis () shows that the primary expansion strategies are more and diverse programs, international students, and new and nice markets such as corporate training. The CISAER interviewees foresaw a future with more webcourses, additional online services, better quality of the courses, enhanced focus on teacher training, further collaborations with other institutions, and additional organizational consequences.BarriersThere are a number of barriers that must be overe before online education can bee a largescale success. Among them are financial barriers, resistance to change, bandwidth limitations, access limitations, insufficient search facilities, copyright issues, and barriers to online assessment.The financial barriers are important. The analysis showed that few institutions had substantial ine from student fees. At the same time, the cost of development and maintenance could be high. In addition, national regulations in some countries deny institutions the opportunity to charge tuition fees.The interviews testify that there are a number of barriers to effective use of online assessment. Among them are public and institutional regulations, traditions for physical attendance, technical limitations, student identification, and detection of plagiarized digital material.Strategic RemendationsIn conclusion, the report provides eight remendations for politicians, educational administrators, and online educators:1. Promote national and international harmonization of degrees, certificates, credits, and grades to facilitate online mobility of students 2. Oppose national regulations that inhibits institutions from charging tuition fees 3. Focus on cost effective online education 4. Develop better systems for administration of online education 5. Support initiatives for training of online teachers, administrators, and instructional designers 6. Oppose regulations and attitudes that inhibits online assessment 7. Support further research on online pedagogy and didactics 8. Develop and implement strategies to reduce the workload of online teachers 12 / 12
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