Scaling Online Education: Increasing Access to Higher Education

Moloney, Jacqueline F.; Oakley, Burks

doi:10.24059/olj.v14i1.1639

Cited by 30 publications

(21 citation statements)

References 7 publications

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“…Distance education, especially online learning, is one of the prominent areas that have greatly benefited from the advancement of new media and technologies, and as a result, has helped extend educational opportunities and rights to learners of various backgrounds. Distance learning has greatly extended access that would otherwise be unavailable [11,12,13,14,15,16,17], offered flexibility that meets the learners' needs [11,18,19,20,21,22], afforded multiple and alternative ways of learning that satisfy individual differences [11,23,21], encouraged independent and self-directed learning [24,25,26,27,28], facilitated reflective and higher-order thinking [29,30,31,32,33], and taken advantage of new media and technologies that are, or become recursive parts of learner's personal and professional lives [34,35,36,37,38].…”

Section: A Study Self-directed Learning and Independent Inquirymentioning

confidence: 99%

An Online Learning Model to Facilitate Learners’ Rights to Education

Lin¹

2019

OLJ

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This paper connects an online learning model to the rights to education that the online educational environments can provide. The model emerges from a study of ninety-two online learners and is composed of three kinds of inquiries, namely, independent inquiry, collaborative inquiry, and formative inquiry towards expert knowledge. Online learners naturally pursue and undertake these inquiries when they are equipped with communication channels and technologies. This model provides a thinking tool for integrating new media and technologies in an online learning environment in order to help students achieve their full rights to education.

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Section: A Study Self-directed Learning and Independent Inquirymentioning

confidence: 99%

An Online Learning Model to Facilitate Learners’ Rights to Education

Lin¹

2019

OLJ

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“…A key predictor for successful online delivery is the ability for "scaling," or growing programs to accommodate large numbers of learners. Examples in the U.S. reviewed by Moloney and Oakley [34] suggest several conditions common to online programs that have successfully grown to service hundreds of students in a single program. Chief among the conditions is alignment of institutional mission with the program purpose of online delivery.…”

Section: Predictors For Successful Online Deliverymentioning

confidence: 99%

Brics and Clicks

Bold¹,

Chenoweth²,

Garimella³

2019

OLJ

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Projections for the global economy frequently center on the BRIC countries: Brazil, Russia, India, and China. As futurists and economists alike define and re-define both formal and informal coalitions (for example, by broadening the R in BRIC to include all Eastern European economies or instead re-directing the discussion to G-8 countries or to World Trade Organization members), the education profiles of the individual nations sometimes resemble economic indicators: what is imported, what is exported, and what is the potential for expansion. Higher education, and specifically distance learning (the Clicks element of this paper), can already be charted in these terms for some nations. This paper describes the current role of distance learning in countries described as growing economies and proposes a typology for describing change as additional data become available. The paper informs readers of global developments in distance education, using the BRIC nations as examples.

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“…Distance learning program offerings, which rely on communications technologies, are becoming more common around the globe (Palvia et al, 2018). This has generated access opportunities for people who were previously outside of the tertiary educational grid (Moloney & Oakley, 2010). Corporación Universitaria Iberoamericana, located in Colombia, began this journey in 2014, successfully integrating technology tools and tailoring processes to offer online programs.…”

Section: Introductionmentioning

confidence: 99%

How distance learning based on inclusion led to the proposal of a distributed access research strategy (DARS)

Cabrera

Garnica

Farfán

2019

AJET

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This article presents the results from an investigation that used a qualitative perspective of a descriptive type to identify the inclusive educational processes from 707 preschool and primary education schools in Colombia, distributed around 26 territorial units out of a total of 32. To obtain all this information around the country, a data collection strategy was applied, which we named the distributed access research strategy (DARS). All the data was collected by tertiary education students from two programs of the Faculty of Education, Corporación Universitaria Iberoamericana in Colombia. The results revealed that most preschools and primary schools have documented institutional educational plans referencing diversity and inclusion for their students, but they have difficulties in establishing strategies to identify and implement curricular adaptations within their contexts, as well as with the use of tracking instruments. These results generated a reflection for reviewing the syllabus and study plans in the tertiary education programs at this university to better prepare future teachers who will face such scenarios in their locations across the country. Moreover, this new DARS data-collection strategy shows an interesting potential, which is generic enough to enable unlimited research topics to be explored within distance learning contexts.

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Scaling Online Education: Increasing Access to Higher Education

Cited by 30 publications

References 7 publications

An Online Learning Model to Facilitate Learners’ Rights to Education

An Online Learning Model to Facilitate Learners’ Rights to Education

Brics and Clicks

How distance learning based on inclusion led to the proposal of a distributed access research strategy (DARS)

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