International eLearning - Innovation in Practice

Maureen Snow Andrade

2014

Abstract

The global demand for higher education cannot be met through traditional structures and delivery methods or by adhering to elitist and cost-prohibitive paradigms. Tertiary education through distance delivery provides opportunity for individuals to recognize their potential and improve their life conditions. Innovative approaches to distance learning can remove barriers and support access for a range of learners. This study reports on findings from an intrinsic case study of two institutions. These institutions have developed eLearning models that provide global access and address the needs of diverse learners. An understanding of these models can contribute to innovative practices at other institutions.

References

  1. Allen, E. I., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group. Retrieved from http://sloanconsortium.org/publications/survey/changi ng_course_2012.
  2. Andrade, M. S. (2008). International graduate students: Adjusting to study in the United States. In K. A. Tokuno (Ed.), Graduate students in transition: Assisting students through the first year (pp. 71-88). Columbia, SC: National Resource Center for the First Year Experience & Students in Transition.
  3. Andrade, M. S. (2013). Global learning by Distance: Principles and practicalities for Learner Support. International Journal of Online Pedagogy and Course Design, 3(1), 66-81.
  4. Andrade, M. S. & Bunker, E. L. (2009). Language learning from a distance: A new model for success. Distance Education, 30(1), 47-61.
  5. Andrade, M. S., & Evans, N. W. (2013). Principles and practices for teacher response in second language writing: Developing self-regulated learners. New York: Routledge.
  6. Baum, S., & Ma, J. (2007). Education pays: The benefits of higher education for individuals and society. Washington, DC: College Board. Retrieved from http://www.collegeboard.com/prod_downloads/about/ news_info/trends/ed_pays_2007.pdf.
  7. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and.
  8. implementation for novice researchers. The Qualitative Report, 13(4), 544-559.
  9. Carlson, S. (2013, April 22). How to assess the real payoff of a college degree. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Is-ROIthe-Right-Way-to-Judge/138665/
  10. Carneiro, R., & Steffens, K. (Eds.). (2006). Editorial, [Special issue]. European Journal of Education, 41(3/4), 345-352.
  11. College Board. (2012). Trends in college pricing 2012. New York : College Board. Retrieved from http://trends.collegeboard.org/
  12. Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level schools. Elementary School Journal, 100(5), 473-490.
  13. Gourley, B. (2009, June). Higher education for a digital age. Paper presented at the Annual Meeting of International Council for Open and Distance Learning. Maastricht, The Netherlands.
  14. Gunawardena, C. N. (2013). Culture and online distance language learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 185-200). New York: Routledge.
  15. Hanna, D. E. (2013). Emerging higher education models in higher education. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 684-694). New York: Routledge.
  16. Holta, J. (2013). Intercultural adjustment and friendship dialectics in international students: A qualitative study. International Journal of Intercultural Relations, 37(5), pp. 550-567.
  17. Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27(3), 303-329.
  18. International Council for Open and Distance Education and European Association of Distance Teaching Universities. (2009, June). Statement on international development and open, distance and flexible learning. Paper presented at the Annual Meeting of International Council for Open and Distance Learning, Maastricht, The Netherlands. Retrieved from.
  19. http://www.ou.nl/Docs/Campagnes/ICDE2009/ID_M2009%20-%20WCHE.pdf.
  20. Kamenetz, Anya. (2010). DIY U: Edupunks, edupreneurs, and the coming transformation of higher education. White River Junction, VT: Chelsea Green Publishing Company.
  21. Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman.
  22. Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie, & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). San Diego, CA: Academic Press.
  23. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  24. Moore, M. G. (2013). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 66-85). New York: Routledge.
  25. Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.
  26. Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
  27. Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125- 144). Oxford University Press. Retrieved from http://www.scribd.com/doc/105840639/Swain-1995- Three-functions-of-output-in-second-languagelearning.
  28. Trow, M. A. (2005). Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since WWII. Berkeley, CA: Institute of Governmental Studies, UC Berkeley. Retrieved from http://escholarship.org/uc/item/96p3s213.
  29. White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
  30. Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks,
  31. Zimmerman, B. J. (1994). Dimensions of academic selfregulation: A conceptual framework for education. In D. H. Schunk, & B. J. Zimmerman (Eds.), Selfregulation of learning and performance (pp. 3-21). Hillsdale, N. J: Lawrence Erlbaum.
  32. Zimmerman, B. J., & Risemberg, R. (1997). Selfregulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic learning: Construction of knowledge (pp. 105-125). San Diego, CA: Academic Press.
Download


Paper Citation


in Harvard Style

Snow Andrade M. (2014). International eLearning - Innovation in Practice . In Proceedings of the 6th International Conference on Computer Supported Education - Volume 3: CSEDU, ISBN 978-989-758-022-2, pages 41-48. DOI: 10.5220/0004705100410048


in Bibtex Style

@conference{csedu14,
author={Maureen Snow Andrade},
title={International eLearning - Innovation in Practice },
booktitle={Proceedings of the 6th International Conference on Computer Supported Education - Volume 3: CSEDU,},
year={2014},
pages={41-48},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0004705100410048},
isbn={978-989-758-022-2},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 6th International Conference on Computer Supported Education - Volume 3: CSEDU,
TI - International eLearning - Innovation in Practice
SN - 978-989-758-022-2
AU - Snow Andrade M.
PY - 2014
SP - 41
EP - 48
DO - 10.5220/0004705100410048