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A study of the current practice of private sector distance education receive-site coordinators in administering university formal and non-formal distance education programsKreitzer, Donald J. January 1999 (has links)
The purpose of this study was to define the private sector's receive-site coordinator's role and current practice associated with the day-to-day management of a distance receive site by describing what private sector receive-site coordinators do in practice. Descriptive data were collected in six areas: demographics, private sector receive-site coordinators' reporting relationships, distance education equipment and usage, tuition support for students at receive-site locations, private sector receive-site coordinators' knowledge of distance education, and the private sector receive-site coordinators' current practice.Many organizations in business and industry in the private sector invest in distance education systems and programs as a means of providing educational opportunities for their employees. These organizations assign the duties of managing their receive-site location to an employee in their organization. The polices and procedures of organizations receiving distance education programs, the job level of the person assigned the receive-site coordinator responsibilities, the knowledge level of the receive-site coordinator, and the practices of the receive-site coordinator are variables that influence employee participation in distance education programs. Additionally, those variables impact distance education university administrators in administering and marketing the university's distance education programs to organizations. Yet, there is very little literature that speaks to the distance education receive-site coordinators' role or the knowledge and skills required to manage a distance education receive-site location.By conducting this research, the private sector receive-site coordinators' practice was described. It was concluded that private sector receive-site coordinators are a non-homogenous group of mostly training and development professionals with undergraduate degrees and have the responsibility of managing the day-to-day activities of receive-sites by incorporating the duties of a private sector receive-site coordinator with their otherday-to-day work activities. The private sector receive-site coordinators' job responsibilities span a variety of tasks that include marketing programs, helping students overcome problems, assisting with course logistics, and installing, operating, and in some cases, maintaining distance education equipment. It was also concluded that university administrators viewed the role of the private sector receive-site coordinator as a key element of the distance education system. / Department of Educational Leadership
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From the Ground Up: Conceptions of Quality in Course Design for Web-Supported EducationGreenberg, Gary 25 August 2010 (has links)
No description available.
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Proposta de Modelo de An??lise de Viabilidade Financeira de Cursos a Dist??ncia, MSCressoni Neto, Laerte 22 May 2014 (has links)
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Previous issue date: 2014-05-22 / Institutions of higher learning (IHL) in Brazil have suffered from idleness in classroom courses, mainly due to the higher number of places offered in the last ten years. Many IHL consider the distance education, and regionalization strategy that this method enables, a way to maintain or increase their margins. However, the development and operation of these courses require expertise not normally found in traditional classroom structure of institutions. Thus, most managers of IHL find some difficulty in financial planning of the distance education project and its feasibility analysis, this occurs because of the complexity and the amount of variables that impact the definition of income and all expenses, including items from tutors to reviewers, editors, cameramen etc. In this context, this study presents a complete breakdown of the variables that influence the financial outcomes of a distance learning course. The assumptions of the variables are divided into five groups: Organizational Management, Content Development, Information Technology, Mentoring and Market, and its valuation distributed among income, investments and costing. Further it also performed simulations and analysis of financial results to a better practical understanding of the model / As Institui????es de Ensino Superior no Brasil v??m sofrendo com a ociosidade nos cursos presenciais, fruto, principalmente, do aumento expressivo do n??mero de vagas nos ??ltimos dez anos. Muitas IESs veem no ensino a dist??ncia e na estrat??gia de regionaliza????o que este m??todo permite uma forma de manter ou aumentar suas margens. Por??m, o desenvolvimento e a opera????o desses cursos demandam expertises normalmente n??o encontradas na estrutura presencial tradicional das institui????es. Desse modo, a maioria dos gestores das IESs encontra dificuldade em fazer o planejamento financeiro do projeto de EaD e analisar sua viabilidade, dada a complexidade e a quantidade de vari??veis que impactam na defini????o das receitas e de todos seus gastos, incluindo itens que v??o desde tutores at?? revisores, editores, cinegrafistas etc. Diante desse panorama, este trabalho apresenta um detalhamento completo das vari??veis que influenciam o resultado financeiro de um curso a dist??ncia, cujas premissas foram divididas em cinco grandes grupos: Gest??o Organizacional, Produ????o de Conte??dos, Tecnologia da Informa????o, Tutoria e Mercado e sua valora????o, distribuindo-se entre Receitas, Investimentos e Custeio. Tamb??m foram realizadas simula????es financeiras e an??lises de seus resultados para um melhor entendimento pr??tico do modelo
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Gestão pedagógica na educação a distância: análise de uma experiência na perspectiva da gestoraCerny, Roseli Zen 03 April 2009 (has links)
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Previous issue date: 2009-04-03 / The present study attempts to analyze a pedagogical management system
developed in a public institution of higher education during the implementing of one
of the first distance education licentiate courses. The theoretic principals are based
on the referential management of educational systems and the perspective of
distance education systems. A qualitative methodology was utilized for this
research, with the support of the enunciation theory of language and the method of
self observation. The pedagogical management system was created based on the
idea of collaborative work and anchors itself on the triad formation, materials
production and research and evaluation. In the analysis of the distance education
system it became clear that the main difficulties for the implementation of
undergraduate courses are: the history of distance education in the institution, the
culture of presence, the somewhat inflexible model of institutional organizations,
the way by which financing is decentralized and administrated, the public and
bureaucracy politics. In the organization of the teams there is the perception that
the pedagogical management reproduces in part the presential model referring to
the partnership between the centers of teacher formation. The study illustrates that
the formation of the teams constitutes a privileged space for minimizing the
prejudice against this modality of learning, promoting the integration between
members, rethinking the didactic pedagogical action and providing reception to
team members. Research and evaluation are pointed out as decisive conditions for
the university s participation in distance education, aiding the partnership between
centers. It has been made evident that the collective construction of work demands
time and openness by part of teams for new constructions to arise. It is possible to
conclude that, even with the tensions and troubles lived in this proposal of
pedagogical management, the integrated work of formation, material productions
and research and evaluation contribute to a more organic performance in distance
education, breaking the fordist paradigms found normally in the experiments with
this modality of learning / O presente estudo propõe-se a analisar um sistema de gestão pedagógica
desenvolvido em uma instituição pública de ensino superior durante a implantação
dos primeiros cursos de licenciatura a distância. Os pressupostos teóricos
embasam-se no referencial da gestão dos sistemas educacionais e na perspectiva
dos sistemas de educação a distância. A metodologia de pesquisa adotada para a
análise é a pesquisa qualitativa, com suporte da teoria enunciativa da linguagem e
o método da auto-observação. O sistema de gestão pedagógica foi construído a
partir da ideia de trabalho colaborativo e ancora-se na tríade formação, produção
de materiais e pesquisa e avaliação. Na análise sobre o sistema de EaD, ficou
evidenciado que as principais dificuldades para a implantação de cursos de
graduação a distância são: a história da EaD na instituição, a cultura do
presencial, o modelo pouco flexível de organização institucional, o modo como os
financiamentos são descentralizados e administrados, as políticas públicas e a
burocracia. Na organização das equipes, há a percepção de que a gestão
pedagógica reproduz em parte o modelo vivenciado no presencial no que se refere
à parceria entre os centros formadores de professores. O estudo mostra que
formação das equipes constitui um espaço privilegiado para minimizar os
preconceitos contra a modalidade, promover a troca de experiências entre os
pares, repensar as ações didáticas pedagógicas e proporcionar acolhimento aos
integrantes das equipes. A pesquisa e a avaliação são apontadas como uma das
condições determinantes para a atuação da universidade na EaD, auxiliando na
parceria colaborativa entre os centros. Evidenciou-se que a construção coletiva
do trabalho demanda tempo e abertura por parte das equipes para construção do
novo. É possível concluir que, não obstante as tensões e desencontros
vivenciados nesta proposta de gestão pedagógica, o trabalho integrado de
formação, produção de materiais e de pesquisa e avaliação contribui para uma
atuação mais orgânica na educação a distância, quebrando os paradigmas
fordistas encontrados nas experiências com esta modalidade de ensino
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Management of open and distance learning at UNISA : meeting student's needs and expectationsNtuli, Aggrineth Zodwa Sebenzile 04 1900 (has links)
No description available.
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Management of open and distance learning at UNISA : meeting student's needs and expectations / Managing open and distance learning in higher education : aligning students' needs and expectations with institutional requirementsNtuli, Aggrineth Zodwa Sebenzile 04 1900 (has links)
Educational Leadership and Management / M. Ed (Educational Management)
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