Detta examensarbete har undersökt möjligheterna att kombinera multi-master databasreplikeringstekniker tillsammans med en LEMP-stack på små servrar för att öka tillgängligheten av e-Learning tjänster i avlägsna områden i Tanzania. Målet var att utvärdera kombinationen av Symmetric DS för databas synkronisering och kollitionsdetektering och resolution med e-Learning systemet Moodle. Detta gjordes genom att en litteraturstudie genomfördes och uppföjdes av implementation och konfiguration på plats i Tanzania. Slutsatsen var att de för projektet utvalda teknologierna, mjukvaran och hårdvaran var konfigurerbar i teorin men ohållbart kostsam att implementera i praktiken. / This research has investigated the possibility to combine multi-master database replication technologies together with a LEMP-stack on tiny servers to increase the availability of e-Learning services in remote areas in Tanzania. The aim was to evaluate the combination of Symmetric DS for multi master database replication and conflict detection and resolution with the e-learning system Moodle. This was done by conducting a literature study of relevant technologies followed by implementation and configuration at the location. The conclusion was that the technologies, software and hardware chosen for the project were configurable in theory but not viable to implement and maintain in practice.

This ethnographic study has been undertaken to address a literature gap relating to rural students’ experiences of distance education in developing countries. It gives an account of teaching and learning practices at the Open University of Tanzania (OUT), describes the needs, challenges and coping strategies of students and makes recommendations for improving teaching and support practices in rural areas. An ethnographic approach was used to enable the generation of rich, contextual data from four OUT regional centres. Data generation methods included interviews, observation and document review, while themes were inductively generated through thematic analysis. Bourdieu’s concepts of field and habitus were used to guide the conduct of the study and interpretation of the findings. The study shows that the OUT does not significantly address the problem of the educational divide between the rural and urban populations of Tanzania. This is mainly due to the urban location of regional centres and to students’ inadequate access to relevant teaching and support services such as tutors, library resources and Internet services. The existence of poor infrastructure and the many technological challenges encountered in rural areas further exacerbate the situation. Such limitations may make it difficult for students to develop the intellectual inquiry and critical commentary skills necessary to make informed decisions, and to acquire the competencies expected of graduates of higher education programmes. This study presents rich data based on the immersion of the researcher in the everyday lives of students at the OUT, and proposes a series of recommendations addressing the development of future policy and planning for the university.

The influences of self-directed readiness and learning satisfaction to the intention of continuing study- The examples of Open Universities in Kaohsiung Area Meng-Fan Chang Abstract Teaching delivery has been inspired by information technology and derived it from traditional face-to-face teaching (or teacher directed learning) to multi-channel learning model, providing a better interactive learning environment within the scope of teaching and learning. This study aims to explore if the intention of continuing study is affected by self-directed learning readiness and learning satisfaction. The relationship between demographic variables and self-directed readiness, learning satisfaction and the intention of continuing study were also discussed. 1055 valid respondents of 1085 students were from the National Open University and the Open University of Kaohsiung. Descriptive statistics, ANOVA one-way, Pearson correlation and multiple regressions were executed to examine the relation among variables. The results of data analysis are shown in the following: 1. Female students of National Open University show less creative learning than males. Nevertheless, they enjoy themselves in learning and have stronger motivation in learning.Aging students show greater self-motivated learning and learning motivation than the young. Students with higher educational background have best performance on self-directed learning readiness. 2.The data demonstrates that enjoy in learning is major factor concerning to teachers¡¦ teaching. 3.Enjoy in learning and self-motivated learning have the highest influence on academic administration service and good incentive respectively. 4.Learning satisfaction plays an important mediating role to self-directed learning readiness and intention of continuing study. Suggestions to educators and directions of this future work are also given in the study. Key words: Self-directed learning readiness, Learning satisfaction, Intention of continuing study, Open University

Abstract It carries an important educational mission to set up the Open University of Kaohsiung. Such an epochal establishment also marks the advent of adult education in Taiwan. There have been many kinds of universities developed in the recent 10 years. Higher education in Taiwan, thus, becomes much more generalized and marketable. More and more public or private institutions have implemented programs for adult education. However, the development and the market of institutionalized adult education, such as National Open University and the extension education of accredited colleges and universities, plus non-accredited community universities are becoming more and more competitive. Besides, the Kaohsiung City Government has encountered financial problems and subsidiaries from the Central Government are less and less as well. All of these changes have caused that the rate of student recruitment of the Open University of Kaohsiung doesn¡¦t grow up as expected. Therefore, the development and management of the Open University of Kaohsiung needs to reasonably consider an alternative method to work with ¡§authorized management.¡¨ The purpose of the present study is to make up a practical pattern on authorized managements of the Open University of Kaohsiung. The financial support from the government is less and less, and it is becoming much difficult for many universities to develop and manage. In addition to strategic alliances and university merges, there are other practical ways for local governments and related institutions to develop and manage adult education program. This research finds that certain improvements must be done to develop and manage well for the Open University of Kaohsiung. Authorized management is feasible. First, the Open University of Kaohsiung itself should make sure that adult education and extension education are its management focuses. Secondly, at the same time, it should locate its target market and create its core competition capability. Specifically, there are some students who need academic credits and degrees to get professional licenses for their jobs. Other students expect to gain more professional knowledge on marketing, management, and Internet commerce. Furthermore, more and more students are eager to acquire more practical training on foreign languages. Currently, the original regulations of authorized management have been based on the Fundamental Education Law, and Law for Promotion of Civil Participation in Infrastructure Projects. However, there have been no exact and clear regulations or models for public universities¡¦ authorized managements, at present. Thus, this study refers to the existing law and related regulations of authorized management above mentioned. Then, the researcher proposes a draft covenant of authorized management, tender instructions, and other related regulations for the Open University of Kaohsiung and expects to make them as references for other public universities.

Thesis (Ph. D.)--Open University. BLDSC no. DXN049326.

This thesis researched characteristics and success rates of Nepali participants in a series of online courses in order to develop a pedagogical model designed for an open university in Nepal, based on the geographical, regional and linguistic diversity of Nepali learners. The original contribution to knowledge is the examination of geographic, regional and linguistic backgrounds of Nepali learners and a determination as to whether these factors influence the online learning of Nepali students. It is expected that the resulting model may serve as a construct for open university initiatives in Nepal and in other developing countries. A mixed methods, descriptive, multiple case study approach using surveys, 4 short pilot courses, interviews and observations was used to provide data that would generate a pedagogical model. The results determined the design of the pedagogical model based on the needs of students in developing countries and in particular Nepali open university students. A study of Nepal’s history and diversity, existing open university models worldwide, and educational theory formed the foundation of this study. Combining the aforementioned review, with the information gained through the surveys, short pilot courses, interviews, observations during extensive travel throughout Nepal, and using inductive analysis, the framework for a pedagogical model for an open university in Nepal emerged. Although limited to a small group of volunteers, the original contribution to scholarship was the creation of the first pedagogical model for an open university in Nepal. / 2013-10

I explored the support structures and strategies used by adults to cope with distance learning (DL). The Zimbabwe Open University (ZOU) wished to become a world class university of excellence while students struggled to complete programmes. My argument is that education cannot produce the quality of graduate that society expects unless access is accompanied by adequate effective learner support. I studied adults’ experiences with the ZOU support structures and student’s strategies that they used to cope with: administration of the programme, availability of learning materials, library, information communication technology (ICT) needs, studying in isolation, tutorials, assessment and financing the programme. Adults’ strategies for integrating study with employment, family and social commitments, and their suggestions for improving learner support in DL were crucial aspects of my study. I used a mixed-method research design of the phenomenological interview and a questionnaire survey. The design helped in comprehensive coverage and cross-data validity checks. My sample comprised three sets of Bachelor of Education (B. Ed.) students that completed on time, those that delayed completion and others that were on the programme. My epistemological position is that data obtained from interviews reflects participants’ perspectives. I collected data from past and current students. I used phenomenological interviews to understand the subjective world of my participants and the questionnaire to determine relationships among themes and cross-check findings for the sake of generalization. My study revealed that students used ZOU administrative and academic structures to cope with DL. The structures they used include: the regional centre staff and facilities, orientation, modules, the library, ICT, contact tutorials, assignments, examinations and projects. However, some students faced challenges in: orientation, communication, use of modules, supervision of assignments and projects, missing results and funding which contributed to delayed completion of the programme. As adults, my participants also used: social contracts with family and employers, study groups, private extra tutorials, outsourcing ICT services, dedicated study and past examination papers, buying own books, borrowing money, self-help income generating projects and paying fees by instalment as well as good time management to cope with DL. I recommend research into and improvement of: communication between ZOU and students, student support services, preparation and supply of modules and ICT, staff development on supervision of assignments, projects and examinations, and also student funding to enhance the quality and rate of programme completion in DL. Keywords: support structures, strategies, adults, cope and distance learning. / Thesis (Ph.D.) - University of KwaZulu, Edgewood, 2011.

Σκοπός της εργασίας ήταν η διερεύνηση των δυσκολιών που αντιμετώπισαν οι μεταπτυχιακοί φοιτητές του ΕΑΠ κατά την εκπόνηση της διπλωματικής τους εργασίας και συγκεκριμένα οι μεταπτυχιακοί φοιτητές/τριες της ενότητας ΕΚΠ65. Στην έρευνα συμμετείχαν 18 μεταπτυχιακοί φοιτητές/τριες της ενότητας ΕΚΠ65,οι οποίοι εκπονούσαν την εργασία τους κατά το ακαδημαικό έτος 2010-11. Πρόκειται για μια ποιοτική προσέγγιση στην οποία χρησιμοποιήθηκε ως ερευνητικό εργαλείο η μη δομημένη συνέντευξη με ερωτήσεις ανοιχτού τύπου. Τα αποτελέσματα έδειξαν πως οι φοιτητές/τριες συνάντησαν μια πληθώρα δυσκολιών/εμποδίων με πιο χαρακτηριστικά τα ακόλουθα: επαγγελματικές και οικογενειακές υποχρεώσεις, περιορισμένος διαθέσιμος χρόνος, προβλήματα υγείας, δυσκολία εξεύρεσης βιβλιογραφίας, δυσκολίες στην μεθοδολογία-συγγραφή έρευνας, στην επιλογή και διατύπωση θέματος, προβλήματα στην επικοινωνία με τον επιβλέποντα καθηγητή,δυσκολίες στην στατιστική επεξεργασία δεδομένων, μεγάλος όγκος βιβλιογραφίας, γεωγραφική απομάκρυνση-απόσταση απο βιβλιοθήκες, ψυχολογικοί παράγοντες, όπως το άγχος και τέλος, προσωπικοί λόγοι-γάμος. / The purpose of this paper is the definition of the difficulties that are faced by the EKP65 unit's postgraduate students of the Hellenic Open University, while they prepared their Master thesis. Eighteen postgraduate students participated in the research in the academic year 2010-11. It is a qualitative approach, in which semi-structured interview and open questions were used. The results of this research revealed that the students faced an amoumt of difficulties and obstacles. The most frequently spotted were: proffesional and family obligations, lack of time, helth problems, finding topic, problems in the bibliography research, difficulties in the writing process, communication issues with thw surervisor, statistical analysis of their data, many reading obligations, geografical distance from the libraries, psychological parametres.like anxiety and personal reasons-marriage.

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-04-30Bitstream added on 2014-06-13T18:29:15Z : No. of bitstreams: 1 oliveira_fpm_me_prud.pdf: 1515854 bytes, checksum: bf89f404163d32d961be63a2fcf12d56 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A presente pesquisa teve por objetivo investigar o modelo de formação inicial de professores dos anos iniciais do ensino fundamental em nível superior a distância que vem sendo construído no curso de Pedagogia resultante da parceria entre Universidade Aberta do Brasil (UAB) e Universidade Federal de São Carlos (UFSCar) - UAB/UFSCar. Buscamos identificar e analisar a perspectiva de professor e a concepção de formação que fundamentam o modelo do referido curso, bem como perceber aspectos do modelo de educação a distância que o subsidia. O estudo realizado foi de cunho exploratório, tendo como instrumentos de coleta de dados o levantamento bibliográfico, a análise documental e entrevistas semi-estruturadas com 10 participantes envolvidos com a UAB/UFSCar e, mais especificamente, com o curso de Pedagogia dessa parceria. O caráter exploratório de nossa pesquisa nos possibilitou a construção de análises e compreensões que culminaram com a percepção de alguns indicadores do modelo formativo do curso de Pedagogia da UAB/UFSCar. Esse curso tem como pressuposto a formação de um professor pesquisador, capaz de gerar conhecimentos. As atividades formativas se direcionam no sentido de propiciar uma reflexão crítica sobre a escola e o seu entorno. A formação prática parece ser o centro de referência da formação oferecida. Entretanto, percebemos a necessidade de uma discussão mais articulada no tocante a essa visão sobre a formação prática e como ela se articula no curso, especialmente quanto aos estágios... / This research aimed to investigate the initial teacher training model from the early years of elementary school level at distance that is being built in the Pedagogy course resulting from the partnership between the Open University of Brazil (UAB) and Federal University of São Carlos (UFSCar) - UAB / UFSCar. We seek to identify and analyze the teacher perspective and training conception that substantiate the course model as well realize aspects of the distance education model that subsidizes it. The study was exploratory, and instruments for data collection included literature review, document analysis and semi-structured interviews with 10 participants from UAB/UFSCar and, more specifically, from the Pedagogy course of this partnership. The exploratory nature of our research allowed us to build some analysis and insights that led us to the perception of some indicators of the training model of the Pedagogy course from UAB/UFSCar. This course takes like its premise the formation of a teacher researcher, able to generating knowledge. The training activities are directed towards providing a critical reflection on the school and its surroundings. The practical training appears to be the reference center of the training offered. However, we realized the need for a more articulated discussion about this view to the practical training and how it is articulated in the course, particularly concerning... (Complete abstract click electronic access below)

Orientador: Claudia Maria de Lima / Banca: Eliane Schlemmer / Banca: Yoshie Ussami Ferrari Leite / Resumo: A presente pesquisa teve por objetivo investigar o modelo de formação inicial de professores dos anos iniciais do ensino fundamental em nível superior a distância que vem sendo construído no curso de Pedagogia resultante da parceria entre Universidade Aberta do Brasil (UAB) e Universidade Federal de São Carlos (UFSCar) - UAB/UFSCar. Buscamos identificar e analisar a perspectiva de professor e a concepção de formação que fundamentam o modelo do referido curso, bem como perceber aspectos do modelo de educação a distância que o subsidia. O estudo realizado foi de cunho exploratório, tendo como instrumentos de coleta de dados o levantamento bibliográfico, a análise documental e entrevistas semi-estruturadas com 10 participantes envolvidos com a UAB/UFSCar e, mais especificamente, com o curso de Pedagogia dessa parceria. O caráter exploratório de nossa pesquisa nos possibilitou a construção de análises e compreensões que culminaram com a percepção de alguns indicadores do modelo formativo do curso de Pedagogia da UAB/UFSCar. Esse curso tem como pressuposto a formação de um professor pesquisador, capaz de gerar conhecimentos. As atividades formativas se direcionam no sentido de propiciar uma reflexão crítica sobre a escola e o seu entorno. A formação prática parece ser o centro de referência da formação oferecida. Entretanto, percebemos a necessidade de uma discussão mais articulada no tocante a essa visão sobre a formação prática e como ela se articula no curso, especialmente quanto aos estágios... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to investigate the initial teacher training model from the early years of elementary school level at distance that is being built in the Pedagogy course resulting from the partnership between the Open University of Brazil (UAB) and Federal University of São Carlos (UFSCar) - UAB / UFSCar. We seek to identify and analyze the teacher perspective and training conception that substantiate the course model as well realize aspects of the distance education model that subsidizes it. The study was exploratory, and instruments for data collection included literature review, document analysis and semi-structured interviews with 10 participants from UAB/UFSCar and, more specifically, from the Pedagogy course of this partnership. The exploratory nature of our research allowed us to build some analysis and insights that led us to the perception of some indicators of the training model of the Pedagogy course from UAB/UFSCar. This course takes like its premise the formation of a teacher researcher, able to generating knowledge. The training activities are directed towards providing a critical reflection on the school and its surroundings. The practical training appears to be the reference center of the training offered. However, we realized the need for a more articulated discussion about this view to the practical training and how it is articulated in the course, particularly concerning... (Complete abstract click electronic access below) / Mestre