Background: What the States Created

Autor/in	Cox, James C.
Titel	Background: What the States Created
Quelle	In: New Directions for Higher Education, (2009) 146, S.5-10 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0560
DOI	10.1002/he.340
Schlagwörter	Higher Education; Core Curriculum; General Education; Universities; Student Participation; Virtual Universities; Online Courses; Technology Integration; Electronic Learning; Educational History; Educational Innovation; Program Implementation; Administrative Organization; Models; Educational Finance; Educational Policy; State Programs; Educational Objectives + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Kerncurriculum; Allgemein bildendes Schulwesen; Allgemeinbildung; University; Universität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Online course; Online-Kurs; History of education; Bildungsgeschichte; Instructional innovation; Bildungsinnovation; Analogiemodell; Bildungsfonds; Politics of education; Bildungspolitik; Regierungsprogramm; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Prior to 2003, virtual universities were being created at a rate that would question the usual perception that higher education rarely changed, or changed (if at all) at a glacial speed. No comprehensive study of what was actually being created had been done; nor had anyone tapped the experiences of the developers in the states to see what was working and what was not. To begin to understand what happened in the rush to create virtual organizations, the State Higher Education Executive Officers and the Western Cooperative for Educational Telecommunications undertook a study in 2002 that would identify the types of organizational and financial models in use; the statewide goals that virtual colleges or universities (VCUs) were created to meet (and how they may have changed); the policies, programs, and student participation for VCUs; and implications for policymakers. This article provides a summary of the Epper and Garn (2003) final report for this nationwide study of virtual universities in the United States. Epper and Garn (2003) found that most VCUs began by placing their general education or core curriculum online. Once the VCUs became efficient with the general curriculum, they tackled more complicated courses and issues. This could prove beneficial to higher education institutions across the nation to decrease the cost associated with general education or core curricula. By learning how to do online learning well on core courses, the lessons can be easily transferred to other courses or taught to faculty interested in teaching online in an effective manner. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10