Distance Education in an Urban Environment: Experience of the Open Learning Institute of Hong Kong.

Autor/inn/en	Yuen, K. S.; und weitere
Titel	Distance Education in an Urban Environment: Experience of the Open Learning Institute of Hong Kong.
Quelle	(1992), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Access to Education; Adult Education; Distance Education; Foreign Countries; Instructional Materials; Nontraditional Education; Open Universities; Program Effectiveness; Program Evaluation; Student Attitudes; Student Personnel Services; Urban Areas + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Distance study; Distance learning; Fernunterricht; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Non-traditional education; Alternative Erziehung; Offene Universität; Programme evaluation; Programmevaluation; Schülerverhalten; Urban area; Stadtregion
Abstract	The Open Learning Institute of Hong Kong (OLI) provides first degree courses to local residents over the age of 18 by distance education. Distance education is characterized by its urban quality, where "distance" is more often social than geographic. Hong Kong is highly organized and compact with an efficient public transportation system. Face-to-face meetings of students and tutors seem more convenient and preferable than for distance teaching institutions of other countries. Because of efficient mail and courier systems, personal contact between tutors and students by post and phone poses no problem. Due to cramped living conditions, provision of study space is deemed an essential part of OLI's support for its learners. An evaluation survey is conducted twice each year, at the end of each semester. A questionnaire gathers quantitative and qualitative information. Students' opinions are obtained on a Likert scale; comments and suggestions are collected in an unstructured format. Findings indicate the following: only 13 percent feel English language course materials are difficult to understand; OLI-developed courses are satisfactory from an instructional design standpoint; students find telephone tutoring more acceptable as they gain experience in using it, but few use it; students tend to rely on tutorials; students desire more detailed assignment comments and suggestions; and students are satisfied with OLI's study support system. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC