Distance Education Policy Framework.

Institution	Oregon State System of Higher Education, Eugene.
Titel	Distance Education Policy Framework.
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ancillary School Services; Articulation (Education); College Faculty; Copyrights; Corporate Education; Curriculum Development; Distance Education; Educational Policy; Educational Technology; Enrollment; Faculty Development; Higher Education; Information Technology; Intellectual Property; Needs Assessment; Policy Formation; Public Policy; Rewards; School Registration; Shared Resources and Services; Standards; State Government; State Programs; Statewide Planning; Student Personnel Services; Telecommunications; Tuition; Oregon + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; Fakultät; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Distance study; Distance learning; Fernunterricht; Politics of education; Bildungspolitik; Unterrichtsmedien; Einschulung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Geistiges Eigentum; Bedarfsermittlung; Politische Betätigung; Öffentliche Ordnung; Reward; Belohnung; Schulanmeldung; Gemeinwirtschaft; Standard; Bund-Länder-Beziehung; Regierungsprogramm; Planwirtschaft; Telekommunikationstechnik; Unterweisung; Unterricht
Abstract	This description of the policy framework for Oregon's distance education program gives an overview of the progress to date, outlines five areas in which policy must be developed, and identifies a number of priorities among those areas. Progress is reported in the following areas: several initiatives that incorporate new telecommunications and computing technologies into teaching and learning off-campus; development of 237 distance courses for 1995-96; and, in the Portland area, direct broadcasting of courses into high-technology businesses. Extra attention is recommended for the following five major areas: (1) planning, quality, and program/courses (statewide inter-sector plan for distance education, local and regional needs assessments, resource sharing, quality assurance, articulation); (2) student services (access to and efficiency of services provided off campus); (3) faculty issues (incentives and rewards for participation, training opportunities, intellectual property considerations, copyrights); (4) tuition/fees and student enrollments (comparable fees for distance and traditional-delivery education, extra funding to support off-campus delivery, funding establishment of distance education infrastructure, registration); and (5) technical standards (consistent and compatible technologies, services, and procedures across the state). Priorities are identified from among these task areas. A list of contributors is appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC