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Institution | Oregon State System of Higher Education, Eugene. |
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Titel | Distance Education Policy Framework. |
Quelle | (1995), (33 Seiten)
PDF als Volltext |
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 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 |