Access under Siege: Are the Gains of Open Education Keeping Pace with the Growing Barriers to University Access?

Autor/in	Olcott, Don, Jr.
Titel	Access under Siege: Are the Gains of Open Education Keeping Pace with the Growing Barriers to University Access?
Quelle	In: Open Praxis, 5 (2013) 1, S.15-20 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1369-9997
Schlagwörter	Access to Education; Open Education; Quality Assurance; Cost Effectiveness; Relevance (Education); Intermode Differences; Educational Quality; Educational Development; Barriers; Conventional Instruction; Online Courses; Educational Benefits; Higher Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Offene Erziehung; Offener Unterricht; Qualitätssicherung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Relevance; Relevanz; Quality of education; Bildungsqualität; Bildungsentwicklung; Online course; Online-Kurs; Bildungsertrag; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Traditional and affordable access to a university education is under siege from all sides. National realpolitiks and global economic downturns have driven open education into the mainstream to stand against educational elitism, the growing digital divide, and to support the core values that give education its fundamental credence as a human right. Indeed, open is good--open with measurable impacts is even better. In the final analysis, the future of open education is at a crossroads that must be driven by those core values that define education as an essential human right with a commitment to expanding access and strengthening academic quality. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01