Increasing Access to Effective Education across Oceania

Autor/inn/en	Hogan, Robert; Nimmer, Natalie
Titel	Increasing Access to Effective Education across Oceania
Quelle	In: International Journal of Web-Based Learning and Teaching Technologies, 8 (2013) 1, S.17-31 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-1093
DOI	10.4018/jwltt.2013010102
Schlagwörter	Foreign Countries; Conventional Instruction; Blended Learning; Educational Technology; Technology Uses in Education; Volunteers; Faculty Development; Chemistry; Online Courses; Program Effectiveness; Access to Education; Preservice Teacher Education; Inservice Teacher Education; Comparative Education; Fiji; Marshall Islands; Solomon Islands; Vanuatu + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Freiwilliger; Chemie; Online course; Online-Kurs; Education; Access; Bildung; Zugang; Bildungszugang; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Vergleichende Erziehungswissenschaft; Fidschi; Marshall-Inseln; Salomonen
Abstract	The history of education in many developing nations is a template of ineffectual and expensive instruction. Despite nearly half a century of higher education in the Pacific, up to 50% of the teachers in many countries such as the Federated States of Micronesia and the Republic of the Marshall Islands still have no more than a high school education. Similar trends are found in Asia and Africa. Past experience in Oceania demonstrates that face-to-face university training has been neither scalable nor sustainable. This paper compares two educational approaches--face-to-face and blended learning. The face-to-face, WorldTeach program in the Marshall Islands employed foreign volunteer teachers living on site to give local teachers a year's leave for additional training. The blended chemistry course, which combined online and face-to-face learning, was delivered simultaneously to teacher candidates in Fiji, Vanuatu, and the Solomon Islands. The blended course utilized online instructors and tutors, and face-to-face tutors. This paper discusses the strengths and weaknesses of both case studies and recommends that nations consider blended learning as an approach to make education more accessible and affordable, especially in emerging nations. As brick-and-mortar campuses and instructor travel become more expensive, blended learning becomes an increasingly attractive educational option. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01