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The role of partnerships in academic capacity building in open and online distance education.

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Title: The role of partnerships in academic capacity building in open and online distance education.
Authors: van den Berg, Geesje1 (AUTHOR) vdberg@unisa.ac.za, Joffe, Muriel2 (AUTHOR), Porto, Stella C. S.3 (AUTHOR)
Source: Distance Education. Aug2016, Vol. 37 Issue 2, p196-207. 12p.
Subject Terms: *Distance education research, *Educational technology, *Academic support programs, Professional employees
Company/Entity: University of South Africa , University of Maryland University College
Abstract: In many parts of the world online education is still taking shape and faces many obstacles, including insufficient numbers of professionals prepared to teach using new technologies. This paper is a case study of academic capacity building to determine how a partnership between the University of South Africa (Unisa) and the University of Maryland University College (UMUC) in the United States influenced teaching and learning. The study sample comprised 50 faculty members enrolled in a master’s degree. The study included an online questionnaire with open and closed-ended questions. The findings show that despite a number of difficulties, the international experience provided a unique opportunity for faculty members to gain knowledge and skills, while concurrently putting these into practice. The difficulties highlighted by participants serve as rich input to improve the support services, most prominently those that enhance learners’ readiness and autonomy. [ABSTRACT FROM AUTHOR]
Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Distance+Education%22">Distance Education</searchLink>. Aug2016, Vol. 37 Issue 2, p196-207. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Distance+education+research%22">Distance education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employees%22">Professional employees</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22University+of+South+Africa%22">University of South Africa</searchLink> <br /><searchLink fieldCode="DE" term="%22University+of+Maryland+University+College%22">University of Maryland University College</searchLink>
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  Data: In many parts of the world online education is still taking shape and faces many obstacles, including insufficient numbers of professionals prepared to teach using new technologies. This paper is a case study of academic capacity building to determine how a partnership between the University of South Africa (Unisa) and the University of Maryland University College (UMUC) in the United States influenced teaching and learning. The study sample comprised 50 faculty members enrolled in a master’s degree. The study included an online questionnaire with open and closed-ended questions. The findings show that despite a number of difficulties, the international experience provided a unique opportunity for faculty members to gain knowledge and skills, while concurrently putting these into practice. The difficulties highlighted by participants serve as rich input to improve the support services, most prominently those that enhance learners’ readiness and autonomy. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=116792744
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