Post-Secondary Distance Education in Canada. Policies, Practices and Priorities.

Sonst. Personen	Sweet, Robert (Hrsg.)
Institution	Canadian Society for Studies in Education.
Titel	Post-Secondary Distance Education in Canada. Policies, Practices and Priorities.
Quelle	(1989), (216 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-919737-01-3
Schlagwörter	Stellungnahme; Access to Education; Communications; Community Colleges; Cultural Exchange; Distance Education; Educational Technology; Females; Foreign Countries; Institutional Cooperation; Open Education; Open Universities; Organizational Objectives; Postsecondary Education; Program Design; Student Participation; Student Personnel Services; Teacher Education; Two Year Colleges; Canada + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Nachrichtenwesen; Community college; Community College; Kulturaustausch; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Weibliches Geschlecht; Ausland; Institute; Co-operation; Cooperation; Institut; Kooperation; Offene Erziehung; Offener Unterricht; Offene Universität; Business goal; Unternehmensziel; Post-secondary education; Tertiäre Bildung; Programme design; Programmaufbau; Programmplanung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	Following a foreword (Ross Paul) and an introduction (Robert Sweet), three sections on instituting postsecondary distance learning systems across Canada are presented: access and student support, educational technology, and institutional response. The first section contains the following: "Women in Distance Education: Towards a Feminist Perspective" (Rebecca Coulter); "Building Bridges: Northern Native Teacher Training" (Robert Paulet); "Le Tuteur et le Support a l'Etudiant en Enseignement a Distance" (Celine Lebel, Bernard Michaud); and "Provision of Student Support Services in Distance Education: Do We Know What They Need?" (Gordon Thompson). Papers in the second section are as follows: "La Formation a Distance: Des Choix Technologiques et des Valeurs" (France Henri, Therese Lamy); "Third Generation Course Design in Distance Education" (David Kaufman); "Contradictory Directions for Distance: Cultural Miscegenation, or Cultural Symbiosis?" (Gary Boyd); "A Philosophy of Distance Education: Perceptivism" (Charles Brauner); "La Technologie Educative dans l'Enseignement a Distance, Son Role et Sa Place" (Louise Sauve et al.); and "Distance Learning using Communications Technologies in Canada" (Barbara Helm). The third section contains the following: "Diversity or Chaos in Canadian Distance Education? A View from Overseas" (Anthony Bates); "Canada's Open Universities: Issues and Prospectives" (Ross Paul); "Involvement with Distance Education: Issues for the University" (Margaret Haughey); "Distance Education and Accessibility to Canada's Community Colleges" (John Dennison); "Being Responsible to the Adult Distance Learner: A Secondary School Example" (Norman McKinnon); "Canadian Private Sector Distance Education: A Preliminary Analysis of Organizational Structure and Governance Issues" (Kenneth Slade, Robert Sweet); "Collaboration in Distance Education" (Abram Conrad, James Small); "Collaboration in Distance Education: British Columbia's Open Learning Agency" (Ian Mugridge); and "Collaboration in Distance Education: Ontario's Contact North/Contac Nord" (Terry Anderson, Connie Nelson). (NLA)
Anmerkungen	Athabasca University, Box 10,000, Athabasca, Alberta T0G 2RO Canada ($15.95 Canadian).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC