A Comparative Study of Distance Higher Education Systems in Australia and China. ZIFF Papiere 112.

Autor/in	Ding, Xingfu
Institution	Fern Univ., Hagen (Germany). Inst. for Research into Distance Education.
Titel	A Comparative Study of Distance Higher Education Systems in Australia and China. ZIFF Papiere 112.
Quelle	(1999), (199 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1435-9340
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Comparative Analysis; Delivery Systems; Distance Education; Educational History; Educational Objectives; Educational Philosophy; Educational Practices; Educational Trends; Foreign Countries; Higher Education; Industrialization; Influences; Models; Program Administration; Research Methodology; Teaching Methods; Trend Analysis; Australia; China + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Auslieferung; Distance study; Distance learning; Fernunterricht; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungspraxis; Bildungsentwicklung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Industrialisation; Industrialisierung; Influence; Einfluss; Einflussfaktor; Analogiemodell; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Trendanalyse; Australien
Abstract	A new conceptual framework for comparative analysis of distance higher education systems, called the Systems Analysis, Typology and Shaping Mechanism (SATS), was used to compare the structures and functions of the DE systems of Australia (which includes external studies and open learning components) and China (which includes correspondence education and radio and TV university education components). The SATS is designed to enable researchers to analyze individual DE systems in contextual and internal dimensions at three levels (national, institutional, and learning group) and in terms of two major subsystems (administration and operation) and to examine the endogenous and exogenous links and interrelationships thereof for each system. The comparative analysis confirmed that, although both the Australian and Chinese systems of DE have been strongly influenced by the model of DE exemplified by the British Open University, each country's DE system has also been profoundly influenced by its unique needs and histories, including its level of industrial development (which is examined in terms of Fordist and neo-Fordist models). The analysis also confirmed the SATS framework's usefulness in comparing different DE systems. (Thirty-nine tables/figures are included. Contains 261 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC