Recurring Issues Encountered by Distance Educators in Developing and Emerging Nations
Clayton Wright ; Gajaraj Dhanarajan, Wawasan Open University ; Sunday Reju, National Open University of Nigeria
IRRODL Volume 10, Number 1, ISSN 1492-3831 Publisher: Athabasca University Press
This article explores a number of challenges faced by e-learning or distance educators in developing and emerging countries, provides a context for many of the challenges, and outlines some measures devised to overcome them. These educators must determine a sound rationale for employing online learning, recognize that technology is only part of the educational transformation process, address the lack of infrastructure and the cost of internet bandwidth and equipment, counter the cultural imperialism of courseware from Western nations, deal with limited educational resources, place a greater emphasis on quality assurance systems and change negative perceptions of distance education, respond to the needs and concerns of both students and faculty, access or develop up-to-date educational resources, and consider the implementation of mobile learning. The continued growth and success of distance education in developing and emerging nations will depend on the extent to which issues covered in this article are addressed as they bear on the quality of the learning experience provided to students.
Wright, C., Dhanarajan, G. & Reju, S. (2009). Recurring Issues Encountered by Distance Educators in Developing and Emerging Nations. The International Review of Research in Open and Distributed Learning, 10(1),. Athabasca University Press.
Cited ByView References & Citations Map
Designing a Training on Online Course Development and Learning Technologies for a Higher Education Institution in a Developing Country
Oksana Wasilik, University of Wyoming, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 501–504
Helena Grunfeld, Victoria University, Melbourne; Maria Ng, International Development Research Centre (IDRC), Singapore Branch
The International Review of Research in Open and Distributed Learning Vol. 14, No. 1 (Feb 14, 2013) pp. 222–238
Crossing the Chasm – Introducing Flexible Learning into the Botswana Technical Education Programme: From Policy to Action
Alison Mead Richardson
The International Review of Research in Open and Distributed Learning Vol. 10, No. 4 (Aug 21, 2009)
Exploring Educator Perceptions of Need, Sustainability, and Impact of Global Online Theological Courses
Andrew Beaty & Lydia Kyei-Blankson, Illinois State University, United States
Global Learn 2012 (Nov 06, 2012) pp. 136–141
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.