Seven Challenges for East/West Distance Educational Development

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Yang, J.F., Lin, C.M. & Lin, H.C. (2004). Seven Challenges for East/West Distance Educational Development. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2004 (pp. 5318-5321). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11836.

• Share:
• 
• 
• 
• 
• 
• 

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2004
Lugano, Switzerland
2004
ISBN 1-880094-53-3
  Lorenzo Cantoni & Catherine McLoughlin
AACE

More Information on EDMEDIA
Table of Contents

Authors

Jack Fei Yang, Hsing Kuo University (Department of Cultural & Educational Administration), Taiwan; Chao-Ming Lin, Hsun-Cheng Lin, Hsu-Ping Institute of Technology, Taiwan

Abstract

As different societies have different economics, technologies, politics, culture and educational policies, there are number of challenges to global distance educational development. This paper focuses on differences between the East and West educational environments. In order to promote future distance educational cooperation, the following issues need to be considered: (a) accreditation and quality assessment, (b) teaching style, learning style and educational system differences, (c) social perspectives (c). language differences (d) technology applications for undeveloped or developing countries, (e) definitions of purposes and acceptable quality in distance education, (f) and faculty remuneration and support

Keywords

• Administration
• Culture
• Distance Education
• Educational Technology

Also Read

• Strategies for teacher professional development on TPACK, Part 2
• Developing Teacher’s TPCK for Teaching Mathematics With Spreadsheets
• Instructors and Students Competences, Perceptions and Access to E-learning Technologies: Implications for E-learning Implementation at the Open University of Tanzania
• Preservice Biology Teachers’ Use of Interactive Display Systems to Support Reforms-Based Science Instruction
• Mathematics Teacher TPACK Standards and Development Model
• Understanding Online Learning Through a Qualitative Description of Profesors and Students' Experiences
• Key Design Factors in Durable Instructional Technology Professional Development
• Integrating Technology to Foster Inquiry in an Elementary Science Methods Course: A Case Study of One Teacher Educator’s Initiatives in a PT3 Project
• From Teaching Technology to Using Technology to Enhance Student Learning: Preservice Teachers’ Changing Perceptions of Technology Infusion
• Unpacking the “Total PACKage”: Emergent TPACK Characteristics From a Study of Preservice Teachers Teaching With Technology

Tags