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There is an evident trend of an increased use of and positive attitudes towards e-Education and distance learning within the Croatian higher education system. In this paper we examine students’ comprehension of certain meta-theoretical issues in e-Education, such as positivist, postmodern, and critical methodological approaches. Furthermore, we explore their attitudes concerning the main application approaches in educational technologies. We wish to ascertain the students’ expectations regarding new technologies involved in the educational process, the self-assessment of their own knowledge and inclinations towards the application of those technologies, the level of awareness regarding technology potentials and limitations, and the applicability for students with disabilities. In addition, we wish to check whether there is a reason to be hesitant, and also to examine the possible facets of resistance towards the implementation of such technologies. Considering the scope of e-Education application, we are to limit this paper to humanistic education, specifi cally, to teaching philosophy and Croatian language and literature.

This article presents the impact COVID–19 had on a first-year communication design curricula revitalisation to progress students from a secondary level standards-based criterion to a tertiary culture predicated on active and experiential practice-led studio inquiry. Methodologically, it describes a design-based research intervention that asks what occurred in the translation of a brief written as an in-person, studio-based model into a purely online undertaking, learning from anywhere, teaching in a constant state of flux? Through a commentary on practice, the revitalisation of a design programme, and the pedagogical shift from within the traditional studio paradigm–a dynamic on-campus, in-person model into an abrupt and atypical online undertaking due to the global pandemic, this paper contributes to a discourse on a design studio approach and presents the transference of the Learning Management System that supports distance learning.

Este artigo pretende apresentar um modelo logicamente consistente para comparar o custo dos recursos humanos necessários para a produção e a oferta de um curso disponibilizado em rede de computadores e de um curso presencial., This paper intends to present a logistically-consistent model to compare the necessary costs of human resources required to create and offer a distance computer - based course with that of an in-classroom course.

Recent explosion of information and communication technologies (ICTs) in the developed countries offers tremendous opportunities for electronic delivery of course materials for open and distance learners. In spite of some socio-economic constraints, ICTs are expanding fastly in the developing countries and thus offer a new scope for the promotion of open and distance learning. Bangladesh is recently connected to the information super-highway through submarine cables, which will add a new spin in the expansion of the Internet and other ICTs. More than 10 million mobile phone users throughout the country reflect the real phenomenon of quick acceptance of the modern ICTs by the people. However, the only distance teaching public university, Bangladesh Open University (BOU) is still far behind of using modern ICTs for delivering her course materials to the distance learners. Considering the rapid expansion of computer and internet after 1998s, it is now appropriate time to consider inclusion of some interactive ICTs i.e. e-learning in delivering course materials of BOU and other academic institutes to promote distance education in Bangladesh. In this paper, we discuss the current situation and future prospects of ICTs in Bangladesh for the expansion of open and distance education. Key words: ICTs, ODL, mobile learning.

As the Open University courses for 1971 are only partly written and many decisions have still to be made, a good part of any discussion on the Open University must inevitably be conjecture. Accordingly a précis only of this paper is given here.

Bangladesh is a densely populated country with a population of 130 million. In Bangladesh the Government and non-Government organizations have taken sufficient initiative to increase the literacy rate but the significant development is yet to achieve. Despite the various steps taken by the Government, the literacy rate stands at 62 percent and, as such, the goal to educate all remains more or less as elusive as ever. Sophisticated technological development in the education world changes the pattern of role and responsibility of learners and teachers and creates more opportunities of learning. Using the virtual image of the Distance Education system there emerges a new horizon of innovativeness with its unlimited possibilities to resolve a very long felt need of eradicating illiteracy and developing human resources (HR) in the globe. Technologies are used in distance education and which can create a forceful impact to accelerate mass literacy, gender balance and also help develop human resources in the pursuit of acquiring different branches of knowledge and skill along with technical and vocational aspects to meet the thirsty need of the time. This paper addresses the issues for developing strategies for technology based literacy programme. It also highlights to identify the parameters for developing an appropriate technology based quality materials for literacy programme. Key words: Appropriate technology, distance education, virtual image, illiteracy, quality material. DOI = 10.3329/jard.v5i1.1449 J Agric Rural Dev 5(1&2), 1-6, June 2007

The paper is focused on the conceptual model of the distance learning course (DLC) “Success” aimed at the development of psychological competencies. The course was developed on the basis of design technology method and intended for adults that are in need of psychological competencies development, i.e. inhabitants of villages, towns, people with special needs, university faculty, trainers and social workers, educators, who want to use DLC in the process of psychological competencies development that are the result in enhancement of life quality. The structure of the distance learning course “Success” and underlying principles is described.

Resumen: En este artículo se analiza el papel de la autoría en los procesos de enseñanza aprendizaje en la escritura de las unidades didácticas a distancia. Se presentan las definiciones de educación a distancia, sus fundamentos y cómo es la elaboración de unidades didácticas realizadas en la Dirección de Producción de Materiales Didácticos de la UNED. Para esta investigación, se entrevistó a 27 personas autoras internas y externas de la UNED y a 10 personas productoras académicas con el fin de analizar el conocimiento del autor universitario y su aplicación en la escritura científica de los materiales impresos de la UNED. Se concluye que el éxito de los aprendizajes del estudiantado de educación a distancia, mediante las unidades didácticas impresas, es gracias al conocimiento del autor y autora de su propia disciplina y a su habilidad para transmitirlo por medio de diferentes estrategias didácticas (actividades de aprendizaje, preguntas insertadas, ilustraciones, organizadores, redes semántica y, mapas conceptuales, entre otros) que garanticen el alcance de los objetivos de aprendizaje propuestos para cada curso.Abstract: This paper analyzes the role of authorship in the teaching-learning process in the writing of distance learning units. It presents distance education bases, how to do distance education and how is the development of teaching units made in the Department of Instructional Materials Production of UNED. To perform this research, 27 authors (internal and external) and 10 publishers of UNED were interviewed to analyze the author's knowledge university and its application in scientific writing of printed materials at the UNED. It concludes that the success of student learning in distance education, throughout teaching units printed, is thanks to the author's knowledge of their own discipline and their ability to share it using different teaching strategies (learning activities, inserted questions, illustrations, organizers, semantic network and concept maps, etc.), in order to ensure the scope of learning objectives for each course.

This paper describes work that was done at Athabasca University as part of the EduSource Canada project. This work centered around learning object development based on pre-authored educational content. The major outcomes of the work were the development of an explicit semantic structure with strong educational focus for learning objects, and the implementation of that structure, using platform/software-independent XML technology. An explicit semantic structure for educational content has some significant advantages: it enables faster publishing of material in different formats using automated processes; it allows institutions to participate in seamless content exchange with other institutions; and it enables more accurate discovery and reuse of learning objects within learning object repositories.

The vision of reusable digital learning resources or objects, made accessible through coordinated repository architectures and metadata technologies, has gained considerable attention within distance education and training communities. However, the pivotal role of metadata in this vision raises important and longstanding issues about classification, description and meaning. The purpose of this paper is to provide an overview of this vision, focusing specifically on issues of semantics. It will describe the CanCore Learning Object Metadata Application Profile as an important first step in addressing these issues in the context of the discovery, reuse and management of learning resources or objects.

Today in higher education, increasing attention is being focused on the problem of maintaining or improving output performance with relatively fewer resource inputs. Despite rapid progress in the communications industry, institutions of higher learning, with few exceptions, have resisted the adoption of new media in the teaching field, even though research shows that quality could be still maintained, at substantially reduced costs. The reasons for the resistance have been well documented in other publications) This paper describes in detail a significant departure from the conventional university and attempts to contrast and compare, in many dimensions, an innovative institution - Britain's Open University - with its traditional counterparts. It attempts also to examine the economic implications of establishing an open learning system in the United States. The Open University of the United Kingdom constitutes the first major attempt in university education to use television and radio for formal lectures in most courses offered. Furthermore, academic or ability prerequisites for the student are nonexistent. Students are allowed to take no more than two full courses per year, and only 10 percent of them have indeed taken two courses; for the large majority only one full course is taken per year. The course lasts from January until examination time in November with two breaks during this period, and typically includes 16 television