Parent term: Education
Education and training imparted at a distance through communication media: books, radio, TV, telephone, correspondence, computer or video.
Source: CEDEFOP 2008, Europe
|Organisation: || European Centre for the Development of Vocational Training (CEDEFOP), Europe|
|Source: || Terminology of European education and training policy (2008)|
|Description: ||This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]|
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction)
A mode of education in which students enrolled in a course do not attend the institution, but study off-campus and may submit assignments by mail or email(also be referred to as: Distance study or Distance learning).
Source: UNEVOC/NCVER 2009, Global
|Organisation: || UNESCO-UNEVOC, National Centre for Vocational Education Research (NCVER), UNESCO/Australia|
|Source: || TVET glossary: some key terms (2009)|
|Description: ||This glossary has been published in the "International Handbook of Education for the Changing World of Work" (Vol. 1, chapter 5)|
"The glossary aims to reflect the terminology found in the recent literature of technical and vocational education and training (TVET) research, policy and practice internationally. The most common and significant terms (including acronyms) are listed and, in some cases, national and regional variations have been included. To maintain an international perspective, other national and international glossaries and thesauri were consulted in conjunction with current TVET literature from around the world. Where definitions have been written by other organizations, the source of that definition is acknowledged. Unattributed definitions were created in-house at the National Centre for Vocational Education Research (NCVER). For some terms, where, for example, there are regional differences, more than one meaning has been provided." p. 59 (International Handbook of education vol 1)
The delivery of learning or training to those who are separated mostly by time and space from those who are teaching or training. The teaching is done with a variety of "mediating processes"* used to transmit content, to provide tuition and to conduct assessment or measure outcomes.
Source: COL 2003, Global
Distance education describes a set of teaching and learning strategies (or educational methods) that can be used to overcome spatial and temporal separation between educators and students. These strategies or methods can be integrated into any educational programme and potentially used in combination with other teaching and learning strategies in the provision of education (including with strategies that demand that students and educators be together at the same time and/or place).
Source: UNESCO/COL 2011, Global
|Organisation: || United Nations Educational, Scientific and Cultural Organization/Common Wealth of Learning, Global|
|Source: || A basic guide to Open Educational Resources (OER) (2011)|
|Description: ||This Guide comprises three sections. The first – a summary of the key issues – is presented in the form of a set of ‘Frequently Asked Questions’. Its purpose is to provide readers with a quick and user-friendly introduction to Open Educational Resources (OER) and some of the key issues to think about when exploring how to use OER most effectively. The second section is a more comprehensive analysis of these issues, presented in the form of a traditional research paper. For those who have a deeper interest in OER, this section will assist with making the case for OER more substantively.The third section is a set of appendices, containing more detailed information about specific areas of relevance to OER. These are aimed at people who are looking for substantive information regarding a specific area of interest.Backcover|
Distance Education is a mode of teaching and learning characterized by separation of teacher and learner in time and/or place for most part of the educational transaction, mediated by technology for delivery of learning content with possibility of face-to-face interaction for learner teacher and learner-learner interaction, provision of two-way didactic communication, and acceptance of industrial process for division of labour, and economies of scale.
Source: COL 2015, Global
A generic term for modes of education in which the student and the teacher are separated in time and space. It includes online education (with ≥ 80% of the content delivered online) and blended education (with 30-79% of the content delivered online), as well as modes of education using printed material delivered by post and/or other tools for bridging the distance.
Source: UNESCO UIL 2016, Global
|Organisation: || UNESCO Institute for Lifelong Learning, Germany|
|Source: || Closing the Gap-Opportunities for distance education to benefit adult learners in higher education. (2016)|
|Description: ||The Impact of Distance Education on Adult Learning (IDEAL) has been studied in a joint project between the International Council for Open and Distance Education (ICDE), the UNESCO Institute for Lifelong Learning (UIL) and Study Portals (SP). The project examined the interrelations of adult learning, higher education and distance education while analysing if and how higher education institutions contributed to adult learning by means of distance education.|
This final report will present a meta analysis[…] in an attempt to answer the central research question:“how can the distance education programmes offered by European higher education institutions be better matched to the needs of adult learners?”