Determining a framework for institutional support of instructors engaged in distance education programmes using the multiple-criteria decision-making method
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引用次数: 0
Abstract
Distance education (DE) has a unique potential to ensure continuity of education in extraordinary circumstances such as pandemics and earthquakes, in addition to its advantages such as flexibility in terms of time and space and self-paced learning options. Institutional support provided for instructors engaged in DE programmes is one of the factors which directly affect the efficiency of DE and the quality of the education provided. This study aimed to determine the criteria of institutional support offered to DE instructors through document analysis, and to reveal the importance weights of those criteria by using the method of multi-criteria decision-making (MCDM). The author examined the standards published by a number of accreditation institutions and international educational organisations for DE, and determined the importance weights of those criteria by applying an analytic hierarchy process (AHP). She determined seven support criteria, namely (in order of importance): (1) technical training and orientation; (2) teaching material and resource support; (3) technical support; (4) professional development support; (5) support during the course; (6) evaluation and report submission support; and (7) career development, incentives and financial support. In presenting her study, the author provides an effective evaluation framework for DE support systems which includes a comprehensive set of indicators based on a literature review and feedback from experts.
期刊介绍：
The International Review of Education – Journal of Lifelong Learning (IRE) is edited by the UNESCO Institute for Lifelong Learning, a global centre of excellence for lifelong learning and learning societies. Founded in 1955, IRE is the world’s longest-running peer-reviewed journal of comparative education, serving not only academic and research communities but, equally, high-level policy and practice readerships throughout the world. Today, IRE provides a forum for theoretically-informed and policy-relevant applied research in lifelong and life-wide learning in international and comparative contexts. Preferred topic areas include adult education, non-formal education, adult literacy, open and distance learning, vocational education and workplace learning, new access routes to formal education, lifelong learning policies, and various applications of the lifelong learning paradigm.Consistent with the mandate of UNESCO, the IRE fosters scholarly exchange on lifelong learning from all regions of the world, particularly developing and transition countries. In addition to inviting submissions from authors for its general issues, the IRE also publishes regular guest-edited special issues on key and emerging topics in lifelong learning.
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