Editorial ~ The Hybridzation of Higher Education: Cross national perspectives

dc.creator	Peter S. Cookson
dc.date	2002-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:38Z
dc.date.available	2015-07-20T22:15:38Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/ca9eb788d4ad4e49a5bc6c7f2ae8473b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17806
dc.description	The worldwide landscape of higher distance education is undergoing a major transformation. As open and distance learning is moving from the margins to the mainstream, single mode distance education provider institutions designed from the start to offer distance education programs are attaining new levels of legitimacy. At the same time, conventional campus-based higher education institutions are adopting information and communication technologies (ICT) both to enhance their on-campus instruction and to create new distance education courses and programs. Driven by such factors as declining traditional student numbers, reduced government allocations, proliferation of ICT applications for delivery of education programs, incursions into their traditional service areas by burgeoning institutional competitors, and the prospect of significant savings and revenues, campus-based institutions in many countries are thus becoming dual mode (both face-to-face and distance education mode) institutions.This issue of International Review of Research in Open and Distance Learning focuses on this worldwide phenomenon of “hybridization of higher education.” The refereed section features recent higher education experiences in 13 countries. Eight case studies describe the impact of hybridization on higher education in Brazil, Canada, China, Germany, Israel, Norway, Taiwan, and the UK. Another six case studies describe the experience of specific universities in Australia (University of South Australia), Colombia (Universidad Pontifical Javeriana), Spain (Universitat Oberta de Catalunya), Ukraine (Open International University for Human Development), and the USA (Brigham Young University and the University of Texas).
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/66/135
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 2, Iss 2 (2002)
dc.subject	distance education
dc.subject	blended learning
dc.subject	higher education
dc.subject	open learning
dc.subject	hybridization
dc.subject	dual mode
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Editorial ~ The Hybridzation of Higher Education: Cross national perspectives
dc.type	article