期刊論文
Imported or indigenous? A comparative study of three open and distance education models in mainland China, India and Hong Kong
- Imported or indigenous? A comparative study of three open and distance education models in mainland China, India and Hong Kong
- Open Learning, 17(2), 167-176, 2002
- Routledge
- 2002
-
- China
- India
- Hong Kong
-
- 1997.7 onwards
-
- 專上教育
- Drawing upon survey data and relevant literature, this paper compares the Radio and Television University System (RTVUS) in China, Indira Gandhi National Open University (IGNOU), and the Open University of Hong Kong (OUHK) in respect of academic courses offered, course delivery mode, student characteristics, funding, and staffing. Similarities and differences are discussed, and the impact of socio-cultural factors in shaping distance education systems in different societies is examined. [Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02680510220146922]
-
- 英文
- 期刊論文
-
- 02680513
- https://bibliography.lib.eduhk.hk/tc/bibs/2b140662
- 2010-09-24
最近的期刊論文
Use of digital tools by English language schoolteachers期刊論文
Understanding and planning for informal learning space development: A case study in Hong Kong期刊論文
Tian Shi (Timing) Di Li (Context) Ren He (Human capital): A new theoretical framework for analyzing the implementability of imported early childhood practices and making a case for a hybrid model期刊論文
The structure of interpersonal teacher behaviour in Hong Kong secondary schools期刊論文
The perspective of new managerialism on changes in Hong Kong's self-financing post-secondary education institutions: Progress, challenges and outlook期刊論文
The impact of e-learning technologies on entrepreneurial and sustainability performance期刊論文
The effect of conceptions of learning and prior online course experiences on students’ choice of learning spaces for synchronous online learning during COVID-19期刊論文
The complexities of mathematical knowledge and beliefs within initial teacher education: An analysis of three cases期刊論文