APEC university associations cross-border education cooperation workshop discussion paper
| Alternate title | Promoting regional education services integration: APEC university associations cross-border education cooperation workshop |
| Published | May 2014 |
| Type of work | Discussion Paper |
| Periodical | Pages 1-57 |
| Publisher | Asia-Pacific Economic Cooperation Secretariat |
| Region | Oceania |
ABSTRACT
This discussion paper was prepared to inform the APEC workshop on Promoting Regional Education Services Integration: APEC University Associations Cross-Border Education Cooperation held in Kuala Lumpur from 20–22 May 2014. The workshop brings together university associations to support, pursue and work towards the achievement of the priorities outlined by APEC Economic Leaders. This includes the recognition of best practice in cross-border education (CBE), the identification of existing barriers to CBE, and an examination of ways to progress the priority areas identified. The paper highlights the key considerations for APEC economies in strengthening collaboration around CBE in the university sector and builds on previous work undertaken within APEC and around the world. It focuses attention on four key areas of CBE: Student mobility; researcher mobility; provider mobility and mobility without movement. In each area there are a number of practical strategies to enhance CBE which can be considered during the workshop.| Keywords | Student Mobility · CBE · cross-border education · MOOC · OER accreditation · researcher mobility |
| Refereed | Does not apply |
| Rights | by/3.0/au |
| URL | http://research.acer.edu.au/cgi/viewcontent.cgi?article=1040&context=higher_education |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 292 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Perceived resources and technology acceptance model (PRATAM): Students' acceptance of e-Learning in Mathematics
Tarmuji, Nor Habibah; Ahmad, Salimah; Abdullah, Nur Hidayah Masni; Nassir, Asyura Abd; et al.
The methods of teaching in class are also affected with the rise of technology used in education. The lecturer or instructor may want to use innovative ways of teaching to capture the students' attention and to make the ...
Match: mooc
Skill development through MOOC for inclusive and sustainable development: A review of policies in the Asian Commonwealth countries
Gaba, Ashok K; Mishra, Sanjaya
Economic growth of the Commonwealth countries in Asia depends on productivity and the availability of the skilled human resources. About 70 per cent of the Commonwealth’s two billion citizens belong to South Asia. ...
Match: mooc
Quality models in online and open education around the globe: State of the art and recommendations
Ossiannilsson, Ebba; Williams, Keith; Camiller, Anthony F.; Brown, Mark; European Association of Distance Teaching Universities – EADTU
This study carried out on behalf of the International Council for Open and Distance Education (ICDE) by a team coordinated by the European Association for Distance Teaching Universities (EADTU) is for:
* institutional ...
Match: oer accreditation
Awareness towards Massive Open Online Courses (MOOCs) and their usage for Teacher Education in India
Singh, Gaurav; Chauhan, Rashmi
Open and Distance Learning (ODL) system has changing fast with technological advancements and interventions. Massive Open Online Courses (MOOCs) have emerged as game changers as they are flexible in time and place as ...
Match: mooc
Improving learning in MOOCs through peer feedback: How is learning improved by providing and receiving feedback?
Jiao, Jianli; Yang, Yuqin; Zhong, Hongrui; Ren, Gaimei; et al.
As the "campus tsunami'' that is purportedly poised to change the face of higher education. Peer assessment has been adopted as a strategy to stimulate students' active engagement in learning in MOOCs. While it is ...
Match: mooc
Demographic shifts in educational demand and the rise of alternative credentials
Fong, Jim; Janzow, Peter; Peck, Kyle
To thrive in today’s fast-evolving job market, students need flexible ways to quickly develop and demonstrate new skills. Alternative credentialing helps solve this problem.
UPCEA and Pearson surveyed 190 ...
Match: mooc
Extending the MOOC footprint: Supporting capacity building in India
Wolfenden, Freda; Cross, Simon; Henry, Fiona
This paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple ...
Match: mooc
Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course
Cross, Simon; Whitelock, Denise
The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This ...
Match: mooc
Architecture of a MOOC: Analytics
Prabhakar, T V
Week 2: Architecture of a MOOC, module 5 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, ...
Match: mooc
The Open Translation MOOC: Creating online communities to transcend linguistic barriers
Beaven, Tita; Comas-Quinn, Anna; Hauck, Mirjam; de los Arcos, Beatriz; Lewis, Timothy
One of the main barriers to the reuse of Open Educational Resources (OER) is language (OLnet, 2009). OER may be available but in a language that users cannot access, so a preliminary step to reuse is their translation ...
Match: mooc









