obhe.ac.uk Report : Visit Site

Technical data of the obhe.ac.uk

Geo IP provides you such as latitude, longitude and ISP (Internet Service Provider) etc. informations. Our GeoIP service found where is host obhe.ac.uk. Currently, hosted in United Kingdom and its service provider is Compatriot Holdings Ltd .

the related websites

oecd-ilibrary.org qaa.ac.uk thepienews.com pandora-asia.org obhrc.org.uk phaidon.com notivate.org smythson.com beyond2015.org atu-uat.org somersetconsults.org.uk iapb.org redhat.com cisco.com nydart.org 

HTTP Header Analysis

HTTP Header information is a part of HTTP protocol that a user's browser sends to called ??? containing the details of what the browser wants and will accept back from the web server.

DNS

HtmlToText

member login close username: password: become a member your basket is empty -- who we are about the observatory advisory board who we are media mentions testimonials our global network what we do consultancy services resources & services publish with us publications publications news analysis events forthcoming events past events conference presentations news archive news archive how to join subscription & renewal rates free trial subscription benefits join the observatory pay / renew subscriptions search forthcoming report! whatever happened to online learning? lessons from country case studies preview of forthcoming obhe report 2018 global forum! a global forum on student well-being and outcomes in education our 2017 ibc report! international branch campuses: success factors of mature ibcs 2017 the obhe & c-bert of suny, albany & pennsylvania state university headline findings our obhe forthcoming report! our analysis our reports & archive whatever happened to online learning? lessons from country case studies preview of our forthcoming report introduction the observatory’s remit is a big one- the multitude of transnational higher education models, the plethora of commercial players active in the sector, and the complexities of online learning. this “borderless” higher education is dynamic, exciting and interrelated but can become unwieldy. moreover, obhe attempts to cover developments worldwide. in 2017, we paid particular attention to online learning and blended learning. we conducted a series of country case studies- twelve of which are already available on our site- which will culminate in a summary report this spring. definition and methodology our definition of online learning is broad, encompassing fully online degree programmes as well as blended and hybrid models; and online delivery as a component of conventional campus courses. we are interested in online learning offered by mainstream universities and colleges, but also the activities of other kinds of providers. online learning is the latest form of distance and open learning, which has a long history in many parts of the world. in many countries, data about online higher education is patchy, intelligence about activity fragmented, and many trends nascent, but that is precisely why cross-country comparisons and observatory analysis is needed. observatory staff and associates sift available government and other data, and scan reports and media coverage. so far we’ve published case studies on: china, egypt, england, india, malaysia, mexico, saudi arabia, south korea, spain, sub-saharan africa, united arab emirates, and the united state of america additional country case studies will be included in the final report. preview of findings twenty year on from the dotcom boom and bust, when online learning went from disruptive darling to over-hyped has-been, what is the sum total of this innovation today? the promise that new technology could dramatically widen access to higher education, enhance the student experience and lower costs was bold but reality proved more complicated. among the countries looked at so far, five categories emerge: distance, not online . large distance learning sector with little or no use of online learning beyond some mooc enthusiasm (e.g. egypt, india) marginal . strong growth in campus enrolment, with some online elements. most distance learning is blended with in-person study centres (e.g. saudi arabia, uae) blurred growth . a poorly defined combination of informal, distance and online learning enrolment continues to out-perform the overall market (e.g. mexico, spain) clear growth . a clear online distance learning sector continues to out-perform the overall market (e.g. united states) peaked/decline . online enrolment growth has been at the expense of the national distance university. online enrolment is peaking or is in decline (e.g. england, south korea) what is common to all the countries considered so far is that online distance learning has yet to command more than 15% market share, implementation of online elements as part of a face-to-face experience is uneven, multifarious and hard to track within and between institutions, and online learning has little to no association with cost or price reduction. moreover, outcomes data for online students is rarely reported at institutional or national level, but what data there is tends to position online learning outcomes as below average. the value proposition of online degrees quickly defaults to little more than flexibility and convenience. but while it is fair to say that the big promises of online learning have generally speaking not come to fruition, the access, quality and cost challenges of higher education globally have not gone away. at this stage in our work, obhe forecasts three scenarios: scenario 1 : online as supplement . on this scenario, the future of online learning looks like the past. the technology adds useful functionality but supplements rather than transforms the conventional classroom. a relatively small minority of students study fully online, driven by pragmatism rather than a conviction that the experience is inherently superior. scenario 2 : online as revolution (finally). looking back, the mistake made by early advocates of online learning was timing not substance. first generation online was too limited but the capabilities of today and tomorrow- high performance two-way video, adaptive learning and simulations- transcend the shortcomings of routine in-person learning. scenario 3 : online is not the point. the line between technology and pedagogy is blurred. delivery mode can be a vehicle for pedagogy and shape it, but it is sound, purposeful pedagogy that fosters learning, not delivery mode alone. many studies have concluded that a combination of in-person and online learning produces the best results, with pedagogy leading the way. to gain access to our summary report and articles, which are exclusive to obhe subscribers become a member or contact [email protected] for more details. join the conversation online www.obhe.org @obhe www.linkedin.com/in/theobhe/ printable flyer 21 june 2018 higher education in the uae: agent of change for a shifting economy? dr. christopher hill, research associate, obhe; associate professor, faculty of education, the british university in dubai rachael merola, senior researcher, obhe the uae government is striving to enhance the employability of higher education (he) graduates, and the workforce in general, in anticipation of a more diversified, competitive and automated economy. transnational education (tne)- provided by the numerous foreign universities operating in the emirate- are seen as part of the solution, but must navigate local and cultural norms and balance domestic and international students. domestic institutions are also launching initiatives to create a better educated workforce. this article explores how he initiatives are helping the nation transition to a more diversified economy. full article available for members. 29 may 2018 ambition meets measurement: is malaysia’s education blueprint 2015-2025 delivering its education promises? rachael merola, sr researcher, obhe malaysia has established itself as one of the most dynamic and international higher education systems in the world. in part, this is the result of explicit goals set forth and outcomes measured in the country’s higher education (he) plans. these are laid out in the malaysia education blueprint 2015-2025, recently modified for better alignment with new national and international requirements. the blueprint notes it is imperative that malaysia compare its education system against international benchmarks to keep up with other nations’ development, and tracks outcomes in its annual report. how has the plan hastened malaysia’s ascent to one of the most internationalized education systems in the world? what do the 2018 modifications entail? full article ava

URL analysis for obhe.ac.uk

http://www.obhe.ac.uk/who_we_are/our_global_network
http://www.obhe.ac.uk/what_we_do/news_archive/_news_archive
http://www.obhe.ac.uk/how_to_join/benefits_of_subscribing
http://www.obhe.ac.uk/what_we_do/events/conference_presentations
http://www.obhe.ac.uk/what_we_do/events/past_events
http://www.obhe.ac.uk/what_we_do/news_articles_reports/ibcpublications
http://www.obhe.ac.uk/what_we_do/publish_with_observatory
http://www.obhe.ac.uk/how_to_join/
http://www.obhe.ac.uk/who_we_are/about_the_observatory
http://www.obhe.ac.uk/who_we_are/who_we_are
http://www.obhe.ac.uk/what_we_do/news_articles_reports/201
http://www.obhe.ac.uk/who_we_are/our_global_network
http://www.obhe.ac.uk/who_we_are/advisory_group
http://www.obhe.ac.uk/documents/view_details?id=1035
http://www.obhe.ac.uk/account/login
gold.ac.uk
nottingham.ac.uk
acu.ac.uk
liv.ac.uk
derby.ac.uk
ucl.ac.uk
northumbria.ac.uk
kingston.ac.uk
city.ac.uk
westminsterforumprojects.co.uk

Whois Information

Whois is a protocol that is access to registering information. You can reach when the website was registered, when it will be expire, what is contact details of the site with the following informations. In a nutshell, it includes these informations;

No such domain ac.uk


  REFERRER http://www.nominet.org.uk

  REGISTRAR Nominet UK

SERVERS

  SERVER ac.uk.whois-servers.net

  ARGS ac.uk

  PORT 43

  TYPE domain

  REGISTERED no

DOMAIN

  NAME ac.uk

NSERVER

  NS0.JA.NET 128.86.1.20

  NS4.JA.NET 193.62.157.66

  NS1.SURFNET.NL 192.87.106.101

  NS2.JA.NET 193.63.105.17

  AUTH03.NS.UU.NET 198.6.1.83

  WS-FRA1.WIN-IP.DFN.DE 193.174.75.178

  NS3.JA.NET 193.63.106.103

Mistakes

The following list shows you to spelling mistakes possible of the internet users for the website searched .