Key points are not available for this paper at this time.
Purpose: This study examined distance education models and practices in two types of universities, i.e., overseas teacher education universities and domestic general universities, to develop strategies for improving distance education in an elementary teacher education university in South Korea. Methods: We conducted in-depth case studies of distance education in five universities (two overseas and three that were domestic) and compared the data to one in a domestic teacher education university in terms of material requirements, systems and services, and support for university member competency. Results: We found considerable variations in terms of pedagogical philosophies, curriculum structures, academic administrations, and platform-based special programs. For example, the overseas teacher education universities highlight the quality and quantity of learning, paying less attention to the length of the lectures. It is also notable that the domestic general universities take into account students’ educational welfare and provide various forms of distance education to facilitate students’ flexible management of time and space. Conclusion: The findings suggest that the elementary teacher education university should adopt more student-centric distance education methods and foster interactions, which underscores the need for financial supports and intercollegial communication.
Sung et al. (Sat,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: