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RISS 인기검색어
- 검색키워드
- 저자 : Randrianasolo, Sara (검색결과 2 건)
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The Role of Public Institutions in Rural Development in Korea: Lessons for Madagascar
Randrianasolo, Fenolalaina Barinjanahary Natacha 경희대학교 국제대학원 2018 국내석사
The rural development has been recognized as the main activity in developing countries as it engages around 70% of the population. However, despite its significant role, rural development is facing challenges and obstacles in least developed countries especially in Madagascar. But, former poor countries have successfully achieved the betterment of rural areas as in the case of Korea. Therefore, the aim of this study is to investigate the approaches taken by Korea to achieve its rural development. Studies show that factors such as government support through public institutions have contributed to rural development, and it constitutes impediments to development in Madagascar. Certainly, the Korean experience would be useful for Madagascar, and its approaches could be adopted.
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Randrianasolo, Sara Purdue University 2013 해외박사(DDOD)
This project focuses on the design of an online version of Purdue University's English 10600-I, First Year Composition for International Students course. In order to determine the curriculum design approach that would be most likely to lead to student success, a thorough investigation into all relevant aspects of distance education was conducted. This involved approaching the subject matter from both theoretical and pragmatic perspectives. Literature pertaining to the history of distance education, the role of interaction in online learning, and the various categories of online interaction were reviewed. It was found that interaction is an important and necessary element in online learning. Yet, as Garrison and Cleveland-Innes noted in the title of their 2005 article, "interaction is not enough." Instead, Garrison, Anderson, and Archer proposed the Community of Inquiry (CoI) framework as a theoretical basis for distance education environments. At its core is the intersection of three types of online presence: social presence, teaching presence, and cognitive presence. Each of these three elements is discussed in detail, including how they function both independently and interdependently to create a CoI. Since CoI has been linked to both student satisfaction and success, it was chosen as the theoretical basis for the online version of English 10600-I. It is hoped that the master course developed herein will be piloted by Purdue's Department of English. If utilized, future English 10600-I instructors could use the curriculum as a framework for their courses, expounding upon it as desired.
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