Interaction in Distance Education and Online Learning: Using Evidence and Theory to Improve Practice

2012 ◽  
pp. 49-69 ◽  
Author(s):  
Philip C. Abrami ◽  
Robert M. Bernard ◽  
Eva M. Bures ◽  
Eugene Borokhovski ◽  
Rana M. Tamim
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Improve Practice

Interaction in distance education and online learning: using evidence and theory to improve practice

2011 ◽  
Vol 23 (2-3) ◽  
pp. 82-103 ◽  
Author(s):  
Philip C. Abrami ◽  
Robert M. Bernard ◽  
Eva M. Bures ◽  
Eugene Borokhovski ◽  
Rana M. Tamim
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Improve Practice

Pros and cons of distance education during the coronavirus

2021 ◽  
pp. 86 (160)-95 (167)
Author(s):  
Elena Ismailovna Bashmakova
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
English Version ◽  
Remote Education ◽  
Teachers And Students ◽  
Pros And Cons ◽  
Coronavirus Infection ◽  
Learning Development

The article presents an overview of the positive and negative aspects of distance education for teachers and students in the period of coronavirus infection and identifies the problems and main directions of online learning development. English version of the article on pp. 160-167 is available at URL: https://panor.ru/articles/pros-and-cons-of-remote-education-during-the-coronavirus-pandemic/65458.html

scholarly journals Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Rapid Growth ◽  
Teaching And Learning ◽  
Church Membership ◽  
Educational Practices ◽  
Brigham Young University ◽  
Secular Education ◽  
Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

scholarly journals Exploration of Application Mode of MOOC-based Distance Education Mode in Digital Illustration

2016 ◽  
Vol 11 (09) ◽  
pp. 61
Author(s):  
Mei Zou
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Computer Technology ◽  
Control Experiment ◽  
Independent Study ◽  
Classroom Teaching ◽  
Teaching Mode ◽  
Teaching Resources ◽  
Application Mode ◽  
Learning Platforms

with continuous development of computer technology, online learning also becomes a new trend. MOOC-based distance education mode can meet students’ demand for superior teaching resources and offers help for students to carry out independent study and for teachers to change classroom teaching mode. This paper started from development status of MOOC and distance education to construct MOOC platform and design MOOC-based distance education mode. Then, control experiment was adopted to explore the application effect of such mode in Digital Illustration and analyze teaching effect differences of MOOC platform, and existing online learning platforms. The conclusion offers certain reference for further promoting MOOC-based distance education mode.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Cheuk Fan Ng
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Conceptual Model ◽  
Physical Environment ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Online Distance Learning ◽  
Online Distance

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

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