scholarly journals International, Collaborative and Online Education of LIS-students – A Step to the Future?

2014 ◽  
pp. 319-326 ◽  
Author(s):  
Eliane Blumer ◽  
Markus Hennies ◽  
René Schneider
Keyword(s):  
Online Education ◽  
The Future ◽  
International Collaborative

scholarly journals e-Learning: An Uphill to Reshaping Learning in Dentistry in India in the COVID-19 Pandemic Era

2021 ◽  
Author(s):  
Teena Sheethal Dsouza ◽  
Mithra N. Hegde ◽  
Kelvin Peter Pais
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Review Article ◽  
The Future ◽  
Academic Courses ◽  
E Learning

AbstractThe sudden outbreak of the coronavirus disease 2019 pandemic has compelled universities worldwide to implement strategies for resuming academic courses by transferring some courses to a virtual modality. e-Learning has provided an excellent platform for education during this crisis. This review article discusses the various aspects of e-learning process that have to be considered before implementation, and the strengths and flaws of online education during this pandemic. It also sheds light on the necessary actions required to enhance the efficiency of e-learning in the future.

scholarly journals Using 21st Century Technology In Online Business Education

2011 ◽  
Vol 5 (12) ◽  
Author(s):  
Susan Silverstone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Virtual Classroom ◽  
Online Discussions ◽  
Font Size ◽  
The Future ◽  
National University

<p class="Default" style="text-align: justify; margin: 0in 0in 0pt;"><span style="font-family: Times New Roman;"><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">The challenges for education in the 21<sup><span style="position: relative; top: -4pt; mso-text-raise: 4.0pt;">st </span></sup>century are fundamentally the same as they were in each of the past centuries &ndash; holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today&rsquo;s students are techno-savvy and may be considered the &ldquo;Wi-Fi Generation.&rdquo; In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University&rsquo;s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint</span><span style="font-size: 10pt; mso-bidi-font-style: italic;">&reg; </span><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University&rsquo;s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. </span><span style="font-size: 9.5pt;">Overall, the students appear to thoroughly enjoy this addition of topical and &ldquo;live&rdquo; learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material. </span></span></p>

scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

Planning for the Future

2004 ◽  
pp. 276-308
Author(s):  
Lynnette R. Porter
Keyword(s):  
Online Education ◽  
Academic Standards ◽  
Traditional Schools ◽  
Education Programs ◽  
Big Business ◽  
The Future

Online education is big business. Some virtual and traditional schools have closed their online education programs when they did not produce profit or remain manageable. With the introduction of more commercial vendors into what primarily had been an academic market, administrators have to ensure that not only do their programs meet students’ needs and high academic standards, but also can be competitive in an increasingly crowded market.

scholarly journals The Scaled Arrival of K-12 Online Education: Emerging Realities and Implications for the Future of Education

2013 ◽  
Vol 193 (2) ◽  
pp. 51-60 ◽  
Author(s):  
James D. Basham ◽  
Sean J. Smith ◽  
Diana L. Greer ◽  
Matthew T. Marino
Keyword(s):  
Online Education ◽  
The Future ◽  
K 12 ◽  
Future Of Education

scholarly journals Contemporary Education Research—Online Education from the Perspective of Teachers

2021 ◽  
Vol 4 (12) ◽  
Author(s):  
Qianyi Ding
Keyword(s):  
Education Research ◽  
Online Education ◽  
Development Process ◽  
Classroom Teaching ◽  
Advantages And Disadvantages ◽  
The Future ◽  
Contemporary Education

This paper examines the development process of online education, the advantages and disadvantages of online education from the perspective of teachers, proposes on how teachers should transform in order to adapt to online education from the perspective of classroom teaching, and finally gives thoughts on the future and application of online education.

scholarly journals The evolution of online education for sports coaches: A tennis perspective

2016 ◽  
Vol 24 (68) ◽  
pp. 31-33
Author(s):  
Richard Sackey-Addo ◽  
Javier Pérez Camarero
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Coach Education ◽  
The Future ◽  
Learning Platforms ◽  
Sports Coaches ◽  
Education Courses

This article looks at how modern coach education has progressed with the development of more resources and online learning platforms dedicated to informal and distance-learning based courses for coaches and what the effects of this means for the future of coach education courses for coaches and tutors.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

Sign in / Sign up

Export Citation Format

Share Document