Search for Effective Distance Learning in Developing Countries Using Multimedia Technology

2010 ◽  
pp. 253-259
Author(s):  
Sagarmay Deb
Keyword(s):  
Developing Countries ◽  
Distance Learning ◽  
Multimedia Technology ◽  
Effective Distance

Higher Education in Developing Countries

2018 ◽  
pp. 18-39
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Distance Learning ◽  
Developing World ◽  
Higher Education Institutions ◽  
International Standards ◽  
Global Knowledge ◽  
Economic Activities ◽  
Challenges And Opportunities ◽  
Open And Distance Learning

Due to globalization of economic activities and increased scope of higher education, higher education has become a priority agenda for countries around the globe. In order increase opportunities of higher education, institutions of higher education must enhance their quality and access through open and distance learning while following national and international standards. For developing countries, higher education opportunities through open and distance learning are important for economic prosperity and participation in global knowledge economy. Globalization has created numerous challenges and opportunities for higher education. These challenges are more significant for developing countries because of limited resources. At the same time, meeting these challenges is a top priority of developing world. This chapter examines numerous challenges faced by higher education in developing countries. The chapter also discusses how higher education institutions in developing world can use open and distance learning to cope up with these challenges.

Distance Learning and Educational Technology in Malaysia

2011 ◽  
pp. 641-653
Author(s):  
Habibah Lateh ◽  
Arumugam Raman
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Educational Technology ◽  
Distance Learning ◽  
Education System ◽  
Peninsular Malaysia ◽  
The Other ◽  
South East Asia ◽  
Kuala Lumpur ◽  
Sabah And Sarawak

Malaysia, in comparison to some of the other countries in South East Asia, is relatively small, with a size of 329,750 km2 and a population of 25.45 million (first quarter of 2004). Yet, the country, which comprises the peninsular Malaysia, Sabah, and Sarawak, is undoubtedly one of the most rapidly developing countries in the region. Figure 1 shows Malaysia’s capital Kuala Lumpur and important cities. This article discusses mainly the institutions in Malaysia offering distance education (DE) using educational technology, and it identifies the front line for the educational technology concern. In order to get a clear picture about Malaysian distance education, the reader must understand the Malaysian education system generally.

scholarly journals A multimedia approach to ODL for agricultural training in Cambodia

2013 ◽  
Vol 14 (1) ◽  
pp. 222 ◽  
Author(s):  
Helena Grunfeld ◽  
Maria Lee Hoon Ng
Keyword(s):  
Developing Countries ◽  
Distance Learning ◽  
Formal Education ◽  
Training Methods ◽  
Face To Face ◽  
Post Conflict

<p>Open distance learning (ODL) has long been an important option for formal and non-formal education (NFE) in most developed and developing countries, but less so in post-conflict countries, including Cambodia. However, in Cambodia there is now greater awareness that ODL can complement traditional face-to-face educational approaches, particularly as there is a shortage of teachers in the country. Thus, understanding how ODL can achieve learning and other objectives has important implications for both formal education and NFE. If it can be found to be effective, ODL has the potential of reaching a large number of people at comparatively lower average costs. This paper reports on a project where the same content was taught to farmers in Cambodia via traditional face-to-face and via ODL and compares outcomes between the different training methods. Exploring the extent to which farmers had adopted new farm practices taught in the course, our results indicate that the outcomes did not vary considerably between those trained using the different approaches.</p>

scholarly journals Problems of quality of distance learning online

2021 ◽  
Vol 5 (S4) ◽  
pp. 2439-2443
Author(s):  
Kuldashev Muhammad ◽  
Mukumova Muslima Ziyadullayevna ◽  
Sadikova Yorkinoy Salijonovna ◽  
Mirzayev Djasur Jaxonovich ◽  
Mirzayeva Maftuna Hamidjon Qizi
Keyword(s):  
Distance Learning ◽  
Learning Experience ◽  
Effective Interaction ◽  
Online Course ◽  
Effective Distance ◽  
Course Content ◽  
Assessment Techniques ◽  
Key Issues

From this paperwork we see distance learning and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice, however, the combination often falls short of what it attempts to accomplish. Some of the shortcomings are due to problems with the technology; others have more to do with administration, instructional methods, or students. Being positively motivated to take an online course of study, they, nevertheless, face a number of challenges while learning at a distance. These involve low self-organization, lack of control on the instructor’s side, lack of effective interaction, and a sense of isolation, which decrease their satisfaction with an online learning experience.  These findings prove the thesis that to be highly successful and effective distance learning requires considerable attention and commitment on the part of faculty. The role of faculty is manifested in the way the instruction is designed and delivered as well as in the faculty's ability to incorporate relevant course content with the emphasis on student support, interaction and assessment techniques as these are the key issues in effective distance learning.

scholarly journals 414 Biotechnology in Agriculture: A Multimedia Approach to Problem-based Learning and Distance Learning

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 464D-464
Author(s):  
S.L. Kitto ◽  
L. Griffiths ◽  
J. Pesek ◽  
E. Mackenzie ◽  
K. Bauer
Keyword(s):  
Distance Learning ◽  
Real Time ◽  
Problem Based Learning ◽  
Traditional Students ◽  
Traditional Classroom ◽  
The Internet ◽  
Multimedia Technology ◽  
Actual Knowledge ◽  
Student Groups ◽  
Time Distance

In 1997, we added distance students to a traditional, classroom-taught biotechnology course. To reach distance students, we used a multimedia approach: lectures via videotapes and problem-based learning exercises (PBL) via the Internet. About a third of the course was taught using PBL. The major challenge of the course was to teach the PBL segments to distance and traditional students working in groups. We explored ways to use multimedia technology that would allow distance students to participate in the PBL segments of the course. To assess the effectiveness of the methods used in this project, we compared the distance students with traditional students using measures of perceived and actual knowledge of biotechnology. The student–student interactive PBL segments were challenging because the traditional students were working in “real time” and the distance students were working in “distance time.” Distance students did as well as in the course as traditional students; however, management of groups composed of distance and traditional students was challenging. PBL could probably be used more effectively and successfully with student groups composed solely of distance students.

Sign in / Sign up

Export Citation Format

Share Document