Distance Learning in the 21st Century

V-Learning ◽  
2009 ◽  
pp. 1-15 ◽  
Author(s):  
Leonard A. Annetta ◽  
Elizabeth Folta ◽  
Marta Klesath
Keyword(s):  
Distance Learning ◽  
21St Century

scholarly journals Inovasi Pembelajaran Elektronik dan Tantangan Guru Abad 21

2018 ◽  
Vol 2 (1) ◽  
pp. 10
Author(s):  
Ferdinandus Bele Sole ◽  
Desak Made Anggraeni
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Prospective Teachers ◽  
School Teacher ◽  
Educational Innovations ◽  
Electronic Learning ◽  
Technological Advances ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Prospective Educators

[Title: Electronic Learning Innovations and 21st Century Teacher Challenges]. The development of information technology that is very rapid in this century has a very significant impact on the world of education, where, the process of transition from the age of industrialization to the age of knowledge requires every field in life to change very quickly and must be able to adapt quickly. Entering the 21st-century technological advances have entered into various aspects of life, including education. Teachers and students, lecturers and students, educators and students are required to have the ability to teach in this 21st century. A number of challenges and opportunities must be faced by students and teachers in order to survive in the age of knowledge that is coloured by the emergence of various educational innovations. One innovation that is developing quite rapidly is electronic learning (electronic learning) or e-learning. E-learning is distance learning (distance learning) that utilizes computer technology, computer networks and/or the internet. This electronic learning innovation allows learners to learn through computers in their respective places without having to physically go to attend classes/lectures in class. Therefore, educators and prospective educators in the 21st century need to be prepared to be able to adapt to the development of science and technology. Teacher Training Institute (LPTK) as an institution producing prospective educators/teachers needs to equip teachers and prospective teachers to skillfully use technology, especially ICT, because of the challenges of future teachers related to ICT. In an effort to prepare prospective teachers entering the 21st century, STKIP Weetebula as one of the LPTKs in Indonesia seeks to equip its students by including e-learning courses in the curriculum of elementary school teacher education study programs (PGSD).

scholarly journals Distance Learning: Responsibilities and Challenges Facing Educators in the 21st Century

2015 ◽  
Vol 6 (4) ◽  
pp. 11-14
Author(s):  
Karim El Hiani
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Outstanding Contribution ◽  
Roles And Responsibilities ◽  
The Status ◽  
University Level ◽  
The University

The emergence of distance learning has brought to the fore new responsibilities and challenges that must be taken into consideration by educators especially at the university level (White, 2003; Larreamendy-Joerns & Leinhardt, 2006). Thus, two main questions might need to be risen: what are the new roles of educators with regard to distance learning? Also, what are the challenges that face educators in distance learning? Hence, the present paper goes through the new roles and responsibilities that distance learning educators need to bear in mind to make an outstanding contribution in the learning process. Basically, educators are in dire need of the use of new mediums and skills. Additionally, this paper deals with the main challenges facing educators in the area of distance learning. The emergence of the latter comes not to be free of some constraints including issues related to planning, teaching, and evaluating. Raising an explicit awareness towards these responsibilities and challenges plays a tremendous role in promoting the status of distance learning. This paper provides beneficial implications for educators, curriculum designers, and stakeholders in that it provides a good platform to reconsider serious issues related to distance learning education.

Distance Learning in 21st Century Education

2011 ◽  
pp. 711-719
Author(s):  
Caroline Howard ◽  
Richard Discenza ◽  
Murray Turoff
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Cell Phones ◽  
Colleges And Universities ◽  
21St Century Education ◽  
Knowledge And Skills ◽  
Teaching Tools ◽  
Tools And Techniques ◽  
Traditional Approaches

Colleges and universities around the country are scrambling to keep pace with the innovations in technology to engage a generation of students that come to campus with laptops, camera cell phones, and the knowledge and skills on how to use Google. Some professors make available course websites while others use podcast lectures, but these are often considered experimental. Many of these tools and techniques aim to revolutionize the learning process, however, many faculty and students worry that these advances are just distracting from the material and from time tested methods of teaching. Since no one understands the full impacts of these teaching tools or about their long range effectiveness, for now, colleges and universities are engaged in a beta test to determine how technologies will co-exist with or replace the traditional approaches. The challenge of each innovation is that it must be carefully measured against the successes of the traditional approaches.

A Futurist Approach for Open and Distance 21st Century Learners

2018 ◽  
pp. 281-291
Author(s):  
Aysun Güneş ◽  
Harun Bozna
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
21St Century ◽  
Face To Face ◽  
Wearable Technologies ◽  
Meaningful Information ◽  
Open And Distance Learning ◽  
21St Century Learners ◽  
Future Of Education

The future of education is being shaped today. The learners of 21st Century have many options to reach information. Accessing information is not that difficult as that of the past. Today's individuals can readily access meaningful information even from their wearable technologies like smart watches or glasses. A redefinition for education is inevitable in this age of technology and at this point open and distance education is one spearhead compared to face-to-face education. Open and distance learning gives the learners of 21st Century the chance to make use of the technologies of today as well. This chapter aims to draw an outline about the learners of the 21st century, their innate skills, the learning environment they are in and how to benefit from open and distance education in 21st Century.

Distance Learning From Itinerant Teachers to Cloud-Based Technologies

2021 ◽  
pp. 855-869
Author(s):  
Linda D. Grooms
Keyword(s):  
Distance Learning ◽  
21St Century ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Opportunities ◽  
Distance Teaching ◽  
Current State ◽  
Nature Of Technology ◽  
Itinerant Teachers ◽  
State Of Affairs

The knowledge explosion, the increased complexity of human life, and the ubiquitous, 24/7 nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and platforms of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance teaching and learning continues to multiply at unprecedented rates. While historically traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today's learners eagerly embrace the rapidly expanding cloud-based technologies of the 21st century, offering a plethora of informational and educational opportunities. With this exponentially expanding global educational landscape, one must question what exactly distance teaching and learning is, how it has evolved, what the current state of affairs is, and what we anticipate in the future?

scholarly journals Utilization of Microsoft Office 365 at Jatiluhur 3 Elementary School

2020 ◽  
Vol 3 (3) ◽  
pp. 1427
Author(s):  
Dwi Purwanti
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
21St Century ◽  
Teaching Competencies ◽  
Face To Face ◽  
The World ◽  
Face To Face Learning ◽  
Microsoft Office ◽  
And Function ◽  
Technology In Learning

<p><em>The pandemic that hit the country of Indonesia brought changes in all sectors. Including the world of education. Face-to-face learning is forced to shift to distance learning. This is a challenge for educators and students. Especially for educators, creativity is required in distance learning. The pandemic that occurred in the 21st century demands that teachers be more professional, must not be blind to technology, and must be able to apply and adapt technology in learning. The fact is that not all teachers are technology literate. Therefore it is necessary to conduct training or increase in technology-based teaching competencies. The focus of this study is: 1) The concept and function of Microsoft office 365 in learning; (2) the use of Microsoft Forms and Sway in teaching at Jatiluhur 3 elementary school. The results of the study include: (1) Microsoft Office 365 has various features that are very supportive of learning; (2) The six teachers at Jatiluhur 3 elementary school have used Microsoft Office 365 with the Microsoft form and sway features.</em></p>

scholarly journals EDUCAÇÃO A DISTÂNCIA E O EDUCADOR DO SÉCULO XXI

2018 ◽  
Vol 7 (2) ◽  
pp. 43
Author(s):  
Welyda de Lucena Brasil ◽  
Maria do Socorro Ferreira Osterne
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
21St Century ◽  
Learning Process ◽  
Communication Technologies ◽  
Quality Education ◽  
Design Quality ◽  
The World ◽  
Teaching Learning

Muitos são os embates acirrados nas academias que se posicionam contra (ou a favor) da educação à distância, sem ao menos um debruçar teórico-metodológico-prático sobre os limites e possibilidades que esta modalidade pode ocasionar no processo de ensino-aprendizagem. Assim este trabalho tem como objetivo, através de uma pesquisa bibliográfica, verificar como a educação a distância está sendo percebida pelos estudiosos na literatura, para isto, autores como Belloni(2001), Demo(2007), Morin(2001), Fróes(1999); Gouvêa (2006), dentre outros, foram lidos e suas ideias apresentadas. Para melhor entendermos essa modalidade, tratamos de sua historicidade, origem, limites e possibilidades, datas e acontecimentos marcantes no mundo e no Brasil, em seguida, algumas colocações sobre a função dos educadores e/ou tutores e orientadores, e como os profissionais dessa modalidade entendem o processo ensino-aprendizagem, para que ao ensinar verdadeiramente aconteça o aprender. Outra questão importante abordada neste artigo é a linguagem das tecnologias de comunicação como um dos fatores que influenciam a performance do educador nesta modalidade de ensino. Conclui-se que o ensino a distância não é algo novo e não deve ser analisado por atitudes maniqueístas, ou seja, como algo totalmente bom ou totalmente ruim. Há necessidade de competência(s) para se desenhar um ensino de qualidade, seja à distância, ou não, para não se oferecer apenas “perfumarias” baratas para serem comercializadas, pois cada vez mais a educação está sendo um direito inalienável e essencial para a sociedade. DISTANCE EDUCATION AND THE EDUCATOR OF THE 21ST CENTURY ABSTRACT Many are the conflicts in the academies that oppose (or favor) distance education, without at least a theoretical-methodological-practical approach to the limits and possibilities that this modality can cause in the teaching-learning process. Thus, this work aims, through a bibliographical research, to verify how distance education is being perceived by scholars in the literature, for this, authors such as Belloni (2001), Demo (2007), Morin (2001), Fróes (1999) ); Gouvêa (2006), among others, were read and their ideas presented. In order to better understand this modality, we deal with its historicity, origin, limits and possibilities, dates and events in the world and in Brazil, then some positions on the role of educators and / or tutors and counselors, and how the professionals of this modality understand the teaching-learning process, so that when teaching truly happens, learning happens. Another important issue addressed in this article is the language of communication technologies as one of the factors that influence the performance of the educator in this modality of teaching. It is concluded that distance learning is not something new and should not be analyzed by Manichean attitudes, that is, as something totally good or totally bad. There is a need for competence (s) to design quality education, whether at a distance or not, so as not to offer only cheap "perfumeries" to be marketed, since education is increasingly an inalienable and essential right for the society.

scholarly journals A few remarks on the axiology of university work

2018 ◽  
Vol 21 (6) ◽  
pp. 49-57
Author(s):  
Wojciech E. Zieliński
Keyword(s):  
Distance Learning ◽  
Moral Responsibility ◽  
21St Century ◽  
Special Form ◽  
The Third ◽  
Academic Teacher

This article is a reflection on selected aspects of the axiology of work at a university. It consists of three parts. In the first one, the author considers the problem of uncertainty of knowledge, a typical state in science at the turn of the 20th into the 21st century. This is followed by an attempt at analysing its influence upon the quality of university activities. The second part concentrates on a special form of education—distance learning, which seems to result in increasing discrepancy between the content of the transmitted message and the moral situation of its recipient, especially in the field of humanities. In the third and last part, the author discusses the need for axiological transmission of ideas and the moral responsibility of an academic teacher. In these deliberations, the author refers to the works of the historian of science, e.g. Dolby, the philosophers and historians of the society such as Habermas, Popper, Znaniecki and Ossowski, and the theologian, Newman.

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