Distance-Learning - Challenges, Successes & Changing How We Teach: Building "Community" in Internet Courses

2001 ◽  
Author(s):  
Randall E. Osborne
Keyword(s):  
Distance Learning ◽  
Learning Challenges ◽  
Building Community ◽  
Internet Courses

scholarly journals Quality Assurance of Online and Distance Learning Education for SAARC Region during Covid-19 Situation

2021 ◽  
Vol 4 (2) ◽  
pp. 507-519
Author(s):  
Muhammad Zia-ur- Rehman ◽  
Asif Mahmood ◽  
Maria Zia
Keyword(s):  
Quality Assurance ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Survey Techniques ◽  
Learning Challenges ◽  
Quality Assurance Mechanism ◽  
E Learning ◽  
Ict Infrastructure ◽  
Second Wave

The outbreak of second wave of COVID-19 pandemic has again halted routine life of normal citizen across the globe. The nature always support the change for better future and covid-19 has provide chance to change challenges into opportunities. This study is sought to examine post Covid-19 effects on ICT infrastructure for e-learning education and its quality assurance mechanism in SAARC countries. This research is descriptive in nature and use comparative analysis of numerous challenges faced by SAARC member countries for implementation of E-learning. Challenges and limitation are also brush-up for further refinement in future in these areas. Future researchers may conduct survey techniques in explanatory research on implementation of ICT infrastructure of SAARC region countries. SAARC member countries may take lead from this study to address challenges and their solutions for development and implementation of E-learning.

scholarly journals Facing Challenges of Covid-19: The Perspective of China and Ethiopia Educational Institutions

2021 ◽  
Vol 6 (1) ◽  
pp. 62
Author(s):  
Chen Chang ◽  
Getaye Aytenew
Keyword(s):  
Distance Learning ◽  
Review Paper ◽  
Review Literature ◽  
Educational Institutions ◽  
Academic Institutions ◽  
Learning Challenges ◽  
The World ◽  
The Status ◽  
E Learning ◽  
Learning Platforms

<p>Concerning the fast spread of COVID-19, countries all over the world have closed academic institutions to stop the pandemic. It is now apparent that students and teachers require other options that have to be more versatile, easily accessible, and support the current technologies and conditions to face the unpredictable future. From the review, literature disclosed that universities throughout the globe are establishing and implementing electronics learning platforms as a basic need in academic institutions. This manuscript aimed to assess the status of electronics learning in China and Ethiopian educational institutions to counter the challenges of the closure of schools because of the outbreak of the pandemic. The paper highlights concerning e-learning in the sense of China and Ethiopia, e-learning challenges, and successful experiences. This review paper also suggests educators use e-learning and distance learning as a necessity to advance learning, particularly during this pandemic season.</p>

scholarly journals Accounting Chairpersons Compare Distance Learning Delivery Methodologies

2011 ◽  
Vol 20 (4) ◽  
Author(s):  
Gary Saunders
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Interactive Television ◽  
Traditional Learning ◽  
The Internet ◽  
American Higher Education ◽  
Delivery Vehicles ◽  
Educational Paradigm ◽  
E Mail ◽  
Internet Courses

Distance learning delivery methodologies have evolved over the last 100, or so, years since the educational paradigm was formally used in American higher education. Several different approaches to distance learning, where the student is in a location remote from their instructor, have been used. During the decade of the 90s developments in technology offered new delivery vehicles for distance learning and terms like “interactive television” “E mail,” and “Internet courses” have been added to the academic lexicon. Internet courses, where the interaction between faculty and student occurs primarily over the Internet, represent a substantial departure from the traditional learning model.

scholarly journals Distance learning: challenges of mass transition to online earning education

2021 ◽  
pp. 55-58
Author(s):  
D.N. Ivanov ◽  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Technical Problems ◽  
Distant Learning ◽  
Technical Requirements ◽  
Learning Challenges ◽  
Web Camera ◽  
The Way

Discussed is the problem of some range of challenges, specific for the Russian system of education on the way to massive distant learning in the first half of 2020. The article raises two main questions. The first is the question of providing the conformity of technical requirements, needed for functioning of programs, applying for distant learning, with technical capabilities of computers and other gadgets, that students use to get access to online education programs. Author concludes, that this problem may be partially solved by optimization programs for distant learning for using with low end technic. The second question is the way to make impossible student’s cheating while the attestation including fake technical problems (such as non-working web-camera). The author makes the conclusion about necessity of adding to the distant learning complex special addon for monitoring student’s gadgets during the intermediate certification: its operability, using programs and apps in time of exam.

scholarly journals Distance Learning Challenges in Translation Teaching: Mediation Competence Development

2021 ◽  
Vol 258 ◽  
pp. 07078
Author(s):  
Lyudmila Enbaeva ◽  
Nina Plastinina
Keyword(s):  
Distance Learning ◽  
Information Transfer ◽  
Online Teaching ◽  
Communicative Competence ◽  
Focal Point ◽  
Competence Development ◽  
Online Resources ◽  
Teaching Tools ◽  
Learning Challenges ◽  
Text Simplification

In recent years the COVID pandemic has influenced education significantly. The pace of digital transformation is very fast and requires a change of mindset. Translators or cross-language mediators have to work at the focal point of various information transfer processes. We think that a digital mindset of a future translator can be created by re-contextualising classroom communication reality with online teaching tools that will ensure synchronous and asynchronous studies. The challenges of online resources variety can be responded to by classifying them according to L2 communicative competence and translation competence structural components. Thus the choice of sources can be narrowed down according to specific teaching objectives. The research proposes a classification of online resources for mediation competence development which is a communicative competence component according to CEFR. Classification categories include online teaching tools that can help develop (1) skills of mediating concepts, texts, communication; (2) strategies of explaining new concepts and strategies of text simplification. The classification is used to work out a few sample activities for an L2 course within translation curriculum. It is assumed that the classification and sample activities will help teachers be more flexible facing distance learning challenges in translation teaching.

Building Community, Real and Virtual

Horizons ◽  
1999 ◽  
Vol 26 (2) ◽  
pp. 253-262
Author(s):  
Francis J. Buckley
Keyword(s):  
Distance Learning ◽  
San Francisco ◽  
The Internet ◽  
Christian Community ◽  
Class Discussions ◽  
Building Community ◽  
E Mail

AbstractIn a University of San Francisco course on Building Christian Community videotapes of weekly sessions were exchanged with students in Taiwan and students communicated over the internet. Students learned how to report on the content, critique the process, and to apply principles. They grew more and more comfortable in class discussions, interrupting and contradicting each other and the teacher. Their discussions via e-mail grew in breadth of interest and in depth of content. Goals, strategies, and results of the course are critically assessed. Several advantages of distance learning via the internet emerged.

scholarly journals Long Distance Learning, Challenges And Opportunities

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Vera Sri Wahyuni ◽  
Dian Wulandari ◽  
Soewarto Hardhienata
Keyword(s):  
Distance Learning ◽  
Learning System ◽  
Long Distance ◽  
Descriptive Research ◽  
Learning Challenges ◽  
Learning Success ◽  
Distance Learning System ◽  
Challenges And Opportunities ◽  
The Impact ◽  
Research Type

The spread of the Covid-19 pandemic has caused disruption to Indonesia's education sector where approximately 45 million students are unable to continue their learning activities in school. One solution is Long Distance Learning,  this study aims to find out (1) the long distance remote learning system applied, (2) the impact of the Long Distance Learning system on student achievement, (3) obstacles in the application of Long Distance Learning system.   The research method used in this study is qualitative method with descriptive research type qualitative approach. The results of this study show that the implementation of Long Distance Learning still has many obstacles such as inadequate equipment and poor internet connection, in addition to the increase in learning success is still small and ineffective

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