Independence and Interaction in Distance Education: New Technologies for Home Study

1983 ◽  
Vol 20 (3) ◽  
pp. 155-160 ◽  
Author(s):  
John S. Daniel
Keyword(s):  
Distance Education ◽  
New Technologies ◽  
Home Study

Development Trends in Economics of Distance Education from the Perspective of New Technologies

2014 ◽  
pp. 231-244
Author(s):  
Eren Kesim
Keyword(s):  
Distance Education ◽  
21St Century ◽  
Global Economy ◽  
New Technologies ◽  
Emerging Technologies ◽  
Social Institution ◽  
Education Services ◽  
General Evaluation ◽  
The Individual ◽  
Access To Knowledge

New and developing technologies influence all societies in the 21st century in which the process of change is experienced intensely. Through the increased routes of access to knowledge and the increased importance of up-to-date information, the needs and expectations of individuals have become more varied. Countries with individuals equipped with new and current information in accordance with the needs of the age have an important competitive advantage in the global economy. The importance of education as a social institution grows every day in this process. In the 21st century understanding of education, which portrays the individual as a value to be developed, many sub-fields of expertise have emerged as educational sciences developed further. Studies in these fields allow for educational institutions to train and raise more qualified people. One area of expertise that guides national educational policies today is distance education. Distance education services provided by emerging technologies provide flexible learning opportunities for all individuals. An important aspect in providing distance education services is the economics of distance education. This chapter studies the economic aspects of distance education services through a general evaluation of emerging technologies with regard to the economics of distance education.

Interactive Multimedia Technologies for Distance Education Systems

2011 ◽  
pp. 1157-1164
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
High Speed ◽  
Interactive Multimedia ◽  
New Technologies ◽  
Emerging Technologies ◽  
Training Programs ◽  
End User ◽  
User Training ◽  
Multimedia Technologies ◽  
New Challenges

Information is typically stored, manipulated, delivered and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, etc.) has been so rapid that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift that in turn enables them to do business in ways never possible before (Chatterjee & Jin, 1997).

Interactive Multimedia Technologies for Distance Education Systems

2011 ◽  
pp. 454-460
Author(s):  
Hakikur Rahman
Keyword(s):  
Distance Education ◽  
High Speed ◽  
Interactive Multimedia ◽  
New Technologies ◽  
Emerging Technologies ◽  
Training Programs ◽  
End User ◽  
User Training ◽  
Multimedia Technologies ◽  
New Challenges

Information is typically stored, manipulated, delivered and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, etc.) has been so rapid that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift that in turn enables them to do business in ways never possible before (Chatterjee & Jin, 1997).

scholarly journals Consórcio Cederj: A História da Construção do Projeto

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Rio De Janeiro ◽  
New Technologies ◽  
Historical Context ◽  
The Public ◽  
History Of ◽  
E Learning ◽  
Traditional Institutions ◽  
Education In Brazil

O Estado do Rio de Janeiro, juntamente com as universidades públicas (federais e estaduais) sediadas neste estado, iniciou no período 1999-2000 a construção do consórcio Cederj. Neste artigo são apresentados alguns aspectos importantes que influenciaram decisivamente no planejamento inicial desse projeto, tais como o contexto histórico da Educação a Distância no Brasil e em outros países, a situação do ensino superior no Brasil à época, mostrando que a metodologia de Educação a Distância passava por uma transição entre instituições tradicionais? e instituições que iniciavam oferta de cursos com e-learning sob influência das novas tecnologias. É também descrito o desenho acadêmico do projeto inicial, com a distribuição de oferta de cursos semipresenciais no ensino superior nas instituições públicas e os resultados da implementação dos primeiros cursos, que geraram grandes desafios para a continuidade do projeto, considerado um dos casos mais bem-sucedidos dos dias atuais.Palavras-chave: Consórcio Cederj, Fundação Cecierj, História da EaD no Brasil, Darcy Ribeiro, e-learning, Ensino superior, Educação pública. Cederj Consortium: The History of Project ConstructionAbstractThe State of Rio de Janeiro, together with the public universities (federal and state ones) in this referred state, began in 1999-2000 the construction of the Cederj consortium. This article presents some important aspects that influenced decisively the initial planning of this project, such as the historical context of Distance Education in Brazil and in other countries, the situation of higher education in Brazil at the time, showing that the methodology of Distance Education went through a transition between "traditional" institutions and institutions that started offering e-learning courses under the influence of new technologies. It is also described the academic design of the initial project, with the distribution of the offer of blended courses in higher education in public institutions and the results of the implementation of the first courses, which generated great challenges for the continuity of the project, considered one of the most well case nowadays.Palavras-chave: Cederj consortium, Cecierj Foundation, History of EaD in Brazil, Darcy Ribeiro, e-learning, Higher education, Public education.

scholarly journals Critical factors of pedagogical management that influence the evasion in higher education distance learning courses: a case study

2021 ◽  
Vol 28 (1) ◽  
Author(s):  
Márcio José Käms Senhorinha ◽  
Marco Aurélio de Oliveira ◽  
André Hideto Futami ◽  
Luiz Veriano Dalla Valentina
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
New Technologies ◽  
Statistical Correlation ◽  
Social Progress ◽  
Critical Factors ◽  
Professional Qualification ◽  
The North ◽  
Scientific Technical

Abstract: Society is currently experiencing scientific, technical and social progress, requiring constant renewal with higher quality dedicated to higher education. Distance education (EAD) allows the raise of new learning forms. EAD uses new technologies and the internet to raise the population education level, creating a higher professional qualification and providing training for specialists in several areas of knowledge. Despite the existing facilities and technologies, EAD has evasion rates that are around twenty-five percent. The question that raises from this data is; what are the critical factors associated to pedagogical management that led to this high evasion rate? The objective of the research was to determine the critical factors of pedagogical management, which have an impact on the evasion in undergraduate courses in the EAD. The research place was a higher education center in the north of Santa Catarina state. The identification of the critical factors and main variables that can cause evasion makes use of a method developed for this analysis, with data confronted with the literature, considering the main authors dealing with this topic. The tool chosen for the results analysis was the statistical correlation. Among the critical factors related to pedagogical management, it is possible to mention the adaptation to distance education, and support and feedback as fundamental questions to reduce evasion.

Teaching with Technology: Active Learning in International Studies

2017 ◽  
Author(s):  
Steven F. Jackson
Keyword(s):  
Distance Education ◽  
World Wide Web ◽  
Teaching And Learning ◽  
World Wide ◽  
New Technologies ◽  
Personal Digital Assistant ◽  
International Studies ◽  
Teaching With Technology ◽  
Use Of Technology ◽  
Technology In Teaching

The adoption of new technologies in instruction will change the nature of instruction itself. There are four broad categories of the potential benefits of technology in higher education: off-loading; enhanced resources; enriched conventional class lecture/discussion; and outreach through distance education. Other college and university administrators have seen technology as either a money-saving or money-making tool for their institutions. The technologies most commonly associated with pedagogy include desktop software, internet-mediated communications, World Wide Web pages, distance education courseware, internet access to statistical databases, Geographic Information Systems (GIS), cellphone and personal digital assistant applications, and classroom response systems (CRS). There has been a modest and somewhat sporadic literature on teaching with technology in international studies, much of which follows the development of new technologies, such as personal computers, the World Wide Web, and courseware development. The three major themes in the scholarship on technology in teaching and learning in international studies include technology-based enthusiasm/experimentation, comparative studies, and skepticism. However, some of the challenges to scholarship in teaching and learning with technology: the use of technology has become so pervasive, accepted, and easy that few teacher-scholars bother to write in scholarly journals about the act; weak structure of incentives for studying the use of technology in teaching and learning; and technological instability and discontinuity. Nevertheless, there are some technologies and trends that may appear in the future international relations course. These include podcasting, Real Simple Syndication (RSS) Feeds, Twittering, and Wikipeda and Google Books.

Environmental Education Towards Personal, Professional and Societal Change: Possibilities for Distance Education

1997 ◽  
Vol 13 ◽  
pp. 69-76 ◽  
Author(s):  
Malcolm Plant
Keyword(s):  
Distance Education ◽  
Environmental Education ◽  
New Technologies ◽  
Theory And Practice ◽  
Course Delivery ◽  
Societal Change ◽  
Social Belonging ◽  
Student Tutor ◽  
Distance Educators ◽  
Education Courses

AbstractIn this paper I describe the design of distance education texts that encourage the kinds of student-tutor dialogue which ‘industrial’ methods of course delivery may find hard to achieve, and how such texts enable students and their tutors to be critically reflective about the theory and practice of environmental education in different cultural contexts. Aspects of the following are discussed - the limitations of ‘new technologies’ in resolving issues faced by distance educators; the potential of open texts in distance education; ways of supporting students in necessary critical reflection; the Importance of social belonging for students, especially those of distance education courses in environmental education. The paper concludes with a series of suggestions for colleagues wishing to establish culturally sensitive, critically reflective distance education courses in environmental education.

scholarly journals The Hybridisation of Higher Education in Canada

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Douglas Shale
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information Technologies ◽  
New Technologies ◽  
Study Groups ◽  
Learning Technologies ◽  
Technology Enhanced Learning ◽  
Student Cohorts ◽  
English Speaking ◽  
Administrative Structures

<P class=abstract>Canada's postsecondary institutions are becoming increasingly involved with technology enhanced learning, generally under the rubric of distance education. Growth and activity in distance education stems from rapid developments in communication and information technologies such as videoconferencing and the Internet. This case study focuses on the use of new technologies, primarily within the context of higher education institutions operating in Canada's English speaking provinces. Capitalising on the interactive capabilities of "new" learning technologies, some distance education providers are starting to behave more like conventional educational institutions in terms of forming study groups and student cohorts. Conversely, new telecommunications technologies are having a reverse impact on traditional classroom settings, and as a result conventional universities are beginning to establish administrative structures reflective of those used by distance education providers. When viewed in tandem, these trends reflect growing convergence between conventional and distance learning modes, leading to the hybridisation of higher education in Canada.</P>

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