scholarly journals Mobile Learning as a New E-Learning Strategy

2018 ◽  
Vol 7 (4.38) ◽  
pp. 876
Author(s):  
Yousef A.Baker El-Ebiary ◽  
Najeeb Abbas Al-Sammarraie ◽  
Ban Salman Shukur ◽  
Seita Almandeel ◽  
Areej Alshamasi
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Mobile Learning ◽  
Learning Strategy ◽  
Learning Technology ◽  
Learning Method ◽  
E Learning ◽  
Distance Learning Environment ◽  
New Phase

Mobile learning (M-learning) entails e-learning method. As a new phase of distance learning, M-learning assists the distance learning environment, decreasing the confines of the customary education. The present study discusses the presently employed devices and techniques for the accomplishment of the mobile learning target. It is concluded in this study that the use of wireless apparatus in Wi-Fi environment will consistently increase the desire to employ M-Learning technology.   

scholarly journals INFLUENCE OF TECHNOLOGY TYPE ON DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 60-74
Author(s):  
Hannah Njoki
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Virtual Learning Environment ◽  
Instructional Materials ◽  
Empirical Literature ◽  
Learning Technology ◽  
E Learning ◽  
Technology Type

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influence them. Because of the manner of academic teaching process, the most commonly used is blended learning model where a course instructor chooses the e-learning technology based on certain elements. The practice has shown that creating a blended learning environment is not easy and that course instructors have problems in many stages of designing the virtual learning environment, from the analysis of the course requirements, analysis of the student requirements, application of instructional design model, e-learning technology use, not understanding the concept of the quality of e-learning process and many other factors.. Recommendations: The study recommends that is a need for more courses should be integrated in distance learning so as to cover all the courses offered to students. There is also need for students to enroll in practical classes for computer training. This will enable the less net savvy students to brace up so as to avoid being left behind by others. There is no doubt that a lot of pressures are facing our students when it comes to distance learning technology adoption, especially distance barrier. There is therefore, need for e-learning to be fully put in place to enable the group of students that their homes are far away from the school to participate in classes even when they are not able to make it to school. Finally, there should be availability of ICT infrastructure, the absence or inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online

Preparing Faculty for Distance Learning Teaching

2011 ◽  
pp. 1503-1507
Author(s):  
Mohamed Ally
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Learning Technology ◽  
Distance Teaching ◽  
Educational Organizations ◽  
Delivery Method ◽  
Dual Mode ◽  
Face To Face ◽  
Distance Learning Environment ◽  
Distance Delivery

Due to the recent development of delivery and communication technology and the success of distance learning, educational organizations are starting to use distance teaching to reach students so that they can learn anytime and from anywhere (Daniel, 1997). At the same time, businesses and organizations are increasingly using distance learning technology to bring the training to employees rather than send the employees for training. As a result, faculty and trainers are required to make the transition from classroom face-to-face teaching to distance teaching. One of the drawbacks in making the transition to distance delivery is faculty and trainers may not be prepared to function in the new role which is a major challenge for administrators (Agee, Holisky & Muir, 2003). Also, distance teaching is seen as an add-on for faculty in dual mode institutions (Wolcott, 2003), and resources are not available to prepare staff to work in the distance learning setting. At the same time, the commitment to distance learning from senior officials tend not to be as strong when compared to traditional delivery especially in dual mode institutions where there are both face-to-face delivery and distance delivery, and faculty have to teach both classroom delivery and distance delivery (Betts, 1998; Hislop & Atwood, 2000). Hence, it is important that administrators support distance delivery for it to be successful. According to Betts (1998), administrators who show interest in distance learning and who have experience in distance learning will influence faculty to use distance learning methods. To make the transition to distance delivery, training of faculty is important to make sure they are prepared to perform effectively and efficiently so that they can be productive and meet the needs of learners when working in the distance learning environment. The faculty should experience the distance delivery method as a student, and the format of the training should model the distance delivery process (Moloney & Tello, 2003). This entry will describe why training of faculty is important and what type of training should be provided for distance teaching.

STUDENTS' INDEPENDENT WORK IN UNIVERSITY DISTANCE LEARNING ENVIRONMENT

2021 ◽  
Author(s):  
Irina Rodionova ◽  
Olga Titova ◽  
Ekaterina Konisterova ◽  
Irina Chistyakova ◽  
Irina Golovina
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Distance Learning Environment ◽  
Independent Work

Supervision of Postgraduate Independent Study in a Distance Learning Environment

2019 ◽  
pp. 73-85
Author(s):  
Jenny Carter ◽  
Orestes Appel ◽  
Massimo Salomoni ◽  
Ioannis Vourgidis ◽  
Francisco Chiclana
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Independent Study ◽  
Distance Learning Environment

scholarly journals Distance Learning for a Foreign Language in the Postmodern Age and its Forms

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Yurii STEZHKO ◽  
Nadiia GRYTSYK ◽  
Maryna MYKHAILIUK ◽  
Hanna TEKLIUK ◽  
Olha RUSAVSKA ◽  
...  
Keyword(s):  
Distance Learning ◽  
Information Content ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Smart Devices ◽  
Learning Technology ◽  
Office Work ◽  
Mobile Form ◽  
Mobile Learning Technology

The article is devoted to innovative postmodern requests for the liberalization of education. Postmodernism influenced education not only methodologically, but also by changing the very pedagogical culture of teaching. Now the relevance of the research topic is due to the problems of forming information content and methodological support for the introduction of distance learning technology in mobile form. The introduction of IT in education, the improvement of smart devices, the formation of an electronic information and educational environment have created the basis for such forms of education as mobile learning and blended learning. In both cases, the student situationally himself forms the educational process, turns from an object of training into its subject. The humanistic potential of mobile learning in the sense of ensuring equal access to education for people with different abilities is noted. The opinion is expressed about the importance of student motivation and IT competence of teachers to provide information content, intensify the introduction of e-learning and mobile-oriented learning technologies. It is argued that learning based only on mobile learning technology, using smart devices without classroom or office work, real communication with the teacher is not didactically self-sufficient, which would provide adequate language skills. Effectiveness in learning foreign languages is achieved by synergy of technologies distance mobile and traditional classroom or classroom training, real communication with the teacher.

Sign in / Sign up

Export Citation Format

Share Document