scholarly journals Evaluation of hybrid and distance education learning environments in Spain

2011 ◽  
Vol 27 (7) ◽  
Author(s):  
Rosario Ferrer-Cascales ◽  
Scott L. Walker ◽  
Abilio Reig-Ferrer ◽  
María Dolores Fernández-Pascual ◽  
Natalia Albaladejo-Blázquez
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Social Learning ◽  
Learning Environments ◽  
Information And Communication Technologies ◽  
English Language ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Hybrid Education ◽  
Post Secondary

<span>This article describes the adaptation and validation of the </span><em>Distance Education Learning Environments Survey</em><span>(DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new </span><em>Spanish-Distance Education Learning Environments Survey</em><span> (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.</span>

scholarly journals Understanding Students’ Experiences of Well-Being in Learning Environments

2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Experiences ◽  
Well Being ◽  
Institutions Of Higher Education ◽  
Interview Protocol ◽  
Post Secondary ◽  
Health Promoting ◽  
Qualitative Exploration ◽  
Insight Into

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

Open, Flexible and Participatory Pedagogy in the Era of Globalisation

2014 ◽  
pp. 8-23
Author(s):  
Catherine McLoughlin
Keyword(s):  
Higher Education ◽  
Student Mobility ◽  
Access To Higher Education ◽  
Community Members ◽  
Cultural Economic ◽  
Use Of Technology ◽  
Strategic Plans ◽  
Economic Forces ◽  
Institutional Strategies ◽  
Open Education Resources

The socio-political and economic conditions of the world signal that the global society is moving towards an era of international, cross-border collaboration in education. International higher education by its very nature sits at an intersection of socio-cultural, economic, and geopolitical variables. Over the years, we have seen the complex interaction of the factors that influence patterns of student mobility, institutional strategies and economic forces. Worldwide, institutions of higher education (IHEs) are including global and international themes in their mission statements, courses, and strategic plans. Internationalization is seen as the integration of an international/intercultural dimension into teaching, research, and service of an institution. Internationalizing educational delivery can require significant change and is systematically complex, requiring faculty, staff, students, administrators, and community members who aspire to communicate with, understand, and connect with the diverse 21st-century global community. In this globally connected millennium, as institutions are moving towards Open Access and the use of OER (Open Education Resources) to widen participation and access to higher education, there is a consequent need to redesign pedagogy, teacher roles, and the use of technology to support learning.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1381-1403
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Adult Learner Characteristics Important for Successful Learning in Cross-Cultural Web-Based Learning Environments in Higher Education

2021 ◽  
pp. 436-469
Author(s):  
Joseph George M. Lutta
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Individual Characteristics ◽  
Cross Cultural ◽  
Future Research ◽  
Web Based ◽  
Research And Practice ◽  
Web Based Learning

For more than 40 years, cognitive psychological perspectives have dominated pedagogical frameworks and models for designing technology-mediated teaching and learning environments. Social learning perspectives are increasingly becoming viable or even desirable frames for research and practice as pertains to teaching and learning, particularly in web-based learning environments (WBLEs). The author considers these social learning perspectives and how they relate to the design and implementation of curricula that are delivered in web-based learning environments in higher education. The author further reviews the foundational theories of adult learning that enhance adult learners' experiences in cross-cultural web-based learning environments. This review and analysis of the research related to social learning perspectives on WBLEs have three implications for future research and practice: (1) examining learners' individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs. The author presents recommendations for future research.

Pedagogical Values in Online and Blended Learning Environments in Higher Education

2021 ◽  
pp. 1316-1338
Author(s):  
Sophia Palahicky ◽  
Donna DesBiens ◽  
Ken Jeffery ◽  
Keith Stuart Webster
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Blended Learning ◽  
Student Performance ◽  
Learning Environments ◽  
Teaching Practice ◽  
Secondary Educators ◽  
Post Secondary ◽  
Successful Teaching

Pedagogical values directly affect student performance and, therefore, are essential to successful teaching practice. It is absolutely critical that post-secondary educators examine and reflect on their pedagogical values because these principles pave the path for student success. This chapter describes four pedagogical values that are critical to student success within the context of online and blended learning environments in higher education: 1) value of care; 2) value of diversity; 3) value of community; and 4) value of justice.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

The Emergence of Distance Learning in Higher Education

2000 ◽  
pp. 143-156 ◽  
Author(s):  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Schools ◽  
Department Of Education ◽  
Post Secondary ◽  
On Line ◽  
Education Statistics ◽  
The U.S

Although distance learning is not a new phenomenon, recently there has been a huge jump in the number of organizations offering on-line instruction. The National Center for Education Statistics released a two-year survey on distance programs for higher education on behalf of the U.S. Department of Education. The survey reported that one-third of U.S. post secondary schools offered distance education in 1995, and an additional 25% planned to offer courses within the next three years.

scholarly journals Educación superior sin barreras: La accesibilidad de las universidades

2008 ◽  
Vol 6 ◽  
Author(s):  
Carmen Alba Pastor
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Equal Access ◽  
Online Information ◽  
Access To Higher Education ◽  
Access To Education ◽  
Low Degree ◽  
Information And Communication

Higher Education institutions have developed online information services and degrees as an echo of the Information and Communication Technologies (ICT) incidence in all society fields. Equal access to education is a fundamental right; but equal access to higher education for people with disabilities is far from being achieved yet. To this inequality has to be added the difficulty of some groups to participate in the information society, the so called infoexclusion. The short number of students with disabilities in higher education makes evident the presence of barriers for this people to get into this educational level. One of them is the low degree of accessibility to digital services and studies offered by the Universities, something that can be considered a new kind of segregation.

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