scholarly journals La Universidad Estatal a Distancia de Costa Rica (UNED) y la virtualización de su oferta académica. Un análisis reflexivo de su puesta en práctica

2017 ◽  
Vol 21 (3) ◽  
pp. 1
Author(s):  
Arnaldo Rodríguez-Espinoza
Keyword(s):  
Distance Education ◽  
Costa Rica ◽  
Information And Communication Technologies ◽  
Rural Areas ◽  
Digital Technologies ◽  
Information And Communication ◽  
E Learning ◽  
Access And Quality ◽  
Urban And Rural Areas ◽  
Quality In Education

This article analyses the virtualization process of university courses implemented in the four schools of the National Distance Education University (UNED, for its acronym in Spanish). Primarily, the objective is to determine whether the virtualization of the courses should be the only alternative for students, or if it should be another tool to integrate into the pedagogic model of distance education in the context and reality of Costa Rica, in regards to the viability of access to digital technologies. Thus, an analysis of the Information and Communication Technologies (ICT) was done through virtualization and e-learning, explaining its implementation in UNED, a setting where there is still a long way to go in terms of accessibility, mainly between urban and rural areas. Additionally, the ICTs are approached as an alternative, an option, or a tool within the distance education model, since their implementation depends on a pedagogic foundation (techniques, strategies, and methodologies in ICT), and above all, on the context. The conclusions state that the virtualization of the courses must be an alternative but not an imposition for the students, because consideration of the context is vital, in terms of accessibility to digital technologies in Costa Rica, meaning that the quality of education must prevail over the means (semi-virtual, hybrid, virtual, or distance). Virtualization is not a matter of being at the forefront by means of technical innovation, but its implementation must be based on a real need with suitable conditions (adequate logistic infrastructure). Finally, ICTs must depend on a clearly established pedagogical curriculum, without reducing the access and quality in education.

scholarly journals Digital Divide and Poverty Eradication in the Rural Region of Northern Peninsular Malaysia

2019 ◽  
Vol 51 (2) ◽  
pp. 172
Author(s):  
Sharifah Rohayah Dawood
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Poverty Reduction ◽  
Communication Technologies ◽  
Peninsular Malaysia ◽  
Grass Root ◽  
Grass Root Level ◽  
Information And Communication ◽  
Strategic Implementation ◽  
Urban And Rural Areas

 One of the ways to eliminate poverty is through Information and Communication Technologies (ICTs) that is often promoted as central to reviving and sustaining regional communities. In the context of Malaysia, however, the level of communication in urban and rural areas has seen a gap in terms of access to ICTs. Though various initiatives are taken to close the digital gaps, more efforts are needed. This paper intends to explore the extent to which ICTs in rural areas of northern Peninsular Malaysia are able to raise the socio-economic development of the communities. Using questionnaires and in-depth interviews, emphasis is given to analyze the role of ICTs in poverty reduction processes upholding regional developments. It has been observed that solving common causes for the communities’ access and socio-economic growth needs strategic implementation of policies at the central core and pragmatic implementation of actions at the grass root level.

Using Innovations Effectively in a Distance Learning Programme

2012 ◽  
pp. 1-22
Author(s):  
Richard Blanchard ◽  
Sheryl Williams
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Student Experiences ◽  
The Internet ◽  
Learning Tools ◽  
Information And Communication ◽  
E Learning

Distance education is not new. Correspondence courses date back over 150 years. Advances in information and communication technologies, particularly the Internet, open up a host of possibilities to study at a distance, making use of the latest advances in e-learning tools. However, it must be stressed that e-learning has to focus on the learning pedagogy and not just the technology. This chapter examines the role of learning in e-learning by reviewing state-of-the-art developments and innovations to support distance learning students and academics. It identifies strategies for successful learning through the evaluation of student experiences and considers methods and practices that can be employed for delivering a successful learning programme.

ICT Competencies for Academic E-Learning. Preparing Students for Distance Education - Authors’ Proposal

2017 ◽  
Vol 6 (3) ◽  
pp. 14-25 ◽  
Author(s):  
Barbara Kołodziejczak ◽  
Magdalena Roszak
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Content Management ◽  
Learning Content ◽  
Secondary School Graduate ◽  
Teachers And Students ◽  
Information And Communication ◽  
E Learning ◽  
Ict Competencies

ABSTRACT Deployment of distance education (especially e-learning) at universities requires university teachers and students to have adequate ICT (Information and Communication Technologies) competencies. Schools usually provide training for their staff in operating e-learning portals and creating courses, which is the necessary minimum for conducting distance education. On the other hand, schools do not offer any courses for students to improve their competencies necessary for e-learning, as they assume that the students’ ICT competencies acquired during the three levels of schooling (elementary, lower secondary and upper secondary) are sufficient. The authors’ observations demonstrate that this assumption is not necessarily true, particularly for students at faculties related to humanities and other specializations not of technical nature, such as medicine. The article presents an overview of ICT competencies necessary for e-learning study, comparing them with competencies of a secondary school graduate. On the basis of a research project conducted at three medical universities in Poland, the authors present the level of knowledge and practical skills in the field of ICT among students who participated in e-learning or blended learning. As a result of the project, a proposal has been presented for modifying ICT education contents for students, as well as a draft course carried on the university’s LCMS (Learning Content Management System) portal to bridge the ICT competence gaps for effective distance education.

E-government: Accessing public services online: Implications for citizenship

2018 ◽  
Vol 33 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Irene Hardill ◽  
Roger O’Sullivan
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Public Services ◽  
Communication Technologies ◽  
Economic Resources ◽  
Goods And Services ◽  
Information And Communication ◽  
Urban And Rural Areas ◽  
The Impact ◽  
Do So

In this Viewpoint we wish to stimulate debate concerning the impact on citizens of the move to deliver more and more public services online (e-government) in urban and rural areas. It is now widely accepted that we are moving more and more online as society. However, there has been a lack of discussion about the implications of the government’s strategy to move services online especially for those most disadvantaged. The increasing focus and use of Information and Communication Technologies is changing the ways we can access public services, goods and services and health information. There is an increasing separation between those who have the skills, knowledge and economic resources to do so with those who do not – how we ensure full citizenship for all remains unanswered if not too often unconsidered.

The Digital Divide and Its Influence on Public Education Diffusion

2012 ◽  
Vol 3 (4) ◽  
pp. 36-47 ◽  
Author(s):  
Emad Abu-Shanab
Keyword(s):  
Public Education ◽  
Digital Divide ◽  
Information And Communication Technologies ◽  
Rural Areas ◽  
Empirical Test ◽  
Public And Private ◽  
Electronic Learning ◽  
E Learning ◽  
Improved Performance ◽  
Urban And Rural Areas

It is evident that information and communication technologies (ICTs) have improved performance and efficiency for different types of organizations. One of the important applications of ICT in public and private businesses is related to education, where electronic learning (e-learning) is a domain that became a paradigm more than a specific application. To utilize the full benefits of e-learning in public education and to exploit the diverse options of e-learning and specifically the synchronization of learning, digital divide is becoming an important obstacle that prevents teachers, students, and society members from benefiting from this phenomenon. Governments are striving to bridge the digital divide so that equal opportunities for education are guaranteed for their citizens in urban and rural areas. It is vital to explore the influence of digital divide on rural areas and how it affects the learning process. This study will explore the digital divide phenomenon, its relationship to e-learning concepts, how governments bridge this divide through e-government options, and finally, conduct an empirical test that explores the perceptions of students living in rural areas around the digital divide and its relationship to e-learning and education.

Distance Education

2009 ◽  
pp. 410-416
Author(s):  
Carol Wright
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Information And Communication Technologies ◽  
Professional Education ◽  
New Technology ◽  
Electronic Communications ◽  
Information And Communication ◽  
E Learning ◽  
Face To Face Learning ◽  
Education Delivery

The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Technology and electronic communications are becoming exponentially more embedded in every facet of daily life, including business, the professions, and education, a normalization which continues to facilitate and enhance distance education delivery. Ubiquitous advertisements for online courses and degree programs are a testament to an expanded audience and increasing enrollments. Components of e-learning first adopted by distance education have since been adopted by the traditional education community. So pervasive are the application of new information and communication technologies to education delivery that the terms distance education, e-learning, and blended learning have become conflated. It is important that the clear distinctions between them are understood. Distance education represents an environment where the student and the instructor are separated; blended learning is any combination of electronic media or tools that supplement but do not replace face-to-face learning; e-learning is the application of technology to an instructional module or lesson. The relationship between these approaches is dynamic and may further blur, but distinctions will always remain. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.

scholarly journals COMPARISON OF COMPUTERISATION AND INNOVATION ACTIVITY OF THE COMPANIES IN RURAL AND URBAN AREAS

2015 ◽  
Author(s):  
Marek Angowski ◽  
Aneta JAROSZ-ANGOWSKA ◽  
Marcin LIPOWSKI
Keyword(s):  
Information And Communication Technologies ◽  
Rural Areas ◽  
Urban Areas ◽  
Communication Technologies ◽  
Innovation Activity ◽  
Rural And Urban Areas ◽  
Rural And Urban ◽  
Close Relationship ◽  
Information And Communication ◽  
Urban And Rural Areas

Over the last years, the economic and social structure of enterprises has undergone some important changes, especially because of the introduction of Information and Communication Technologies (ICTs). ICT is one of the fundamental elements driving the innovation and competitiveness of business activities which greatly influences the development of rural areas, both in economic and social terms. This publication focuses on the analysis and evaluation of the use of ICTs by enterprises in the Lubelskie Voivodeship with particular emphasis on rural areas. In the publication the authors use statistical analyses based on information from surveys conducted among entrepreneurs by the Marshal Office of the Lubelskie Voivodeship. The paper evaluates the following issues: the degree of computerisation of the company, the use of information technology in the company, the activity of the company on the Internet. The main objective of this study is to identify the relationship between the degree of computerisation and the company's innovation-oriented activities and to identify differences between companies located in urban and rural areas. The studies carried out have demonstrated that the differences in the computerisation of enterprises located in rural and urban areas are negligible and that there is a close relationship between the degree of computerisation and innovation in enterprises located in rural areas.

scholarly journals The use of modern digital technologies in humanitarian universities as a requirement for the implementation of an activity-based approach in teaching

2021 ◽  
Vol 113 ◽  
pp. 00095
Author(s):  
E. Sh. Bekirova ◽  
S.N. Bekirov ◽  
M.N. Harabadjah
Keyword(s):  
Information And Communication Technologies ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Training System ◽  
Professional Organizations ◽  
Digital Resources ◽  
Computer Tools ◽  
Electronic Culture ◽  
Information And Communication ◽  
E Learning

In this article the attention is paid to the need of revising the training system for specialists in humanitarian spheres. The purpose of the article is to analyze the implementation of e-learning and the formation of an e-culture of specialists in professional organizations, to study the ways of developing students’ independence by means of information and communication technologies, the usage of computer tools and systems for protecting digital resources, as well as the studying of e-learning introduction and the formation of an electronic culture of specialists in professional organizations.

Lecturers’ Role in Design and Implementation of E-Learning Processes

2020 ◽  
pp. 287-298
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Information And Communication Technologies ◽  
English Language ◽  
Communication Technologies ◽  
The State ◽  
Ict In Education ◽  
Policy Documents ◽  
Strategic Approach ◽  
Information And Communication ◽  
E Learning

The potential of Information and Communication Technologies (ICT) is playing increasing role in various pedagogical contexts. The necessity to integrate technologies in learning enhances educators’ digital competences is constantly highlighted in education policy documents European Union and national strategic documents and recommendations. Following the advance of digital technologies, the State Border Guard College of Latvia is constantly looking after innovations in ICT and education contexts. Since 2011 Specialized English language e-learning course for border guards is being implemented, other professional e-learning courses are being systematically introduced, currently 8 specialised qualification courses are available, on average 300 border guards graduate e-learning courses annually. Having in mind the continuous advancement of ICT in education contexts as well as the strategic approach of the State Border Guard College to continue the development of e-learning systems author of this article intends to describe the system of e-learning used in border guards’ training, explore and summarize the theory and best practices on using ICT in pedagogical context, educators’ roles in development and implementation of e-learning courses.

Sign in / Sign up

Export Citation Format

Share Document