scholarly journals A framework for developing competencies in open and distance e-learning

2013 ◽  
Vol 14 (1) ◽  
pp. 167 ◽  
Author(s):  
Patricia B Arinto
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Mode Of Delivery ◽  
Single Mode ◽  
The Philippines ◽  
Faculty Training ◽  
Design Practices ◽  
Online Mode ◽  
E Learning ◽  
The Impact

<p>Many open universities and distance education institutions have shifted from a predominantly print-based mode of delivery to an online mode characterised by the use of virtual learning environments and various web technologies. This paper describes the impact of the shift to open and distance e-learning (ODeL), as this trend might be called, on the course design practices of faculty members at a small single-mode distance education university in the Philippines. Specifically, the paper presents and analyses the faculty’s perspectives on how their course design practices have changed and issues and challenges arising from these changes. The findings suggest that faculty training programs in ODeL should aim to develop a comprehensive range of ODeL competencies in a systematic and coherent way. Based on the findings, as well as research on practitioner development in teaching effectively with technology, a framework for developing ODeL competencies among faculty is proposed. Aside from covering the four areas of change in course design practice identified in the study, the framework also specifies levels of expertise (basic, intermediate, and advanced), indicating degrees of complexity of the knowledge and skills required for each area at each level. All of the competencies listed for all four areas at the basic level comprise the minimum competencies for teaching an online distance education course.</p>

Faculty Perceptions and Participation in Distance Education

2011 ◽  
pp. 75-92 ◽  
Author(s):  
Kim E. Dooley ◽  
Jane Magill
Keyword(s):  
Distance Education ◽  
Training Programs ◽  
Faculty Perceptions ◽  
Faculty Training ◽  
Release Time ◽  
Additional Time ◽  
Close Proximity ◽  
The Impact ◽  
And Training ◽  
Faculty Responsibility

Motivating faculty members to teach at a distance has been a challenge for most colleges and universities. What will be the impact of teaching using technology on faculty responsibility? Is teaching students through any or all distance education methods really nothing more than adapting traditional classroom approaches? What are the attitudes and barriers to using technologies often associated with distance education? In this chapter the authors present data obtained from an extensive survey of faculty opinions on teaching at a distance, as well as several case studies describing incentives and training made available for distance education. To enhance participation in distance education, faculty must have the competence, attitude that distance education is important and valuable, and infrastructure available to facilitate the additional time and effort to convert courses. Faculty training programs cannot be “one-shot” and should include personnel in close proximity to faculty, preferable on their own equipment. Release time is an important incentive to encourage participation.

scholarly journals E-Learning as a Response to COVID-19 Pandemic: A preliminary study on College Students

2021 ◽  
Vol 1 ◽  
pp. 61-68
Author(s):  
Siska Ayu Kartika
Keyword(s):  
College Students ◽  
Distance Education ◽  
Structural Equation ◽  
Online Survey ◽  
Sampling Technique ◽  
Ease Of Use ◽  
Partial Least Square ◽  
Least Square ◽  
E Learning ◽  
The Impact

There is a dilemma of accepting the new educational system, that we know as “e-learning” by students within educational institutions. We have to replace face-to-face education with distance education in response to the COVID-19. This form of distance education, e-learning, differs from conventional education: being suddenly, unreadily and forcefully implemented.  This study examined and assessed the impact of e-learning to college students, during pandemic. An online survey was conducted amongst some college students in the Mechanical Engineering Dept, at Universitas Balikpapan using a purposive sampling technique. Data were analyzed using Partial Least Square - Structural Equation Modelling (PLS-SEM). The result of this study has confirmed the positive of direct effect variables (attitude, affect and motivation; perceived behavioral intention (ease of use technology, accessibility and cognitive engagement). This study suggests relevant parties to the education system, to improve the implementation of e-learning systems.

scholarly journals Using Learning Analytics to Evaluate Course Design and Student Behavior in an Online Wine Business Course

2019 ◽  
Vol 27 (4) ◽  
Author(s):  
Kerry Wilkinson ◽  
Imogen McNamara ◽  
David Wilson ◽  
Karina Riggs
Keyword(s):  
Learning Analytics ◽  
Course Design ◽  
Learning Resources ◽  
Online Delivery ◽  
Face To Face ◽  
Video Lectures ◽  
Audio Recordings ◽  
Business Course ◽  
E Learning ◽  
The Impact

This case study describes the use of learning analytics to evaluate the transition of a postgraduate wine business course from face-to-face to online delivery using e-learning course design principles. Traditionally, Foundations of Wine Science lectures were delivered face-to-face, however the decision to transition the course from semester to trimester format presented an opportunity for online delivery of lectures. This was initially achieved through audio recordings, then video lectures, supported by a range of digital learning resources intended to engage, support and enhance student learning and the student experience. Descriptive analysis of learning analytics, comprising assessment results, student evaluations of learning and teaching, and data sourced from the Learning Management System, was performed to evaluate the impact of online delivery of course content on student performance, satisfaction and engagement. The use of audio lecture recordings negatively impacted students’ perception of the overall quality of the course (including course organisation, learning strategies and learning resources). The subsequent implementation of e-learning designed video lectures was considered superior to audio recordings, albeit final grades were not significantly different between the delivery modes. However, student engagement was equal to, or better than face-to-face delivery, when content was designed specifically for an e-learning environment.

Researching Distance Education and E-Learning

2011 ◽  
pp. 191-200
Author(s):  
Fanuel Naidu
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Educational Practice ◽  
Human Cognition ◽  
Distance Learners ◽  
Learning And Teaching ◽  
Study Guides ◽  
Descriptive Research ◽  
E Learning

An overview of the distance learning (DE) literature from the past few decades shows a great deal of attention being focused on “descriptive” research, which was work that aimed to describe the DE phenomenon. This focus led to some interesting and groundbreaking work on defining the nature of distance education, and theorizing about learning and teaching at a distance (see Keegan, 1996). With more experience, both in the practice of DE and its study, there has been growing interest on evaluating the quality of learning and teaching at a distance, and on the influences of various forms of technology in this regard. This research has drawn from what we know about human cognition, learning, and teaching, and about the effects of educational technology, including how to go about ascertaining their effects validly and reliably. One of the most noteworthy contributions to educational practice of distance education has been the awareness and interest in learning and instructional design processes, and course design and development more generally. Mostly because of the need to pay greater attention to distance learners, educators have come to realize that “shoveling” lecture notes and class schedules (known as “shovel ware”) into printed study guides and online learning environments is not going to be enough. A lot more is necessary to engage learners and support them in their learning.

Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

2021 ◽  
pp. 234763112110072
Author(s):  
Sanaa Ashour ◽  
Ghaleb A. El-Refae ◽  
Eman A. Zaitoun
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

scholarly journals The Impact of Covid-19 on Online Learning Activities at The University of The Helvetia Medan Health Institute

2020 ◽  
Vol 1 (2) ◽  
pp. 27-34
Author(s):  
Indra Ginting ◽  
Asriwati Asriwati ◽  
Ismail Effendy ◽  
Tiwanto Dakhi
Keyword(s):  
Online Learning ◽  
Health Data ◽  
Learning Activities ◽  
Internet Connection ◽  
Online Mode ◽  
E Learning ◽  
Qualitative Descriptive ◽  
University Level ◽  
The University ◽  
The Impact

COVID-19 is a disease outbreak that originated in China that is spreading rapidly throughout the world. COVID-19 spread in Indonesia in mid-March 2020. The spread of this virus caused losses to many countries, especially in the economic sector. In the field of education, COVID-19 also drastically changes the learning model; All learning activities are carried out online, starting from elementary school to university level. This research is a qualitative descriptive study that describes online learning activities at the Helvetia Institute of Health after it has been determined that all learning activities are carried out at home using online mode. The subjects consisted of 4 students and 3 lecturers at the Helvetia Institute of Health. Data collection using interviews. Based on the results of interviews, online learning activities at the Helvetia Institute of Health have been effective by using the Zoom, Google Classroom, Schoology, Webex, E-Learning, WhatsApp, and Cloux applications. Obstacles in the implementation of online learning are the problem of internet connection and inadequate economy.

Open Source for Higher Conventional and Open Education in India

2013 ◽  
pp. 136-153
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

Open Source for Higher Conventional and Open Education in India

2015 ◽  
pp. 1247-1264
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

scholarly journals Collaborative e-learning course design: Impacts on instructors in the Open University of Tanzania

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
Kassimu A. Nihuka ◽  
Joke Voogt
Keyword(s):  
Professional Learning ◽  
Mobile Phones ◽  
Course Design ◽  
Learning Technologies ◽  
Open University ◽  
Design Teams ◽  
Course Redesign ◽  
E Learning ◽  
Teacher Design ◽  
The Impact

<span>Efforts by universities in sub-Sahara Africa to promote professional development of instructors in course design and delivery by e-learning technologies have often lacked meaningful impacts. This study investigated the impact of collaborative course design on instructors' professional learning about design and delivery of e-learning courses at the Open University of Tanzania (OUT). Six</span><em>Teacher Design Teams</em><span> (TDTs), each with 2 instructors, participated in the study, redesigning their print-based courses using an offline </span><em>Moodle</em><span> LMS supported by emails and mobile phones. A total of 36 interviews were conducted with 12 instructors, after each of the two workshops and after the course redesign process. Results showed that despite challenges, instructors were satisfied with collaborative course design and they reported that the strategy contributed to their professional learning. Instructors' backgrounds determined the kinds of support needed during course design and delivery.</span>

scholarly journals Effect of COVID-19 on Education in Saudi Arabia and E-Learning Strategies

2021 ◽  
Vol 7 (1) ◽  
pp. 359-376
Author(s):  
Dalal Bahanshal ◽  
Intakhab Alam Khan
Keyword(s):  
Saudi Arabia ◽  
Distance Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Online Mode ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
E Learning ◽  
Online Distance Learning ◽  
The Impact

The overall purpose of this paper is to explore the adverse effect of COVID-19 on the learning environment in the kingdom of Saudi Arabia (KSA). Considering that the impact of the coronavirus on education was abrupt, there was no contingency plan to mitigate the effect other than to shift to remote learning. The research addresses the question whether online/distance learning classes were effective. To deal with the research questions, the authors elicited teachers’ and students’ perceptions of regarding the challenges they faced amidst COVID-19 in learning via virtual mode- the only alternative e-learning strategy available at the time of social distancing. Hence it is important to mention that King Abdulaziz University (KAU) has been using e-learning/blended learning for more than a decade under the umbrella of the deanship of distance learning of KAU, however, in a different scenario. Data was collected from teachers and students through two questionnaires (adapted). The results reported that the majority of the participants had positive attitudes towards E-learning. It was also found that students were prepared to shift to online mode to avoid any academic loss.

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