scholarly journals A New Learning Model for the Information and Knowledge Society: The Case of the Universitat Oberta de Catalunya (UOC), Spain

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Albert Sangrà
Keyword(s):  
Distance Education ◽  
Information Technologies ◽  
Knowledge Society ◽  
Educational Process ◽  
Cooperative Interaction ◽  
Easy Access ◽  
The Internet ◽  
Dynamic Learning ◽  
E Learning ◽  
The Impact

When it was created in 1995, the Universitat Oberta de Catalunya (UOC) served only 200 students and offered two degrees. Today, it has expanded its activities to serve over 20,000 students and 16 official degrees. UOC also offers more than 250 continuing education courses for those wishing to pursue learning opportunities outside of UOC’s official degree programs. As an innovative university, UOC offers a new way of experiencing education, one that is capable of providing answers to an emerging global and universal knowledge society. Today’s rapidly changing world requires revised learning models that allow the widest possible access to knowledge throughout life, in a continuous, comfortable, and simple manner, irrespective of the geographical constraints. Capitalising on the intensive use of new information technologies, UOC is proactively breaking the barriers of space and time by offering an educational model of distance education based on the use of the Internet. Students of UOC’s Virtual Campus now have easy access to a useful and dynamic learning experience wherever they may be. More significantly, each student becomes the centre of a completely personalized educational process. All receive guidance from an accredited teaching team and have access to some of the most innovative didactic resources and services currently available. From the start, UOC was designed to be an exemplar of a new generation of distance education providers capable of creating cooperative interaction not only between students and professors, students and learning materials, but also among students themselves. To support this goal, flexibility, co-operation, personalisation and interactivity are the four pillars of practice upon which UOC’s model is founded. Research is also one of the main objectives UOC has achieved in recent years. Through the creation of the IN3, a research Institute focused on analysing the impact of the Internet on society, the institute is home to a virtual Ph.D. programme, and Edu Lab, which is a laboratory of educational innovation that researches the use of e-learning. The UOC is open to the world, having achieved this objective by maintaining contacts with the principal international knowledge networks. As a result, it is anticipated that the UOC will become an important actor in future e-learning initiatives.

Effectiveness of teaching aided by distance learning

2017 ◽  
Vol 4 (1) ◽  
pp. 8-15
Author(s):  
Agnieszka Molga ◽  
Paweł Golec
Keyword(s):  
Distance Learning ◽  
Knowledge Society ◽  
Traditional Education ◽  
Educational Process ◽  
Social Needs ◽  
Economic Life ◽  
Easy Access ◽  
The Internet ◽  
Educational Method ◽  
E Learning

In the information society conditions and social needs are constantly changing. The development of information technology together with the new methods of gathering and distributing information that have been generated open the way to alternative forms of education in knowledge society. Intensive development of distance education is a response to changes caused by the escalating pace of innovation in many areas of social and economic life. Computers and the Internet are replacing the previous model of traditional education. The development of technology has contributed to the search of mobile forms of learning, or e-learning. E-learning allows you to fill gaps in the traditional teaching. Modern techniques allow you to find previously unknown solutions that can be used to streamline the process of distance learning. Both traditional education and the world of business treat e-learning as an effective tool that supports science. The convenient application of this tool, the opportunity to individually decide about the time devoted to studying, low costs and easy access speak for applying e-learning as an educational method. This article attempts to present the role of the Internet in the educational process. The aim of the paper was to show the influence of e-learning on raising the efficiency of education.

scholarly journals The Internet-Based Model of Higher Distance Education-A Case of the Warsaw University of Technology

2020 ◽  
Vol 17 (2) ◽  
pp. 193
Author(s):  
Izabela Maleńczyk
Keyword(s):  
Distance Education ◽  
Business Processes ◽  
Tertiary Education ◽  
Legal Framework ◽  
Educational Process ◽  
The Internet ◽  
Academic Education ◽  
Online Classes ◽  
University Of Technology ◽  
E Learning

In the Polish academic environment, many activities have been devoted to improve and enrich didactics. Many of them are based on the implementation of modern technologies and the Internet into various forms of academic education. The paper analyses legal framework, potential and barriers related to e-learning in Polish institutions of tertiary education. The aim of the article is to present the organisational structure, the model of functioning and management and the types of courses offered by the Centre for Open and Distance Education at Warsaw University of Technology (CODE WUT). The role of CODE WUT in shaping the culture within the organisation and its implementation in the academic world has been described. This was followed by a description of an academic multimedia textbook model and its role in the educational process. The article also attempts to define the basic business processes and analyses their structure using the BPMN notation. Finally, students’ opinion on e-learning significance and their evaluation of effectiveness and satisfaction of online classes were empirically surveyed and discussed.

Distance Education Initiatives Apart from the PC

2011 ◽  
pp. 1162-1167
Author(s):  
José Juan Pazos-Arias ◽  
Martín López-Nores
Keyword(s):  
Distance Education ◽  
Global Economy ◽  
Information Technologies ◽  
Large Scale ◽  
Developed Countries ◽  
The Internet ◽  
Mobile Telephones ◽  
Frequent Use ◽  
Initial Evolution ◽  
E Learning

Developed countries have long been interested in distance education. This interest is growing due to the advance toward a global economy, because education is commonly regarded as the best way to maintain a region’s competitiveness. Thus, we have recently witnessed a great development of e-learning (taken as a synonym for Web-based learning, or learning through an Internet-enabled computer) to the point that using the Internet to deliver educational material has practically displaced the early initiatives based on postal mail, radio, or television. The initial evolution of the Internet led to envisaging a massive adoption of e-learning solutions. However, as proved by data from Internet World Stats (http://www.internetworldstats. com), the penetration of the Internet in homes has been rather limited (around 35% in Europe and 67% in the USA), so it follows that the penetration of e-learning has been limited too. This is indeed one consequence of the socalled digital divide, that is, the separation between people who make frequent use of the information technologies and those who have no access to them or, even having access, lack the necessary knowledge to use them. A divide in the access to technology can lead to inequalities in the access to knowledge and education, posing risks of social exclusion. To prevent that, public administrations have launched large-scale initiatives, like the World Summit on the Information Society and the i2010 plan, that aim at making technology available to everyone, at anytime and from anywhere. As a cornerstone, these initiatives promote the development of access platforms different from the PC, with special interest in harnessing the interactive features of devices that have attained greater penetration in society. This includes the new digital TV set-top boxes, which bear the term t-learning, and the modern mobile devices (e.g., mobile telephones and media players), which set the foundations for m-learning. The vision, as represented in Figure 1, is that the information technologies, combined with suitable pedagogical and andragogical approaches, will enable a scenario of ubiquitous and lifelong learning, freeing people from time and place constraints, and offering flexible learning opportunities to individuals and groups. This article describes technical, methodological, and educational issues that make t-learning and m-learning substantially different from previous works on e-learning. We also review developments in both areas to finally discuss problems that may be the subject of much research in the near future.

DEVELOPMENT OF DISTANCE EDUCATION IN THE CONTEXT OF MASS MEDIA TRANSFORMATION

2019 ◽  
Vol 9 (1) ◽  
pp. 327-341
Author(s):  
Marcin Strzelec ◽  
Jakub Jerzy Czarkowski
Keyword(s):  
Distance Education ◽  
Mass Media ◽  
Mass Communication ◽  
Educational Process ◽  
The Internet ◽  
Special Importance ◽  
Feedback Communication ◽  
The Impact ◽  
Media Transformation ◽  
The Way

The article raises the issue of the impact of mass media on distance education. Com-munication is a key element of the educational process. It is particularly important in distance education. The authors analyzed books, radio and television, as well as the Internet as a means of mass communication, and showed the impact, of the changes taking place, on the de-velopment of distance education. The authors indicate how changing the forms of mass communication has influenced changes in the way and effectiveness of education. Special importance is attributed to the feedback communication that enabled the emergence of the Internet.

scholarly journals FORMATION OF CRM BASED VIRTUAL TRAINING

2021 ◽  
Vol 07 (03) ◽  
pp. 25-30
Author(s):  
Sanara Ismailova Sanara Ismailova
Keyword(s):  
Distance Education ◽  
Electronic Materials ◽  
Educational Environment ◽  
Educational Process ◽  
Educational Institutions ◽  
The Internet ◽  
Long Distance ◽  
Electronic Textbooks ◽  
E Learning ◽  
Software And Hardware

In the article distance education, advantages of it are informed, the dynamics of development of distance education is shown and the question of formation CRM ­ based distance education is considered. Note for information that distance education is a organized form of educational process on the basis of electronic, telecommunication, software and hardware. Distance education provides long-distance communication between teacher and learner through telecommunications and computer networks based on operative, regular dialogue and feedback. Electronic materials, electronic textbooks, tv programs are presented to learners as forms of information in distance education. Educational institutions must develop a special set of educational and methodological materials for each student to study specific training courses for organizing distance education. As noted, due to the students are on long distance, the main part of the scientific and educational-methodological base of distance education is a virtual information-educational environment. Computer systems, creation of virtual information-educational environment, e-learning methodical fund, electronic catalogs, electronic libraries on the basis of the Internet is the basis of distance education. Distance education is impossible to implement without e-lectures, laboratory works, seminar assignments, methodical instructions for their implementation, which can be obtained through the Internet. That is why the creation and application of a distributed information system is of particular importance for the effective provision of software and hardware opportunities which is equipped the teaching process with e-learning materials, enablied students to use these teaching materials, communicated with teachers, recommended, performed inspection and laboratory assignments and more. For this reason, during the organization of distance education in educational institutions CRM systems can be widely used and its benefits can be used as an intellectual information service. Thus, every university, research institute can use this system to ensure efficiency in their activities. This system can be used to provide the relevant needs of students, teachers, researchers and administration, who are the subjects of scientific and pedagogical activities. First of all, CRM systems define curricula for each specialty of their "clients" (learners) and are investigated suitable information needs. Necessary information is obtained in accordance with the received needs. It should be noted that the ways and sources of obtaining information are different. Thus, information can be obtained from electronic textbooks, data banks, electronic libraries of foreign scientific societies, electronic publications and other resources, as well as various scientific research and educational institutions through scientific cooperation. Through such an approach, the advantages (to choice of place, time, duration and pace of training and to save significantly in financial resources, practicality, time and etc) of distance education can be realized most effectively. Keywords: distance education, electronic materials, electronic textbooks, tv programs, learning computer programs, e-library, distance education organized on basis of CRM.

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

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.

scholarly journals Distance Teacher Training in Periods of Emergency (Covid-19 Pandemic)

2021 ◽  
Author(s):  
Panagiotes Anastasiades ◽  
Konstantinos Kotsidis ◽  
Christos Synnefakis ◽  
Alexia Spanoudaki
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Asynchronous Learning ◽  
Pedagogical Issues ◽  
Asynchronous Learning Environments ◽  
Teaching Community ◽  
Fast Pace ◽  
E Learning ◽  
The University ◽  
Teaching Time

The closing of schools at the beginning of spring 2020 in Greece highlighted the need for school distance education to make up for lost teaching time and to maintain learners’ contact with the educational process and other members of the school community. However, the teachers needed support in this urgent situation since they did not have previous experience in school distance education. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (E-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of these teachers. Within this framework, fast-pace, distance seminars were designed and implemented to support teachers on pedagogical issues of distance education. A total of 20 distance training seminars were conducted from 19March to 29April2020 in which more than 40000 teachers of primary and secondary education in Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of school distance education, synchronous and asynchronous learning environments, and the designing or planning of teaching scenarios based on the pedagogical approaches compatible with distance learning.

INNOVATIVE TECHNOLOGIES IN EDUCATION: TEACHER AS THE MAIN SUBJECT OF EDUCATIONAL PROCESS IN THE AGE OF DIGITAL TRANSFORMATION

2021 ◽  
Vol 1 (2) ◽  
pp. 6-14
Author(s):  
N. I. Ilinskaya ◽  
Keyword(s):  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Educational Technologies ◽  
Main Subject ◽  
Special Significance ◽  
Innovative Technologies ◽  
E Learning ◽  
Educational Paradigm ◽  
One Year

The article deals with the issues related to innovative technologies in the educational sphere, which acquire special significance and meaning in the situation of pandemic. It is mainly within this problem that the changes in the educational paradigm currently taking place are being understood. To a large extent, these transformations are linked with the introduction of information technologies into the educational process and the transfer of learning to online educational platforms. The author shows how, in one year of the pandemic, distance learning, which had been discussed for at least two decades, has become a tool indispensable for many educational tasks. Doing so without e-learning has become either problematic or impossible. Distance learning can be considered innovative due to its reliance on educational technologies that have not yet been fully tested, but are widely used by necessity. However, the real subject of innovation and educational process is the teacher. The purpose of the article is to analyze modern educational technologies and identify their innovative component.

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