scholarly journals Effectiveness of Group Work Contracts to Facilitate Collaborative Group Learning and Reduce Anxiety in Traditional Face-to-Face Lecture and Online Distance Education Course Formats

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Sydney F Brannen ◽  
David Beauchamp ◽  
Nadia Cartwright ◽  
Danyelle Liddle ◽  
Justine Tishinsky ◽  
...  
Keyword(s):  
Distance Education ◽  
Group Work ◽  
Group Learning ◽  
Collaborative Group ◽  
Online Distance Education ◽  
Face To Face ◽  
Online Distance ◽  
Work Contracts

scholarly journals “I Can Do This – Better Than I Thought” – Instructors’ Experiences of The Digital Summer Term 2020

2020 ◽  
pp. 11-20
Author(s):  
Svenja Bedenlier ◽  
Claudia Schmidt ◽  
Stefanie Gerl ◽  
Sonia Hetzner ◽  
Mona Schliebs ◽  
...  
Keyword(s):  
Distance Education ◽  
Teaching Practices ◽  
Prior Experience ◽  
Online Distance Education ◽  
Face To Face ◽  
Institutional Evaluation ◽  
Online Distance ◽  
Short Time ◽  
Better Than ◽  
Do So

With the Covid-19-induced situation in the summer term 2020, instructors at campus universities were confronted with the need to radically modify their face-to-face teaching practices. Switching to teaching fully online, they needed to cope with an oftentimes little chartered pedagogical territory, adapt to online distance education practices and do so in a very short time. As part of an institutional evaluation of the summer term, this study draws on the responses of n = 29 instructors who reported zero years of prior experience with digital teaching at the outset of the summer term at one German university. It provides evidence on the kinds of tools that they used in their teaching, the most important learning experiences they identified and the elements they would like to modify in their future teaching.

Gender and Differences in Online Teaching Styles

2011 ◽  
pp. 372-377 ◽  
Author(s):  
Karinda Rankin Barrett
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Teaching Styles ◽  
Men And Women ◽  
Online Distance Education ◽  
Face To Face ◽  
Research On Teaching ◽  
The Face ◽  
Online Distance ◽  
Teaching Learning

Researchers interested in the role gender plays in the educational environment have investigated differences in the teaching styles of men and women in the face-to-face classroom (Caplan, 1994; Clegg, Trayhurn, & Johnson, 2000; Proost, Elen, & Lowyck, 1997; Statham, Richardson, & Cook, 1991; Sullivan, 1999). In distance education, the differences between the teaching styles of men and women are similar to those noted in the face-to-face classroom (Barrett, 2004; Dupin-Bryant, 2004). In both educational settings, men and women prefer different teaching styles. In the face-to-face classroom, differences in the teaching styles of male and female faculty members have depicted women as leaning more towards a learner-centered style than men, even though men and women are exposed to similar experiences in their own educational endeavors (Moulton, 1992; Scotney, 1986; Statham et al., 1991; Stickney-Taylor & Sasse, 1990). The purpose of this discussion is to use research on teaching styles to provide more information about the online environment for those who will be teaching, learning, or administrating online distance education.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals Student Self-Responsibility in the Indonesian Distance Education System

2018 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Daudi Lazarus
Keyword(s):  
Distance Education ◽  
Education System ◽  
Teaching And Learning ◽  
Independent Study ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education.  The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability.  The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility.  The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes.  To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

The Effect of Online Distance Education on LIS Programs

2013 ◽  
pp. 229-237
Author(s):  
Robert M. Ballard ◽  
Yingqi Tang
Keyword(s):  
Distance Education ◽  
Rapid Growth ◽  
Classroom Instruction ◽  
Traditional Education ◽  
Quality Education ◽  
Academic Institutions ◽  
Online Distance Education ◽  
Emerging Issues ◽  
Online Distance

Distance education is experiencing rapid growth in academic institutions. Faculty and students accept Distance Education (DE) as an alternative to classroom instruction. In this chapter, the authors discuss emerging issues concerning DE and how they have affected traditional education in the LIS school. Regardless of the form of education delivered, the essential purposes of instruction remain unchanged: disseminating knowledge and providing quality education for students.

“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”

2013 ◽  
pp. 110-126
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

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