THE USE OF MOBILE PHONES IN TEACHING AND LEARNING: A CASE STUDY AT THE COLLEGE OF DISTANCE EDUCATION, UNIVERSITY OF CAPE COAST

2016 ◽  
Author(s):  
Valentina Arkorful ◽  
George Oduro ◽  
Nelly Abaidoo
Keyword(s):  
Distance Education ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Cape Coast

scholarly journals Bringing Online Learning to Campus: The hybridization of teaching and learning at Brigham Young University

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Gregory L. Waddoups ◽  
Scott L. Howell
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Rapid Growth ◽  
Teaching And Learning ◽  
Church Membership ◽  
Educational Practices ◽  
Brigham Young University ◽  
Secular Education ◽  
Use Of Technology

The primary purpose of Brigham Young University (BYU) is to provide students with a combination of sacred and secular education often described as the “BYU experience.” Achieving this purpose is challenged by the rapid growth in Church membership and an enrollment cap of 30,000 students. To address these challenges, BYU sponsors the use of technology to bridge the gap between the increased Church membership and the number of students allowed under the enrollment caps. This institutional case study shows how these challenges have influenced the hybridization of teaching and learning for on campus (resident) and off campus (distance) students. It also describes how BYU has brought distance education to campus, and is beginning to bring campus-based educational practices to distance education.

scholarly journals Using Web-Based, Group Communication Systems to Support Case Study Learning at a Distance

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Terry Anderson ◽  
Liam Rourke
Keyword(s):  
Distance Education ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Group Communication ◽  
Relative Effectiveness ◽  
Web Based ◽  
Case Based Learning ◽  
Group Communication Systems ◽  
Case Based

<P class=abstract>This study explored the capacity of Web-based, group communication systems to support case-based teaching and learning. Eleven graduate students studying at a distance were divided into three groups to collaborate on a case study using either a synchronous voice, an asynchronous voice, or a synchronous text communication system. Participants kept a detailed log of the time they spent on various activities, wrote a 1,500-word reflection on their experience, and participated in a group interview. Analysis of these data reveals that each group supplemented the system that had been assigned to them with additional communication systems in order to complete the project. Each of these systems were used strategically: email was used to share files and arrange meetings, and synchronous voice systems were used to brainstorm and make decisions. Learning achievement was high across groups and students enjoyed collaborating with others on a concrete task. Keywords: Distance Education, Case-based Learning, Collaboration Software, Online Learning.</P> <P>The evidence in favour of case-based teaching and learning continues to mount (cf. Lundeberg, Levin, and Harrington, 1999). One interesting facet of this research suggests that group discussions are the active ingredient of case study learning. For on-campus students this is simple to arrange, but where does it leave students who are studying at a distance? Case studies are often used in distance education, but traditionally they have been implemented in an independent mode, with students reading a problem-centred or exemplary narrative in order to contemplate its central issues. This type of case-based teaching omits what may be the most important part of case-based pedagogy.</P> <P>Fortunately, a wide array of Web-based communication software exists that supports various types of communication at a distance, including text or voice, person-to-person or multi-person, and synchronous or asynchronous interaction. The relative effectiveness of these systems to support collaboration among students is an important issue to distance educators.</P>

scholarly journals Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast

2018 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Moses Segbenya ◽  
Paul Dela Ahiatrogah
Keyword(s):  
Distance Education ◽  
Human Resource ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Human Relations ◽  
Regional Study ◽  
Cape Coast ◽  
Managerial Roles ◽  
Study Centre ◽  
Feedback Method

The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.

scholarly journals O Uso do Plano de Tutoria na Prática Docente do Tutor Online na Universidade Aberta do Brasil

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Emmanuele Maria Correia Costa ◽  
Cleide Jane de Sá Araújo Costa
Keyword(s):  
Distance Education ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Virtual Classroom ◽  
Pedagogical Practice ◽  
Support Tools ◽  
Qualitative Nature

O estudo investiga contribuições do plano de tutoria para a prática do tutor na UAB/EaD de um curso da Universidade Federal de Alagoas, com objetivo de analisar a efetividade dos planos de tutoria na ação do tutor e se eles são instrumentos de suporte que auxiliam no processo de aprendizagem dos estudantes da EaD. É um estudo de caso de natureza qualitativa com finalidade de perceber a prática do tutor a partir do uso dos planos de tutoria que auxiliam no processo de aprendizagem dos estudantes. Para a coleta de dados, realizou-se pesquisa bibliográfica com base no Guia do Tutor da Coordenadoria Institucional de Educação a Distância da Ufal, análise dos planos de tutoria e aplicação de questionário com tutores. O problema referiu-se às contribuições do plano de tutoria para a prática pedagógica do tutor no processo de aprendizagem na sala de aula virtual. Os resultados apontam que os planos de tutoria são efetivos na ação docente do tutor e são instrumentos de suporte que contribuem para o processo de ensino e aprendizagem desde que respeitem os elementos mínimos considerados essenciais pela Coordenadoria Institucional de Educação a Distância (Cied), estejam descritos de forma clara e objetiva e ser socializados entre os tutores, com vistas a favorecer uma efetiva ação docente.Palavras-chave: Plano de tutoria, Tutoria, Planejamento, Aprendizagem. The Use of the Tutoring Plan in the Online Tutor's Teaching Practice at the Open University in BrazilAbstractThe study investigates contributions of the tutoring plan in the tutor practice at the OUB/DE of a course at the Federal University of Alagoas with the objective of analyzing the effectiveness of the tutoring plans in the tutor's action and whether they are support tools that help in the learning process of the students of the DE. It is a case study of a qualitative nature with the purpose of perceiving the practice of the tutor from the use of the mentoring plans that aid in the learning process of the students. For data collection, a bibliographic research was carried out based on the Tutor's Guide to the Institutional Coordination of Distance Education of UFAL, the analysis of the tutoring plans and the application of a questionnaire with tutors. The problem was: What are the contributions of the tutoring plan to the pedagogical practice of the tutor in the learning process in the virtual classroom? The results show that tutoring plans are effective in the tutor's teaching action and are support tools that contribute to the teaching and learning process, as long as they respect the minimum elements considered essential by the Institutional Coordination of Distance Education (ICDE) and are described in a clear and objective way, to be shared among the tutors, in order to favor an effective teaching action.Keywords: Tutoring plan, Mentoring, Planning, Learning.

Is Anyone There? Being ‘Present' in Distance Education

2010 ◽  
pp. 194-208 ◽  
Author(s):  
Andrea Reupert ◽  
Darryl Maybery
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Technical Aspects ◽  
Use Of Technology ◽  
The Subject

Research on higher education distance education tends to focus on the technical aspects of distance teaching, with little focus on the personal components of teaching and learning. In this chapter, students are interviewed to identify whether they want a personal presence from their lecturers and if so, what this presence might look like in distance education. Conversely, lecturers are interviewed to determine what they personally bring of themselves when teaching in distance mode. Results indicate that many, but not all, distance students want their lecturers to be passionate about their subject, form relationships and be open and available. However, there were some students, albeit a minority, who wanted to focus solely on the subject. Other students were clear that even though they valued lecturers’ personal revelations, these needed to be directly related to subject materials. Similarly, distance lecturers suggest that while they do reveal aspects of their personality there are also boundaries as to how much they ‘give’ of themselves. A case study is presented that extends this discussion and provides one approach, through the use of technology, for taking the ‘distance’ out of distance teaching.

Case Study in E-Learning

2009 ◽  
pp. 331-341
Author(s):  
Patricia A. Young
Keyword(s):  
Distance Education ◽  
Mobile Phones ◽  
Teaching Practices ◽  
Colleges And Universities ◽  
Student Enrollment ◽  
Instructional Content ◽  
Growth Area ◽  
E Learning ◽  
Education Courses

The future of e-learning is wide open in terms of innovations in software, hardware, instructional content, and teaching practices. Recent innovations in software have been instrumental in the development of rapid e-learning that allows the creation of podcasts and vodcasts (video podcasts) in 2 to 3 weeks versus 4 to 5 months (Weekes, 2007). Hardware such as PDAs, mobile phones, and pocket PCs provide new avenues in mobile e-learning. Businesses view e-learning as a way to train employees locally and worldwide. Student enrollment in distance education courses in U.S. colleges and universities increased from 2.3 million in 2004 to 3.2 million in 2006 (Allen & Seaman, 2006). It appears that the delivery of instructional content through elearning will continue to be another growth area in the new millennium.

scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

scholarly journals A Multiple Criteria Analysis of Customers Satisfaction of Distance Education in Ghana: Evidence from Bolgatanga Centre of University of Cape Coast

2020 ◽  
pp. 72-80
Author(s):  
Joseph Akanyako ◽  
Simon Akumbo Eugene Mbilla ◽  
Redruth Nyaaba Ayimpoya ◽  
Baba Blonch Adombilla
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Decision Analysis ◽  
Teaching And Learning ◽  
Multiple Criteria ◽  
Multiple Criteria Decision Analysis ◽  
Cape Coast ◽  
Teaching And Learning Environment ◽  
Education In Ghana ◽  
Students Satisfaction

Distance education continues to be very popular among workers and students who want to further their education. It is particularly popular among workers because they can still work while schooling to add value to themselves and progress in their career. Disaggregation in Multiple Criteria Decision Analysis was employed in the study. The assessment of students’ satisfaction with service at the centre was done using tuition, administration, examination, teaching and learning environment. Students in general were satisfied with the tuition they received and the way examinations were conducted. The nature of examinations was found to be acceptable to the students, a majority of the students agreed that questions were normally set within syllabus and that the results they obtained actually reflected their own performance. Most students expressed dissatisfaction with the learning centre, students were generally dissatisfied with the classrooms, furniture, serenity of the environment and security at the learning centre.

scholarly journals Test-taking Strategies of University of Cape Coast Students of French as a Foreign Language: a Case Study

2020 ◽  
pp. 191-216
Author(s):  
Anthony Yao Makafui De-Souza
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Specific Task ◽  
Cape Coast ◽  
Test Taking ◽  
Test Taking Strategies ◽  
French Test

Test-taking strategies are tactics, techniques or moves that learners of a language adopt to enable them meet the requirements of test questions. Test-taking strategies are consciously adopted by learners whose success depends on their appropriateness and suitability to a specific task (Nikolov, 2006). Ghanaian students learn French as a foreign language. Thus, they are deprived of an environment where French is used. Their contact with the language is in the classroom and only during French lessons. Coupled with this disadvantage is the fact that these students are evaluated through test questions in French which equally demand answers in French. Each semester, a number of students score below average in various assessments in French. We can therefore assume that Ghanaian students of French as a foreign language deploy strategies that are not adequate enough in answering test questions in French. Against this background, this paper seeks to provide a description of test-taking strategies that may inform teaching and learning of French for better output in tests. Using recollective verbalization protocols, the study examines data gathered right after a French test by level 200 students.

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