Technology-Based Distance Learning: Present and Future Directions in Business and Education

1994 ◽  
Vol 22 (3) ◽  
pp. 191-204 ◽  
Author(s):  
Charles D. Miller ◽  
R. Wilburn Clouse
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Quantitative Research ◽  
World Wide ◽  
Policy Formulation ◽  
First Century ◽  
Just In Time ◽  
Learning And Development ◽  
Future Directions ◽  
Organizational Infrastructure

This article reports on the differences and similarities between education and business related to Technology-Based Distance Learning. The research uses a multi-case quantitative research design and ethnography analysis. Areas investigated include: organizational infrastructure, cost effectiveness, curriculum methods, policy formulation, faculty and management acceptance, program assessments, and future directions for technology. The article emphasizes “just in time learning” and development of world wide learning environments for the twenty-first century.

Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

Multi-User Mixed Reality Environments for Distance Learning

2018 ◽  
pp. 208-239
Author(s):  
Anasol Peña-Rios ◽  
Victor Callaghan ◽  
Michael Gardner
Keyword(s):  
Distance Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Technological Innovation ◽  
Mixed Reality ◽  
Traditional Classroom ◽  
Science And Engineering ◽  
Future Directions ◽  
Science And Engineering Education

Technological innovation is changing every aspect of our lives and extending into education, where it is introducing profound changes to both the traditional classroom and online learning environments. This chapter explores the future of MUVEs, focusing particularly on immersive mixed reality learning environments and the challenges involved in the shift to multidimensional environments in education. It reviews the earlier developments in MUVEs and identifies a barrier to their deployment in science and engineering education: their inability to support physical collaborative laboratory work. The chapter then explains how advances in mixed-reality research may offer a solution to this problem through a case study of a cutting-edge example of such an approach, the BReal Lab, together with a summary of evaluation results gained from a trial involving students in 5 different countries. Finally, the chapter concludes by reflecting on the issues raised and speculates on possible future directions that work on mixed-reality MUVEs might take.

Bourdieu’s Uneven Influence on Anglophone Canadian Sociology

2018 ◽  
Author(s):  
John McLevey ◽  
Allyson Stokes ◽  
Amelia Howard
Keyword(s):  
Social Capital ◽  
Social Networks ◽  
Division Of Labor ◽  
Social Theory ◽  
Quantitative Research ◽  
First Century ◽  
Historical Research ◽  
Sociology Of Culture ◽  
Journal Articles ◽  
Culture Education

Pierre Bourdieu is one of the most influential and widely cited figures in anglophone Canadian sociology. Since the first decade of the twenty-first century, in particular, his theories have guided research in areas such as the sociology of culture, education, social theory, social networks, and social capital. This chapter presents a content analysis of journal articles to better understand Bourdieu’s influence on anglophone Canadian sociology. Many citations to Bourdieu are ritualistic and occasionally are characterized by misreadings. Furthermore, interpretations and applications of Bourdieu’s ideas have been limited by a methodological division of labor. Quantitative research has primarily been concerned with cultural and social capital, with qualitative and historical research placing more emphasis on habitus and fields. The authors suggest several ways to expand the engagement with Bourdieu’s work, and to move beyond the current methodological division of labor.

Mobile Applications as Tools to Support Embodied Learning

2012 ◽  
Vol 2 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Andre R. Denham ◽  
Javier Gonzalez-Sanchez ◽  
Maria-Elena Chavez-Echeagaray ◽  
Robert K. Atkinson
Keyword(s):  
Learning Environments ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Distinct Type ◽  
Instructional Designers ◽  
Formal Learning ◽  
Embodied Learning ◽  
Future Directions ◽  
Current State ◽  
Instructional Content

Mobile learning (mLearning) is a rapidly expanding area of educational research. Theorists, researchers, and instructional designers are excited about the potential contributions of mobile technology to the field of education. Mobile tools such as Apple’s iPad or Galaxy Tab have sparked this interest based on their ability to provide high-powered computing within a small, extremely portable form factor. Learners are no longer constrained by the desktop or the power cord of a laptop. Unfortunately, much of mLearning research has focused on transferring eLearning on to mobile devices, instead of investigating the unique characteristics of mobile tools that can be used to define mLearning as a distinct type of learning. This paper begins the task of situating mLearning as a distinct type of learning by first considering the theoretical and pedagogical affordances unique to it. Then, the authors transition into a discussion of embodied learning and how the literature related to this field supports the use of mobile tools for educational purposes that go well beyond the deliver of eLearning instructional content. From there, the authors move to a discussion of the logistical challenge of melding mobile tools within formal learning environments. Next, the paper reports the results of an investigation into the current state of mLearning applications and how the majority of these applications fail to leverage the hardware features of mobile tools that can potential result in deeper understanding of concepts and skills. Finally, the authors provide implications and future directions for developers and educators.

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 Facilitating Students’ Speaking Task Using YouTube During Covid-19 Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 49-54
Author(s):  
Musliadi Musliadi ◽  
Reski Yusrini Islamiah Yunus ◽  
Muhammad Affan Ramadhana
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Likert Scale ◽  
Student Response ◽  
Sampling System ◽  
Learning Resource ◽  
Student Responses ◽  
The Media ◽  
Strongly Agree

This study investigates students' perception of the use of YouTube to facilitate undergraduate students' speaking activities. The method used in this research is descriptive quantitative research. The sampling system is done randomly and takes 40 students as a sample. The questionnaire has two parts, followed by ten questions with five answer choices using a Likert scale covering strongly disagree to strongly agree. The result of the study shows that 80% of students access YouTube because YouTube is very interesting, 75% of students say YouTube is an easy media to access, 80% of students say YouTube can be used as a learning resource (80%), and 85% of students use YouTube as a medium for doing speaking tasks. The student response to the use of YouTube as the media of facilitating students' speaking tasks is very positive, where 72% of students stated they strongly agreed if the practice of speaking through YouTube was applied, and 20% of students agreed. In general, student responses in using YouTube to facilitate students speaking activities in distance learning during the Covid-19 pandemic are very positive.

scholarly journals A Framework for Demonstration Devices Used in Distance-Learning Environments

2021 ◽  
Vol 49 (1) ◽  
pp. 17-21
Author(s):  
Péter Decsi ◽  
Ádám Bors ◽  
Péter Kocsor ◽  
Bálint Vörös ◽  
Barnabás Horváth ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Rolling Resistance ◽  
Cost Effective ◽  
Theoretical Knowledge ◽  
Laboratory Measurements ◽  
Pilot Projects ◽  
The World ◽  
Distance Learning Environment ◽  
User Friendly

Distance-learning has become widespread around the world. Many training areas such as engineering require the acquisition of practical rather than theoretical knowledge. In this paper, a framework is presented in the form of four pilot projects which is used for practical laboratory measurements in a distance-learning environment. Four demonstration devices consisting of an induction motor drivetrain, a magnetorheological clutch as well as a rolling resistance and an ultrasonicsensor were built and several examples of measurements presented.The system, based on accessible and user-friendly hardware, is cost-effective, simple to program and can be adapted to suit any application.

scholarly journals Distance learning and the World Wide Web

1998 ◽  
Vol 12 (4) ◽  
pp. 322 ◽  
Author(s):  
John F. Wallin ◽  
Denis Donnelly
Keyword(s):  
Distance Learning ◽  
World Wide Web ◽  
World Wide ◽  
The World
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