Dissertation Proposal Defense - "High-Tech Style:" A Student's Perspective on Another Use of Distance Learning Technology

Public Voices ◽  
2017 ◽  
Vol 5 (3) ◽  
pp. 55
Author(s):  
Danielle Hollar
Keyword(s):  
Distance Learning ◽  
Interactive Television ◽  
High Tech ◽  
Learning Technology ◽  
Educational Setting ◽  
University Campuses ◽  
Academic Courses ◽  
Dissertation Committee ◽  
Year 2000

Most discussions of the increased use of distance learning focus on using distance learning technology for providing academic courses, a natural response to the high number of students taking distance learning courses.  In fact, by this year (2000) it is expected that 11.6 million students will have taken one or more distance learning courses (Goldberg, 1998 in Banas and Emory, 1998).  However, there are other uses for this technology within the educational setting.  One such use of distance learning technology in the graducate educational setting is for dissertation proposal defenses, particularly when dissertation committee members are located on university campuses that are geographically separated.  This paper is a case study describing such an event: a dissertation proposal defense facilitated by the use of interactive television (I-TV) distance learning technology.  Included in this case study is the presentation of a student's perspective on using distance learning technology, supplemented by faculty responses to a survey distributed by the student soliciting feedback on their experiences in participating in the I-TV facilitated proposal defense.

A Case Study of Developing Suitable Mobile Learning Technology for a Distance Learning Masters Programme

2015 ◽  
pp. 1208-1232
Author(s):  
Tracey Dodman ◽  
Terese Bird ◽  
David Hopkins
Keyword(s):  
Distance Learning ◽  
International Development ◽  
Learning Experience ◽  
Professional Staff ◽  
Learning Technology ◽  
Learning Capacity ◽  
Internet Connection ◽  
Mobile Learning Technology ◽  
Apple Ipad

In 2012, following some development work, the Department of Criminology launched a new distance-learning course: the MSc Security, Conflict, and International Development (SCID). The target profile for students looking to enroll in this course were living or working in and around conflict regions; they may be forces personnel or professional staff stationed in areas of conflict or recent conflict. Therefore, reliable Internet connection (broadband or cellular) is often rare or intermittent. The course was designed to give learners a rich learning experience in such a way that their learning could remain largely uninterrupted when they experienced loss of Internet connection. Learners in this course were sent an Apple iPad as part of their course fees and given instructions to download a Course App comprising multimedia-rich learning resources. The programme enabled students to study and learn whilst on the move and provided an opportunity for study where otherwise it would have been very difficult, if not impossible for some. The authors believe they have widened participation and enhanced learning capacity through the innovative programme design. This programme is explored in this chapter.

scholarly journals Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

2021 ◽  
Vol 10 (6) ◽  
pp. 11
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Decision Making ◽  
Distance Learning ◽  
International Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Career Goals ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance

The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences.   Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021

Application of VoiceXML in e-Learning Systems

2010 ◽  
pp. 92-108 ◽  
Author(s):  
A. A. Azeta ◽  
C. K. Ayo ◽  
A. A. Atayero ◽  
N. A. Ikhu-Omoregbe
Keyword(s):  
Distance Learning ◽  
Visually Impaired ◽  
Learning Systems ◽  
Learning Technology ◽  
Information And Communication ◽  
E Learning ◽  
Visually Impaired Students ◽  
The Voice ◽  
Usability Criteria

This chapter examines the learning environment of visually impaired students in the school for the blind. The level of Information and Communication Technology (ICT) utilization and adoption is reported with specific interest in VoiceXML and its application areas. As a case study, a prototype voice-based e-Learning application for course registration and examination was developed and reported. The system was evaluated using ISO 9241-11 usability criteria. The outcome of the usability evaluation is also presented. The voice-based e-Learning technology described in this chapter will improve accessibility to education, including distance learning for learners who are visually impaired in the school for the blind.

Learning Technology Management While Teaching Technology Management

2000 ◽  
pp. 39-60
Author(s):  
Linda L. Brennan ◽  
Victoria E. Johnson
Keyword(s):  
Distance Learning ◽  
Technology Management ◽  
Organizational Factors ◽  
Learning Technology ◽  
Multiple Perspectives ◽  
Learning Program ◽  
Master Of Science ◽  
Trial Basis ◽  
Distance Learning Program

This case study presents an evaluation pilot of a technology-enabled service, specifically a distance learning program at a university. The primary intent of the case is to illustrate the management of a trial evaluation of an information technology and the need for explicit criteria considering multiple technical and organizational factors. The secondary purpose of the case is to share the learning specific to the administration and delivery of a distance learning program using various media. The distance learning program was conducted on a trial basis with 16 students in a 13-course, 18-month Master of Science in Technology Management (MSTM) program. Compressed video and Internet-based technologies were used for course delivery, in addition to limited on-site instruction. The case study describes the motivation and progression of the trial, up to the point when a decision had to be made about continuing the program beyond the trial. The experience is considered from multiple perspectives, specifically those of the school administration, faculty, and students. Positive and negative aspects are highlighted to lay the groundwork for analysis at the decision point.

Distance learning technology and service support in Greece: The case study of the Aristotle University over the last decade

2009 ◽  
Vol 16 (1) ◽  
pp. 25-39 ◽  
Author(s):  
Angeliki Z. Agorogianni ◽  
Zaharias D. Zaharis ◽  
Sofia D. Anastasiadou ◽  
Sotirios K. Goudos
Keyword(s):  
Distance Learning ◽  
Learning Technology ◽  
Service Support

scholarly journals Engaging students in online learning: technology-integrated distance learning for Chinese students at partner institutions in China

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Xiaowen Gao
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Community ◽  
Important Implication ◽  
Chinese Students ◽  
Learning Technology ◽  
Educational Tools ◽  
Online Delivery ◽  
Online Platforms

To mitigate the problems of lack of preparedness and lack of a sense of learning community associated with online learning, this case study illustrates how a range of technologies including online platforms and educational tools may be integrated to assist purposeful engagement with learners for active learning to ensue. This case is based on an undergraduate module delivered virtually to three TNE partner institutions in China. Zoom, Mentimeter and WeChat were adopted to help with cognitive and affective engagement by the students. While this design is focused on online delivery, there is also an important implication for classroom-based teaching in achieving purposeful engagement with students.

Teaching Information Security in a Hybrid Distance Learning Setting

2011 ◽  
pp. 239-258
Author(s):  
Michael E. Whitman ◽  
Herbert J. Mattord
Keyword(s):  
Distance Learning ◽  
Information Security ◽  
Primary Objective ◽  
Lessons Learned ◽  
Learning Technology ◽  
Learning Techniques ◽  
Hands On ◽  
Based Instruction ◽  
Hybrid Distance

This chapter provides a case study of current practices and lessons learned in the provision of distance learning (DL)-based instruction in the field of information security. The primary objective of this case study was to identify implementations of distance learning techniques and technologies that were successful in supporting the unique requirements of an information security program that could be generalized to other programs and institutions. Thus the focus of this study was to provide an exemplar for institutions considering the implementation of distance learning technology to support information security education. The study found that the use of lecture recording technologies currently available can easily be used to record in-class lectures which can then be posted for student use. VPN technologies can also be used to support hands-on laboratory exercises. Limitations of this study focus on the lack of empirical evidence collected to substantiate the anecdotal findings.

A Case Study of Developing Suitable Mobile Learning Technology for a Distance Learning Masters Programme

2015 ◽  
pp. 35-59
Author(s):  
Tracey Dodman ◽  
Terese Bird ◽  
David Hopkins
Keyword(s):  
Distance Learning ◽  
International Development ◽  
Learning Experience ◽  
Professional Staff ◽  
Learning Technology ◽  
Learning Capacity ◽  
Internet Connection ◽  
Mobile Learning Technology ◽  
Apple Ipad

In 2012, following some development work, the Department of Criminology launched a new distance-learning course: the MSc Security, Conflict, and International Development (SCID). The target profile for students looking to enroll in this course were living or working in and around conflict regions; they may be forces personnel or professional staff stationed in areas of conflict or recent conflict. Therefore, reliable Internet connection (broadband or cellular) is often rare or intermittent. The course was designed to give learners a rich learning experience in such a way that their learning could remain largely uninterrupted when they experienced loss of Internet connection. Learners in this course were sent an Apple iPad as part of their course fees and given instructions to download a Course App comprising multimedia-rich learning resources. The programme enabled students to study and learn whilst on the move and provided an opportunity for study where otherwise it would have been very difficult, if not impossible for some. The authors believe they have widened participation and enhanced learning capacity through the innovative programme design. This programme is explored in this chapter.

Learning Technology Management While Teaching Technology Management

2000 ◽  
pp. 109-123
Author(s):  
Linda L. Brennan ◽  
Victoria E. Johnson
Keyword(s):  
Distance Learning ◽  
Technology Management ◽  
Organizational Factors ◽  
Learning Technology ◽  
Multiple Perspectives ◽  
Learning Program ◽  
Master Of Science ◽  
Trial Basis ◽  
Distance Learning Program

This case study presents an evaluation pilot of a technology-enabled service, specifically a distance learning program at a university. The primary intent of the case is to illustrate the management of a trial evaluation of an information technology and the need for explicit criteria considering multiple technical and organizational factors. The secondary purpose of the case is to share the learning specific to the administration and delivery of a distance learning program using various media. The distance learning program was conducted on a trial basis with 16 students in a 13-course, 18-month Master of Science in Technology Management (MSTM) program. Compressed video and Internet-based technologies were used for course delivery, in addition to limited on-site instruction. The case study describes the motivation and progression of the trial, up to the point when a decision had to be made about continuing the program beyond the trial. The experience is considered from multiple perspectives, specifically those of the school administration, faculty, and students. Positive and negative aspects are highlighted to lay the groundwork for analysis at the decision point.

scholarly journals Tecnologia em educação aplicada à representação descritiva

2007 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Naira Christofoletti Silveira
Keyword(s):  
Distance Learning ◽  
Information Science ◽  
Virtual Learning ◽  
Learning Technology ◽  
Theoretical Approaches ◽  
New Instrument ◽  
Web Course ◽  
The University ◽  
Intervening Factors

Analisa os resultados obtidos com a utilização de uma tecnologia em educação e aprendizagem à distância, nas disciplinas Princípios e Práticas de Representação Descritiva e Representação Descritiva I, do Departamento de Ciência da Informação, da Universidade Federal de São Carlos. Adotou-se o ambiente virtual de aprendizagem Web Course Tools (WebCT), no qual se elaborou um curso para a disponibilização do conteúdo prático das disciplinas. O conteúdo teórico foi apresentado e discutido presencialmente em sala de aula e o conteúdo prático foi realizado à distância, através de exercícios. O estudo de caso permitiu descrever o uso desse ambiente e verificar a aceitação da modalidade de ensino à distância (EAD) pelos alunos. Essa utilização ampliou o tempo em sala de aula para o aprofundamento teórico e discussões sobre a catalogação. Identificaram-se também outros fatores intervenientes no uso da EAD como, por exemplo, a necessidade do amadurecimento e comprometimento do aluno com sua aprendizagem. Os alunos, de modo geral, tiveram boa aceitação no uso da ferramenta. Abstract It analyses the results obtained through the use of education and learning technology, for the disciplines related with Descriptive Representation, or Descriptive Cataloging. These disciplines are offered by the Information Science Department of São Carlos Federal University. It has been adopted the Web Course Tools (WebCT), available at the University, as the virtual learning environement. It has been offered a course for bibliographic description practical learning. The theoretical content for the area has been presented and discussed at classroom. The practical content has taken place virtually, through distance learning. This case study alllowed to describe the environment use and to verify the acceptance of virtual learning by students. The use of distance learning enlarged the available time for theoretical approaches and discussions about cataloging at classroom. The study also allowed the identification of intervening factors, as the student’s compromising and maturity towards his own learning process. The students, in general, accepted well the new instrument.

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