DIGITAL TEXT, DISTANCE EDUCATION AND ACADEMIC DISHONESTY: FACULTY AND ADMINISTRATOR PERCEPTIONS AND RESPONSES

This study examined administrator and faculty perceptions of the frequency and pervasiveness of student academic dishonesty, including their perceptions of the personal and contextual factors that affect whether a student is likely to engage in any form of academic dishonesty. One important contextual factorexamined in this study was the extent to which the respondents thought that using the Internet in a course, delivering a course via distance education, or the availability of digital text through the Internet impacted the prevalence, prevention, and detection of academic dishonesty.

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DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

Vestnik Samarskogo iuridicheskogo instituta ◽

10.37523/sui.2020.40.4.014 ◽

2020 ◽

pp. 87-92

Author(s):

Сергей Александрович Грязнов

Keyword(s):

Higher Education ◽

Distance Education ◽

Distance Learning ◽

Continuing Education ◽

Higher Education Institutions ◽

Educational Technologies ◽

Alternative Form ◽

The Internet ◽

Classical Training ◽

Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

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The Politics of Distance Edcucation

Public Voices ◽

10.22140/pv.246 ◽

2017 ◽

Vol 5 (3) ◽

pp. 3

Author(s):

Mark Peterson

Keyword(s):

Higher Education ◽

Distance Education ◽

Interactive Television ◽

Small Population ◽

The Internet ◽

Instructional Software ◽

College Level ◽

Web Based ◽

Political Perceptions ◽

Fiscal Efficiency

"Distance education" at the college level is well over a century old. It has served the needs of a numerically large, but proportionately small population of learners who have eschewed the campus classroom. These correspondence school enrollees, educational TV watchers, and audiocassette listeners have had only modest impact on the structure, mission, and strategy of the institutions serving them. But that is now changing, and changing very dramatically. The advent of the Internet, interactive television technology, and web-based instructional software, coupled with administrative and political perceptions of educational reformation and fiscal efficiency, may be causing nothing less than a revolution in higher education. By applying a feminist model of assessment called "unthinking technology," that is to say, exploring the potential, but unthought of socio-political aspects of this technological revolution, this paper raises significant questions about the security of the traditional academic enterprise. "The Politics of Distance Education" urges a pro-active embrace of these technologies by the academy in order to enable a legitimate "competency for grievance" so that the protection of the validity of higher education, and legitimacy of the academic profession can be ethically defended and publicly respected, rather than being viewed as mulish resistance to the inevitable.

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Re-Conceptualizing Solitude in the Digital Era: From “Being Alone” to “Noncommunication”

Communication Theory ◽

10.1093/ct/qtab021 ◽

2021 ◽

Author(s):

Scott W Campbell ◽

Morgan Q Ross

Keyword(s):

Contextual Factors ◽

The Internet ◽

Mobile Media ◽

Previous Theory ◽

Research Traditions ◽

Digital Era

Abstract This article revisits the theoretical terrain surrounding solitude to address conceptual, methodological, and practical challenges manifest in the digital era. First, solitude has been approached from a number of different research traditions, resulting in disconnected streams of theory. Furthermore, these streams were developed before the rise of the Internet and mobile media. As a result, solitude is commonly, if not most commonly, conceptualized and measured as a matter of being physically alone. This article re-conceptualizes solitude as “noncommunication” to offer a more contemporary and inclusive perspective, one that uproots it from ideations of physical aloneness and replants it in social aloneness. Whereas previous theory in this area often ignores mediated interaction, we recognize it as a meaningful way for people to connect, with important implications for solitude. Our framework also calls for interrogation of key contextual factors that condition whether and how solitude is experienced in the digital era.

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Creation of environments and scenarios for learning based on internet habits: a theoretical approach for face-to-face, blended and distance education

Revista de Tecnologías de la Información y Comunicaciones ◽

10.35429/jitc.2020.12.4.1.9 ◽

2020 ◽

pp. 1-9

Author(s):

Paul Rafael SIORDIA-MEDINA ◽

Nadia Sarahi URIBE-OLIVARES ◽

Sofía de Jesús GONZÁLEZ-BASILIO

Keyword(s):

Distance Education ◽

Student Learning ◽

Learning Environments ◽

Theoretical Approach ◽

Teaching Practice ◽

Virtual Learning Environments ◽

The Internet ◽

Technical Knowledge ◽

Face To Face ◽

New Challenges

The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.

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Distance education in Kingdom of Saudi Arabia and United Kingdom: A comparative study: التعليم عن بعد في المملكة العربية السعودية والمملكة المتحدة: دراسة مقارنة

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.m070121 ◽

2021 ◽

Vol 5 (29) ◽

pp. 128-143

Author(s):

Mohammed Noah Alkhiri, Talal Aqeel Alkhiri Mohammed Noah Alkhiri, Talal Aqeel Alkhiri

Keyword(s):

Distance Education ◽

Saudi Arabia ◽

United Kingdom ◽

Distance Learning ◽

Digital Divide ◽

The Internet ◽

Kingdom Of Saudi Arabia ◽

The United Kingdom ◽

International Data ◽

Shed Light

This paper aims to shed light on distance education in the United Kingdom and comparing it to distance education in the Kingdom of Saudi Arabia, the extent of its use in improving the processes of distance learning and education, and ways to overcome the problems facing distance education in the Kingdom of Saudi Arabia. The study relied on reports and analysis of international data conducted by the Organization for Economic Cooperation and Development (OECD). Among the most important findings of the study: It is possible to benefit from the experience of the United Kingdom in distance learning, and there are significant differences in distance learning between the two countries, and there are few similarities. Among the most important recommendations of the study: To benefit from the experiences of British universities and institutions in distance education, and to simulate the platforms and applications used in distance education in the United Kingdom and how to benefit from them, and to benefit from the experience of the United Kingdom in responding to economic growth and bridging the digital divide by using the Internet in schools to teach academic subjects.

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