scholarly journals PEDAGOGY AND QUALITY ASSURANCE IN THE DEVELOPMENT OF ONLINE LEARNING FOR ONLINE INSTRUCTORS

2019 ◽  
Vol 9 (4) ◽  
Author(s):  
Terry Cowham ◽  
Julia Duggleby
Keyword(s):  
Quality Assurance ◽  
Online Learning ◽  
Online Training ◽  
Online Instructors ◽  
Online Technologies ◽  
Training Package ◽  
Academic Organization ◽  
The Uk ◽  
A Company

The last six years have seen an increasing interest in the use of online technologies for delivering training in the UK, as employers recognize that these technologies can offer a more economic and flexible training package that can be tailored to the priorities of a company and its employees. This article explores the development of the Certificate in Online Learning course, a course developed by an academic organization, The Sheffield College, in partnership with the Chartered Institute of Personnel andDevelopment. The article considers the way in which the strengths and experience of the partners have been brought together to build a new and robust course, based on sound pedagogical principles, that addresses the needs of corporate trainers in the development and delivery of online training. In addition, the article examines the role of the Open College Network, the accrediting body for the course, in ensuring its continued development.

Nigeria: Economy, Finance and the Role of the Stockbroker

1995 ◽  
Vol 6 (4) ◽  
pp. 255-274
Author(s):  
Nuruddeen A. Abdullahi ◽  
Alan Wakelam
Keyword(s):  
Interest Rates ◽  
Strong Support ◽  
Market Risk ◽  
Securities And Exchange Commission ◽  
Oil Boom ◽  
The Usa ◽  
Private Investors ◽  
The Uk ◽  
A Company

The first part deals with the financial background to the economy. The switch from an agricultural economy to one where, since 1974, oil has taken centre stage, has been dramatic. A country traumatised by civil war has left deep scars, as a result the oil boom of the 1970’s was not taken full advantage of—wastage and misallocation of revenues were characteristic of the 1970’s and 80’s. Despite this, there has been some improvement in the infrastructure as a result of public spending. The second part looks at the role of the stockbroker. As professional advisors, stockbrokers are expected to have a good understanding of the financial market. Sadly the advice that some gave to private investors was not always sound. A particular example was when a third of the sample advised their clients to borrow money for share purchase at a time when interest rates were particularly high. It is interesting to note that in spite of their strong support for deregulation of the stock market, the majority (74.1%) expressed satisfaction with the Nigerian Securities and Exchange Commission (NSEC). The authors expected the financial press to be the most important source of financial information, instead company reports took first place, possibly reflecting a lack of confidence in press reporting. 62% of the stockbrokers were ignorant of the fact that a company may declare profit even when its cashflow position is in deficit, and 22% had the misconception that listed companies were always profitable. Unlike the UK and the USA there is yet to emerge a market risk service, hence the stockbrokers have to rely on their own perceptions of market risk, and the results show that

Moderating Learner-Centered E-Learning

2011 ◽  
pp. 536-561
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

scholarly journals Face to Face vs. Online Instruction: An Analysis

2021 ◽  
Vol 58 (2) ◽  
pp. 5948-5953
Author(s):  
Sujatha.U , Bhuvaneshwari Palanisamy
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Content Delivery ◽  
Electronic Media ◽  
Traditional Classroom ◽  
Classroom Teachers ◽  
Online Instructors ◽  
Course Content ◽  
Face To Face

The role of instructors in face to face and online instruction has few things in common but many things in contrast. Other than the strong foundation of knowledge, traditional classroom teachers have more responsibilities like adaptability, motivating and encouraging active participation, listening to students, enhance collaboration with other students, etc. Traditional classroom teachers create a new society and an active learning environment for the students inside the classroom whereas the role of online instructors is contravening and never-ending. In online instruction designing a course, content delivery, activities, assignments, and examination are done in the absence of students. The flexibility in online learning, though communication is done through electronic media to an extent, considerably reduces the interaction between the teachers and learners and makes either of them to work in isolation. This paper discusses the advantages, disadvantages, and other aspects of face to face and online learning

15. Directors

2017 ◽  
Author(s):  
Derek French
Keyword(s):  
Corporate Governance ◽  
Executive Directors ◽  
Public Companies ◽  
Legal Principles ◽  
Corporate Governance Code ◽  
The Board Of Directors ◽  
The Uk ◽  
The Relationship ◽  
A Company

This chapter explores the role of directors in corporate governance, beginning with a discussion of the principles of corporate governance as set out in the UK Corporate Governance Code. Rules on appointment and removal of a company’s directors are considered next, followed by public disclosure of the names of directors and their work as a board, their remuneration and their powers of management. The chapter also considers the legal categorisation of directors, whether as fiduciaries, agents or trustees; the distinction between executive directors and non-executive directors; the relationship between directors and shareholders of public companies; the issue of the separation of ownership and the control of a company; transparency; and general legal principles regarding the board of directors. Relevant legislation such as the Companies Act 2006 and the UK Corporate Governance Code, as well as particularly significant court cases, are mentioned.

The Peruvian Amazon Co.: Credit and Debt in the Putumayo “Wild Rubber” Business

2020 ◽  
pp. 1-27
Author(s):  
MARGARITA SERJE
Keyword(s):  
Indigenous Peoples ◽  
General Description ◽  
Peruvian Amazon ◽  
Local Production ◽  
Exchange Networks ◽  
The Core ◽  
The Uk ◽  
A Company ◽  
Debt Peonage

In this article, I trace the credit and debt practices of a company incorporated in the UK to extract “wild rubber” in the Amazon. Based on reports by Sir Roger Casement, an officer of the British diplomatic service, I present a general description of the organization of the Peruvian Amazon Co., whose operation did not depend on investment in technology or infrastructure but, rather, on the flow of credit in the form of merchandise. I will discuss debt-peonage as the form of labor privileged by the wild rubber industry in the Amazon and show how it works when indigenous peoples and their territories are involved, as was the case in Putumayo. I argue that the concept of debt-peonage is misleading in this situation, as it obscures both the conditions and the relations into which the Indians, as a society, were forced. I will highlight the role of debt in this relation, commonly referred to as the “conquest” of the Indians, as constitutive of both physical and symbolic violence. I conclude showing how credit and debt, usually considered to be instrumental for the development of capitalism, are here at the core of a system that not only was opposed to the logic of the market, but also strangled local production and exchange networks. The “credit engine” became here an instrument of genocide.

scholarly journals The role of online faculty in supporting successful online learning enterprises: A literature review

2017 ◽  
Vol 3 (1) ◽  
pp. 136-155 ◽  
Author(s):  
Sarah J Dhilla
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Strong Influence ◽  
Teaching Experience ◽  
Virtual Learning Environment ◽  
Online Faculty ◽  
University Administrators ◽  
Online Instructors

This review examines research regarding instructors’ perceptions of the online teaching experience and explores ways in which university administrators can better support online faculty as their institutional online learning enterprises grow. The following sections examine how the growth in online education has led to increased interest in the experiences of online faculty. An examination of these issues illuminates many of the unacknowledged external factors that have a subtle, but strong influence on online instructors and their experiences in the virtual learning environment.

Moderating Learner-Centered E-Learning

2004 ◽  
pp. 54-85 ◽  
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

Fostering Interaction to Enhance Learning in Online Learning Environments

2012 ◽  
Vol 8 (3) ◽  
pp. 28-35 ◽  
Author(s):  
Jared Keengwe ◽  
Gary Schnellert
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Educational Experiences ◽  
Effective Means ◽  
Critical Role ◽  
Online Interaction ◽  
Online Learning Environments ◽  
Online Instructors ◽  
Online Tools

Interaction is central to educational experiences in online learning environments. Interaction enhances learning by fostering three types of learning interaction: learner-instructor, learner-learner, and learner-content. Additionally, online students generally perceive interaction as an effective means of learning. Therefore, it is important for online instructors to create opportunities for interaction in online learning environments. This article stimulates reflections on the critical role of interaction in online learning. A primary implication based on the challenges reported in the study is that instructors need to reflect on effective ways to design and implement successful online learning environments. For instance, instructors could anticipate these challenges by focusing on the development of online tools such as wikis to enhance effective online interaction.

scholarly journals Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience

2016 ◽  
Vol 19 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Klaus D. Stiller ◽  
Annamaria Köster
Keyword(s):  
Online Learning ◽  
Computer Anxiety ◽  
Learning Experience ◽  
Online Training ◽  
Dropping Out ◽  
Computer Attitude ◽  
Negative Attitudes ◽  
Learning Tasks ◽  
Active Learner

Abstract Online learning has gained importance in education over the last 20 years, but the well-known problem of high dropout rates still persists. According to the multi-dimensional learning tasks model, the cognitive (over)load of learners is essential to attrition when dealing with five challenges (e.g. technology, user interface) of an online training (Tyler-Smith, 2006). The experienced load might depend on learner characteristics. The study explored the extent that learners dropping out from a vocational video-based online training about media design for employees of micro, small and medium-sized enterprises differ from working learners’ online learning experience, computer attitude, and computer anxiety. The data were collected from 72 of 128 registered employees who completed a questionnaire before starting the course to analyze differences between the dropout group (submitted no solutions to online training tasks; n = 19) and the active learner group (submitted at least one of 13 task solutions; n = 53). No differences were found in online learning experience, but the dropout group reported more negative attitudes towards computers and a higher level of computer anxiety than the active learner group.

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