THE CONTINUING PEDAGOGICAL VALUE OF DISCUSSION FORUMS IN OPEN AND DISTANCE LEARNING AND FACE-TO-FACE CONTEXTS

2015 ◽  
Vol 37 (1) ◽  
Author(s):  
R. Pillay ◽  
L. A
Keyword(s):  
Distance Learning ◽  
Discussion Forums ◽  
Face To Face ◽  
Open And Distance Learning

scholarly journals Analisis Pelaksanaan Pelatihan Jarak Jauh Teknis Substantif Model-model Pembelajaran di Balai Diklat Keagamaan Denpasar

2021 ◽  
Vol 1 (1) ◽  
pp. 01
Author(s):  
I Wayan Arya Adnyana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Point Of View ◽  
Structured Learning ◽  
Discussion Forums ◽  
Learning Models ◽  
Learning Program ◽  
Face To Face ◽  
And Training ◽  
Technical Guidance

The purpose of this study was to analyze the Implementation of Substantive Technical Distance Learning for Learning Models at the Denpasar Religious Education and Training Center. Distance learning is open education with a relatively tight structured learning program and a learning pattern that takes place without face-to-face or separation between the training participants. The method used in this research is descriptive qualitative with the main data collection techniques are observation, interviews and documentation study. The focus of research in this study is the analysis of the implementation of Substantive Technical Distance Learning Models. Implementation of Substantive Technical Distance Learning Models at BDK Denpasar consists of three things including planning, implementation, and evaluation. In planning the things that are done is to formulate good goals from the point of view of the skills or activities that are expected to be achieved after the distance learning finish. In addition, planning has been carried out as well as possible, marked by holding technical guidance on distance learning and a preparatory meeting to equalize perceptions about the page and how to fill in the content. The implementation of distance learning has gone well in accordance with the plan, but the presence of signal problems or stagnant internet did not reduce the enthusiasm and motivation. While the evaluation consists of giving assignments, discussion forums, examinations. So that the three aspects both attitudes, knowledge and skills assessment can be fulfilled.

A Futurist Approach for Open and Distance 21st Century Learners

2018 ◽  
pp. 281-291
Author(s):  
Aysun Güneş ◽  
Harun Bozna
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
21St Century ◽  
Face To Face ◽  
Wearable Technologies ◽  
Meaningful Information ◽  
Open And Distance Learning ◽  
21St Century Learners ◽  
Future Of Education

The future of education is being shaped today. The learners of 21st Century have many options to reach information. Accessing information is not that difficult as that of the past. Today's individuals can readily access meaningful information even from their wearable technologies like smart watches or glasses. A redefinition for education is inevitable in this age of technology and at this point open and distance education is one spearhead compared to face-to-face education. Open and distance learning gives the learners of 21st Century the chance to make use of the technologies of today as well. This chapter aims to draw an outline about the learners of the 21st century, their innate skills, the learning environment they are in and how to benefit from open and distance education in 21st Century.

Traditional Education and Distance Learning

2011 ◽  
pp. 1880-1886
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Distance Learning ◽  
Traditional Education ◽  
The Other ◽  
Main Concern ◽  
Educational Approach ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
New Curriculum ◽  
Open And Distance Learning ◽  
Similarities And Differences

The main concern of this article is the comparison of Open and Distance Learning (ODL) with the traditional, face-to-face educational approach. It aims to pinpoint the advantages and disadvantages, as well as the similarities and differences of both approaches, and answer the question of when and under what circumstances one particular method has an advantage over the other. This question makes educationalists anxious when it comes to designing a new curriculum, so in this article we consider Open and Distance Learning as a multidisciplinary evolution and part of a broader framework.

scholarly journals Open and Distance Learning: Cultural Practices in Nepal

2016 ◽  
Vol 19 (2) ◽  
pp. 32-45 ◽  
Author(s):  
Shesha Kanta Pangeni
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Cultural Practices ◽  
Learning Theories ◽  
Successful Implementation ◽  
Formal Schooling ◽  
Face To Face ◽  
Traditional Mode ◽  
Open And Distance Learning ◽  
Education Culture

Abstract Nepali education culture is dominated by face-to-face tutoring. It has a long history starting from the Gurukul culture to the present formal schooling. Emerging practices of using technology in education have been promoting online learning as a form of distance education and gaining popularity. This paper focuses on digging out the contextual reality of open and distance learning (ODL) practices in Nepal beginning with an analysis and the author’s personal impression of the context. Core focus is placed to explore and discuss different thematic issues such as modes of learning associated education culture/tradition, flexible learning for Nepali students, ODL as a pedagogical tool for teacher education and implementation of ODL in Nepal. The author’s personal reflection, literature review, and insights from learning theories are meaningful to enrich the discourse. The paper concludes showing the promising future of ODL in Nepal as an option to traditional mode of education. In addition, attention is drawn on the need of Open University and role of existing universities for the successful implementation of ODL in Nepal to adapt acculturation of online learning by respecting the need of the new generation of learners at the age of Internet culture.

scholarly journals The Opinions of Field Experts on Usability of Internet of Things Technology in Open and Distance Learning Environments

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Distance Learning ◽  
Internet Of Things ◽  
Learning Environments ◽  
Sampling Method ◽  
Face To Face ◽  
Purposeful Sampling ◽  
Open And Distance Learning ◽  
Face To Face Learning ◽  
Internet Of Things Technology ◽  
The Internet Of Things

Within the scope of this study, it is aimed to determine the usability of the Internet of Things Technology in open and distance learning environments. In this context, the phenomenology method was used in order to get the opinions of field experts. The criterion sampling method, which is one of the purposeful sampling methods, was used in determining the participants. As a criterion, it is taken into account that the participants are experts in the field of open and distance learning. In this context, 8 field experts contributed to the study. The findings obtained at the end of the study, internet of things technology; It clarifies how it can be used in traditional face-to-face learning environments and open and distance learning environments, what benefits it can provide, what are its limitations, its future usage trends, and how it can be used outside of learning environments.

scholarly journals The THE OPERATIONAL ASPECTS OF OPEN AND DISTANCE LEARNING AND ITS QUALITY ASSURANCE SYSTEM IN UNIVERSITAS TERBUKA

2020 ◽  
Vol 20 (2) ◽  
pp. 74-89 ◽  
Author(s):  
Aminudin Zuhairi
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Iso 9001 ◽  
Face To Face ◽  
Assurance System ◽  
Online Tutorials ◽  
Open And Distance Learning ◽  
Iso 27001 ◽  
Operational Aspects

Universitas Terbuka (UT) telah befungsi sejak 1984 untuk memperluas kesempatan belajar bagi seluruh warga negara Indonesia dari berbagai lapisan guna menempuh pendidikan tinggi berkualitas. Makalah ini menyajikan aspek operasional pendidikan terbuka dan jarak jauh beserta sistem penjaminan kualitas UT. Deskripsi dan analisis tentang UT disampaikan dalam hal sistem pembelajaran, asesmen pembelajaran, dan sistem pendukung layanan operasional. Beragam layanan pendukung pembelajaran diberikan sesuai kebutuhan mahasiswa meliputi pembelajaran jarak jauh dengan tutorial online, pembelajaran jarak jauh blended dengan tutorial tatap muka dan online, pembelajaran jarak jauh dengan semua matakuliah didukung tutorial tatap muka, dan pembelajaran fully online. Sistem penjaminan kualitas UT meliputi pengembangan budaya kerja berkualitas sebagai tanggung jawab bersama, fokus pada pencegahan, dan pengembangan mekanisme asesmen kualitas secara internal dan eksternal. UT telah mengadopsi Asian Association of Open Universities (AAOU) Quality Assurance Framework sejak tahun 2001. Asesmen dan review kualitas secara eksternal telah dilakukan melalui sertifikasi ISO 9001 dan ISO 27001, akreditasi Program Studi dan Institusi oleh Badan Akreditasi Nasional Perguruan Tinggi (BAN-PT), dan review kualitas oleh International Council for Open and Distance Education (ICDE). Arah ke depan UT sebagaimana dinyatakan oleh Menteri Riset, Teknologi, dan Pendidikan Tinggi 2014-2015 adalah tantangan UT sebagai pelopor cyber university di Indonesia serta menyediakan matakuliah online bagi mahasiswa dari perguruan tinggi di Indonesia lain agar memiliki pengalaman pembelajaran online. Universitas Terbuka (UT) has been functioning since 1984 to widen opportunities for the citizens of Indonesia from all geographical, social and economic backgrounds to have access to quality higher education. This paper presents the UT operational aspects of open and distance learning and its quality assurance system. The description and analysis of UT is presented in terms of teaching and learning system, assessment of student learning, and operational support system. The UT modes of learning support to students are provided based on the students’ needs to include distance learning with online tutorials, blended distance learning with face-to-face and online tutorials, distance learning with all courses supported by face-to-face tutorials, and fully online learning courses. Quality assurance is discussed in terms of the development of quality work culture as shared responsibility, focus on prevention, and the establishment of mechanism for internal and external assessment. UT has adopted the Asian Association of Open Universities (AAOU) Quality Assurance Framework since 2001. External quality assessment includes certification for ISO 9001 and ISO 27001, Study Program and Institution accreditations by the National Board of Higher Education Accreditation (BAN-PT), and quality reviews by the International Council for Open and Distance Education (ICDE). Future directions of UT as stated by the former Minister of Research, Technology, and Higher Education was to be pioneer in cyber university and to provide online courses for students from other universities in Indonesia.

scholarly journals Evaluation of Open and Distance Learners' Views on Employment

2021 ◽  
Vol 11 ◽  
Author(s):  
Hakan Kılınç ◽  
Hakan Altınpulluk ◽  
Mehmet Fırat
Keyword(s):  
Distance Learning ◽  
Career Planning ◽  
Youth Unemployment ◽  
Digital Transformation ◽  
Distance Learners ◽  
Open University ◽  
Face To Face ◽  
Open And Distance Learning ◽  
Working Adult ◽  
Business Sectors

The rise in youth unemployment rates across the world is considered as an important problem. Higher education institutions tasked with raising the human profile needed for various business sectors are undergoing a digital transformation, supported by digital technology. The focus of this digital transformation is open and distance learning. Open and distance learning is becoming increasingly important, and is becoming an effective way to access the most up-to-date information, especially for working adult individuals. Open and distance learning, which covers mass education activities, reach more people than face-to-face education by its nature and so it produces more graduates. This important feature of open and distance learning necessitates studies to reveal the employment status of graduates in different countries. Using the basic qualitative model, this study aims to examine open and distance learners' views on employment. Thus, the employment-related views of 92 open and distance learning graduates from Anadolu University in Turkey, Open University in UK, and Indira Gandhi National Open University in India were analyzed. The themes obtained through content analysis were peer views, expectations for employment, gaining prestige after graduation, career planning, increasing diversity in the business sectors of open education, and the need for experience for employment. The study is concluded with suggestions for both application and research.

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