Computer-Based Learning Systems and Distance Learning

Since computer-based learning can involve partnerships with for-profit organizations, be viewed as a route to increased revenue, and potentially be used to reduce labor expenses, it is naturally tied to what is often described as the commercialization of higher education, or what Slaughter and Leslie (1997) term “academic capitalism.”

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Asynchronous vs. Synchronous Interaction

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch019 ◽

2011 ◽

pp. 122-131

Author(s):

Tiong Kung-Ming ◽

Sim Khoon-Seng

Keyword(s):

Distance Education ◽

Distance Learning ◽

Rapid Development ◽

Educational Process ◽

Future Trends ◽

Computer Based Learning ◽

Synchronous Interaction ◽

Instructor Interaction ◽

Computer Based ◽

Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

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Economic Models for Distance Learning

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch101 ◽

2011 ◽

pp. 696-698

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

Distance Learning ◽

Great Britain ◽

Economic Models ◽

Computer Based Learning ◽

Computer Based ◽

Education Today

An understanding of the economic models for the use of computer-based learning is important for educators worldwide. Particularly in America, there seems to be a great deal of confusion regarding the potential profitability of distance learning in higher education today (Berg, 2002). This entry looks at distance learning economic models as primarily seen in America and Great Britain.

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Distance Learning as Commercializing Higher Education

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch093 ◽

2011 ◽

pp. 654-655

Author(s):

Gary A. Berg

Keyword(s):

Higher Education ◽

Distance Learning ◽

Academic Capitalism ◽

For Profit ◽

Computer Based Learning ◽

Computer Based ◽

For Profit Organizations

Since computer-based learning can involve partnerships with for-profit organizations, be viewed as a route to increased revenue, and potentially be used to reduce labor expenses, it is naturally tied to what is often described as the commercialization of higher education, or what Slaughter and Leslie (1997) term “academic capitalism.”

Download Full-text

Asynchronous vs. Synchronous Interaction

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch016 ◽

2011 ◽

pp. 104-113 ◽

Cited By ~ 1

Author(s):

Tiong Kung-Ming ◽

Sim Khoon-Seng

Keyword(s):

Distance Education ◽

Distance Learning ◽

Rapid Development ◽

Educational Process ◽

Future Trends ◽

Computer Based Learning ◽

Synchronous Interaction ◽

Instructor Interaction ◽

Computer Based ◽

Student Instructor

The rapid development of technology greatly influences computer-based learning in distance education. One of the most important aspects is interactivity, and this is threefold: student-student interaction, student-instructor interaction, and student-content interaction (Moore & Kearsley, 1996). As distance-education technology increasingly moves toward multimedia-oriented systems, a more effective synergy of synchronous and asynchronous interaction is required. As discussed by Garrison (1990), the quality and integrity of the educational process in distance learning largely depends upon sustained, two-way communication. In this article, we will look into the characteristics of both types of interaction and discuss their advantages as well as impact on the three forms of interactions. We will also look at some examples for both asynchronous and synchronous interaction technologies in facilitating distance learning. Finally, we look at some possible future trends in distance-learning interactivity.

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INTEGRASI NILAI KEISLAMAN DALAM PROSES PEMBELAJARAN DI ERA MOOC (E-LEARNING) MELALUI STRATEGI PRE-POST RULES

Jurnal Pendidikan Islam ◽

10.22236/jpi.v11i1.5037 ◽

2020 ◽

Vol 11 (1) ◽

pp. 86-99

Author(s):

Cica Wiswanti ◽

Sinurida Yuswana Belaga

Keyword(s):

Distance Learning ◽

Learning Strategies ◽

Internet Technology ◽

Electronic Learning ◽

Face To Face ◽

Computer Based Learning ◽

Massive Open Online Course ◽

E Learning ◽

Computer Based ◽

The Times

Advancing times bring new methods and learning strategies. The progress of the times brings new learning methods and strategies. One model of distance learning is MOOC (Massive Open Online Course) or e-learning. E-Learning or electronic learning is a concept of computer-based learning by utilizing web and internet technology. This is done without face-to-face meetings or meetings between educators and students, enough through technology alone. But in Islamic education we also know the term transvering value or etiquette when we encounter educators at the majlis of science. So this concept will be contradictory and irrelevant to the development of the e-learning distance learning process (MOOC) which is based only on virtual encounters.

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