scholarly journals Telepresence with Hologram Effect: Technological Ecosystem for Distance Education

2021 ◽  
Vol 13 (24) ◽  
pp. 14006
Author(s):  
Carla Victoria Ramirez-Lopez ◽  
Leticia Castano ◽  
Patricia Aldape ◽  
Santa Tejeda
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Learning Community ◽  
Educational Experience ◽  
Exploratory Research ◽  
Community Interactions ◽  
Face To Face ◽  
Student Questionnaire ◽  
Natural Dynamics ◽  
Distance Courses

One of the most significant challenges of telepresence distance education is to bring the professor and the students closer together in a synchronistic educational experience where the professor is perceived as anatomically proportionate. Telepresence, an educational technology ecosystem using holograms, offers a way to solve this technological challenge. Our mixed exploratory research investigating this methodology had two purposes: (1) propose the key elements to teach distance courses synchronously in an educational technology ecosystem, and (2) demonstrate the technological, didactic practices that result in positive student learning outcomes in several specified courses. This methodology included applying a student questionnaire to collect their perceptions of the educational experience. The scores and written comments from the questionnaire were analyzed using Grounded Theory. On a Likert scale from 1 to 5, the students scored their educational experience, attaining a mean of 4.05. The positive perception affirmed that they valued: (a) recreating the natural dynamics of face-to-face classes, where the students perceived their professors as being physically present in the classroom; (b) professors renowned in their disciplines; (c) professor–student and campus and intercampus learning community interactions, and, finally, (d) class design and content. The main conclusions of this research were that students positively perceived the “wow” effect of the technology, feeling comfort, amazement, interest, and engagement. In addition, we found that professors and keynote speakers with excellent pedagogical skills and experts in their disciplines were well appreciated. Key elements for the success of the experience were professor–student, campus, and intercampus interactions and the quality of the technological and communication infrastructure.

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

Distance Learning Overview

2011 ◽  
pp. 1174-1180
Author(s):  
Linda D. Grooms
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Process ◽  
Mediated Communication ◽  
Organizational Boundaries ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Distance Courses

The knowledge explosion, the increased complexity of human life, and the ubiquitous nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and formats of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance learning continues to multiply at unprecedented rates. Where just a short time ago traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today many eagerly embrace the rapidly expanding synchronous and asynchronous delivery systems of the 21st century. So what exactly is distance learning? In very simplistic terms, distance learning is just that: learning that occurs at a distance (Rumble & Keegan, 1982; Shale, 1990; Shale & Garrison, 1990) or that which is characterized by a separation in proximity and/or time (Holmberg, 1974, 1977, 1981; Kaye, 1981, 1982, 1988; D. J. Keegan, 1980; McIsaac & Gunawardena, 1996; M. Moore, 1983; M. G. Moore, 1973, 1980, 1989a, 1989b, 1990; Ohler, 1991; Sewart, 1981; Wedemeyer, 1971). In his 1986 theory of transactional distance, Michael Moore (Moore & Kearsley, 1996) defined distance not only in terms of place and time, but also in terms of structure and dialogue between the learner and the instructor. In this theory, distance becomes more pedagogical than geographical. As structure increases, so does distance. As dialogue increases, distance declines, thus accentuating the need for interaction in the distance learning environment. Saba (1998) furthered this concept, concluding, the dynamic and systemic study of distance education has made “distance” irrelevant, and has made mediated communication and construction of knowledge the relevant issue…. So the proper question is not whether distance education is comparable to a hypothetical “traditional,” or face-to-face instruction, but if there is enough interaction between the learner and the instructor for the learner to find meaning and develop new knowledge. (p. 5) To facilitate greater interaction in the geographically and/or organizationally dispersed distance environment, today, individuals most often use some form of technology to overcome the barrier of separation, affording institutional and learner opportunity to transcend intra- and inter-organizational boundaries, time, and even culture. By definition, the paradigm of distance learning revolutionizes the traditional environment (Martz & Reddy, 2005); however, even with this change, learning, which involves some manner of interaction with content, instructor, and/or peers, remains at the core of the educational process. Although imperative in both environments, these three types of interaction seem to be at the hub of the ongoing traditional-vs.-distance argument. Traditionalists often fear that with anything other than face-to-face instruction, interaction somehow will decrease, thus making learning less effective, when in reality, numerous studies have revealed no significant difference in the learning outcomes between traditional and distance courses (Russell, 1999). In fact, distance courses have been found to “match conventional on-campus, face-to-face courses in both rigor and quality of outcomes” (Pittman, 1997, p. 42). Despite these findings, critics still abound.

scholarly journals KERAGAAN PROSES PEMBELAJARAN PENYULUH PERTANIAN DALAM PENDIDIKAN TERBUKA DAN JARAK JAUH

2017 ◽  
Vol 18 (1) ◽  
pp. 56-67
Author(s):  
Nurul Huda ◽  
Ludivica Endang Setijorini ◽  
Diarsi Eka Yani ◽  
Idha Farida
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Secondary Data ◽  
Education Institution ◽  
Agricultural Extension ◽  
Independent Learning ◽  
Primary Data ◽  
Exploratory Research ◽  
Learning Materials ◽  
Face To Face

Agricultural extension workers who study at Universitas Terbuka (UT), which is a distance education institution,were to obtain the necessary competencies. By studying at UT, they can improve their competencies without leaving their duties. The purpose of this study was to analyze the profile of learning process of agricultural extension workers in distance education, particularly in terms of interaction with modules, tutorial activities,the scope of learning materials, independent learning, and learning facilities. Designed as an exploratory research, this study was supported by qualitative approach to obtain information that was not obtained through surveys. Respondents were agricultural extension workers in the regions of Bengkulu, Samarinda, Serang, Pontianak, Jambi, Jakarta, and Bogor. The data collected in this study were primary and secondary data. Primary data were collected using a questionnaire and indepth interviews using interview guidelines. Secondary data were obtained through the collection of documentation. Quantitative data were analyzed using descriptive statistical analysis, while qualitative information was analyzed qualitatively. The results indicated that the profile of the learning process of agricultural extension workers graduated from distance education is quite good, as seen from the high-intensity interactions between agricultural extension workers with learning materials or modules. Their participation in tutorials were also good, especially in face to face tutorials. Online tutorials were generally not been widely used. The scope of learning materials also need to accommodate in accordance to the needs of their independent learning. However, to improve the quality of service, there are several things in the learning process that needs to be addressed, such as learning facilities and interaction with modules.   Para penyuluh belajar di Universitas Terbuka (UT), yang merupakan institusi pendidikan jarak jauh, untuk mendapatkan kompetensi yang dibutuhkan. Dengan belajar di UT, penyuluh dapat meningkatkan kompetensinya tanpa meninggalkan tugas pekerjaannya. Tujuan penelitian adalah menganalisis keragaan proses pembelajaran penyuluh pertanian dalam sistem belajar jarak jauh, khususnya dalam hal interaksi penyuluh dengan modul, partisipasinya dalam kegiatan tutorial, cakupan materi dalam kurikulum, kemandirian belajar, dan pemanfaatan fasilitas belajar. Rancangan penelitian ini adalah exploratory research,  didukung dengan pendekatan kualitatif untuk memperoleh informasi yang tidak diperoleh melalui survei. Sampel penelitian ini adalah penyuluh di wilayah Bengkulu, Samarinda, Serang, Pontianak, Jambi, Jakarta, dan Bogor. Data yang dikumpulkan dalam penelitian ini adalah data primer dan data sekunder. Data primer dikumpulkan dengan menggunakan kuesioner melalui survei dan wawancara mendalam. Data sekunder diperoleh melalui pengumpulan dokumentasi dengan cara mencatat data yang tersedia di instansi-instansi, dan kajian pustaka yang relevan dengan penelitian. Data kuantitatif dianalisis menggunakan analisis statistika deskriptif, sedangkan informasi kualitatif dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa keragaan proses pembelajaran penyuluh pertanian lulusan pendidikan jarak jauh UT cukup baik, yang terlihat dari  intensitas interaksi yang tinggi antara penyuluh dengan bahan belajar atau modul. Disamping itu, partisipasi penyuluh dalam kegiatan tutorial juga baik, khususnya pada kegiatan tutorial tatap muka. Tutorial onlineumumnya belum banyak dimanfaatkan penyuluh mengingat ketika mereka belajar dulu layanan tutorial online yang disediakan UT masih terbatas. Kurikulum yang digunakan juga sudah mengakomodasi kebutuhan penyuluh yang mendukung kemandirian belajar mereka. Namun demikian, untuk meningkatkan kualitas layanan yang lebih baik, ada beberapa hal dalam proses pembelajaran yang perlu dibenahi, yaitu  fasilitas belajar dan interaksi dengan bahan ajar.

scholarly journals EVALUATION OF PLANNING AND MANAGEMENT OF DISTANCE EDUCATION. ACRITICAL LITERATURE REVIEW

2021 ◽  
Vol 1 (1) ◽  
pp. 14-28
Author(s):  
Cassan Kimani
Keyword(s):  
Distance Education ◽  
Empirical Literature ◽  
Access To Higher Education ◽  
Web Based ◽  
Face To Face ◽  
Planning And Management ◽  
Frequent Use ◽  
Bulletin Boards ◽  
Education Today ◽  
Distance Courses

Purpose: The rapid technological changes in education today have become paramount towards meeting our educational demands for the 21st century. The emerging trend in the use of Information Communication Technology has helped in bringing down the traditional barriers of access to higher education leading to access of quality education and training. This has provided learners with opportunities for lifelong learning and meaningful participation in the world of work and society as productive citizens through distance learning. The general objective of the study was to conduct an evaluation of planning and management of distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that little difference was found in the community found in the web-based course in comparison with their traditional courses. With the special characteristics associated with distance education, special measures should be taken to see that communities are established. Choosing exercises or activities that are collaborative will increase the potential for developing a community of learners. In addition, frequent use of online discussion or bulletin boards will also assist with this endeavor. Professional development on how to build a community for traditional and web-based courses is needed. Recommendations: The study recommends that is a need for assessment of whether or not faculty are adequately prepared to teach at a distance, especially in light of the fact that faculty tend to teach in the same manner in which they were taught, is definitely warranted. A check list that would help identify the preparedness of the faculty member before they are responsible for distance student learning would help the students and program. Instructor training should be required before faculty are considered qualified to teach distance courses which necessitates the discovery of quality training programs. Support staff that is needed to assist faculty members when making the transition from a face-to-face to a virtual environment should be identified

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

Last-mile logistics in the sharing economy: sustainability paradoxes

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Btissam Moncef ◽  
Marlène Monnet Dupuy
Keyword(s):  
Service Providers ◽  
Primary Source ◽  
Sharing Economy ◽  
Food Delivery ◽  
Logistics Management ◽  
Exploratory Research ◽  
Content Type ◽  
Face To Face ◽  
Last Mile ◽  
Last Mile Delivery

PurposeThe purpose of this paper is to explore sustainability paradoxes in sharing economy initiatives by focusing on logistics management in last-mile logistics.Design/methodology/approachIn this exploratory study, a total of 10 case studies were conducted in three categories of companies: anti-waste platforms, food delivery platforms and bicycle delivery companies. Twenty-seven face-to-face interviews with founders and/or managers and contractors (couriers, logistics service providers or volunteers) were the primary source of data collection. The heterogeneity of the sample enabled the authors to build an understanding of sustainability paradoxes in the logistics of sharing economy initiatives.FindingsThe findings indicate how logistics management impacts the sustainability of sharing economy initiatives in last-mile delivery. The authors identify seven paradoxical tensions (five of them social) generated by the contradictions between the organizations' promised environmental and social values and the impacts of their operations.Research limitations/implicationsThis exploratory research is based on a qualitative study of 10 cases and 27 interviews from heterogeneous samples; further empirical research is needed to ensure generalization.Practical implicationsThe paper increases the understanding of environmental and social paradoxical tensions and awareness of logistics challenges.Social implicationsThe paper helps identify ways to reconcile promised values and impacts generated by sharing economy initiatives while managing last-mile delivery.Originality/valueThe results enrich the literature about the paradoxes in sharing economy initiatives by providing illustrations in last-mile logistics and exposing the underlying challenges for sharing economy logistics actors.

scholarly journals Identification Elements Symmetry in Teaching Informatics in Czech Secondary School during the Covid-19 Outbreak from the Perspective of Students

Symmetry ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 1768
Author(s):  
R. Nemec ◽  
A. Jahodova Berkova ◽  
S. Hubalovsky
Keyword(s):  
Distance Education ◽  
Secondary School ◽  
The Self ◽  
The Czech Republic ◽  
Main Research ◽  
Face To Face ◽  
Classical State ◽  
Anonymous Questionnaire ◽  
Research Questions ◽  
Students Attitudes

This article describes the research results aimed at distance education during the Covid-19 pandemic and closing schools and its symmetry with the classical state in terms of time, difficulty, and the mental and physical condition of students. An important aspect is therefore to maintain the symmetry of attitudes to teaching in face-to-face form and distance form. In terms of the eight-year gymnasium in the Czech Republic, students’ attitudes to the teaching subject informatics were investigated. The main research questions in our study dealt with whether students felt equally balanced regarding the amount of tasks and time taken for home preparation during the Covid-19 outbreak compared with the time before the quarantine and their condition (both mental and physical) during the Covid-19 outbreak. The research was conducted using an anonymous questionnaire, which was answered by 110 out of 180 students. According to the results, it is evident that students felt that during the distance education, there are more tasks compared to face-to-face ones. Students also claimed to spend more time learning at distance education than at school. On the other hand, they agreed that the self-education schedule is suitable for them. In terms of the questionnaire, their condition (both mental and physical) was also evaluated, which was slightly above the average.

scholarly journals Evaluating Current Status of MA Educational Technology Curriculum in Iran from Viewpoint of Experts and Professors in Order to Offering a Desirable Curriculum

2016 ◽  
Vol 9 (9) ◽  
pp. 120
Author(s):  
Mohammad Rahmanpour ◽  
Mohammad-Javad Liaghatdar ◽  
Fereydoon Sharifian ◽  
Mehran Rezaee
Keyword(s):  
Educational Technology ◽  
Structured Interview ◽  
Assessment Methods ◽  
Current Status ◽  
Survey Method ◽  
Educational Strategies ◽  
Face To Face ◽  
Statistical Sample ◽  
Expert Professors ◽  
Current Curriculum

<p class="apa">The aim of this research is evaluating status of MA field of educational technology in Iran. This research is qualitative and it is conducted based on survey method. The statistical community of this research is expert professors in educational technology area. Accordingly, 15 persons were chosen among this statistical community as statistical sample using objective sampling of desirable cases. Used tool was semi-structured interview. Questions of the interview were determined based on research questions and five expert professor confirmed its content and apparent validity. The interview was conducted face-to-face during 30 to 60 minutes. Collected information was initially classified and then it was analyzed by category method. Results of the research indicated that from viewpoint of professors, the ‘current’ curriculum does not meet the needs and expectations of students in scope of objectives, content and topics, strategies of learning-teaching and assessment methods. Results that are more precise showed a minimum attention of current curriculum to ‘empowerment’ and ‘attitude’ of students in this field. The offered curriculum of professors for more desirable status emphasized on entrepreneurship and empowerment objectives of students and various, student-oriented educational strategies and practical combined assessment methods.</p>

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

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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