scholarly journals CONSIDERATIONS AND REFLECTIONS ON GLOBALIZATION OF RESEARCH-SUPPORTED BEST PRACTICES AND QUALITY STANDARDS FOR ONLINE EDUCATION AND DIGITAL LEARNING

2020 ◽  
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Quality Standards ◽  
Digital Learning

Big Data Cognitive Storage: An Optimum Way of handling the Educational Data in Indian Scenario

2017 ◽  
Vol SED2017 (01) ◽  
pp. 5-7
Author(s):  
Ruchi Jain ◽  
Neelesh Kumar Jain
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Online Education ◽  
Data Protection ◽  
Teaching And Learning ◽  
Relevant Information ◽  
Indian Society ◽  
Digital Learning ◽  
Modern Education ◽  
Indian Scenario

The concept of big data has been incorporated in majority of areas. The educational sector has plethora of data especially in online education which plays a vital in modern education. Moreover digital learning which comprises of data and analytics contributes significantly to enhance teaching and learning. The key challenge for handling such data can be a costly affair. IBM has introduced the technology "Cognitive Storage" which ensures that the most relevant information is always on hand. This technology governs the incoming data, stores the data in definite media, application of levels of data protection, policies for the lifecycle and retention of different classes of data. This technology can be very beneficial for online learning in Indian scenario. This technology will be very beneficial in Indian society so as to store more information for the upliftment of the students’ knowledge.

Book Review: Best Practices of Online Education

2011 ◽  
Vol os-54 (1) ◽  
pp. 69-71
Author(s):  
Diane Hockridge
Keyword(s):  
Best Practices ◽  
Online Education

scholarly journals Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

Digital Government Online Education for Public Managers

2011 ◽  
pp. 3173-3178
Author(s):  
Marc Holzer ◽  
Tony Carrizales ◽  
Younhee Kim
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Citizen Participation ◽  
Critical Role ◽  
Electronic Government ◽  
Digital Government ◽  
Web Based ◽  
Public Managers ◽  
Information And Communication ◽  
Public Manager

The opportunities that arise from the practice of digital government continue to increase. Public managers responsible for adopting and implementing such new practices will be searching for existing best practices to incorporate into their respective communities. They may choose to rely on their information and communication technology (ICT) departments to develop necessary digital government applications, but an appealing option for public managers is to familiarize themselves with the most recent digital government applications through Web-based courses. Online education eliminates distances, allows for flexible scheduling and can incorporate current best practices of electronic-government on a timely basis. Public managers play a critical role in the development of digital government initiatives (Halachmi, 2004; Heeks, 1999; Ho, 2002; Melitski, 2003; Weare, Musso & Hale, 1999). Although public managers can refer to numerous individuals within government municipalities, in the case of digital government, the chief administrative officer (CAO) is often the key individual in deciding the direction of government initiatives. By completing Web-based courses, CAOs can assess and strategically plan for effective and efficient digital government in their communities. Melitski (2003) argues that there is a need for public mangers that are “familiar with both IT and the programmatic goals and missions of public organizations” (p. 389). With respect to implementing digital citizen participation in government, Holzer, Melitski, Rho, and Schwester (2004) state, as their primary recommendation, “governments should work harder to identify, study, and implement best practices” (p. 28). The means to study such best practices, however, have generally been scarce, and the literature has been limited to specialized e-government reports and articles. But Web-based courses now offer the means for a CAO or any other public manager to study digital government practices and theories in a more effective and convenient manner.

Quality Standards and Key Areas of Online Education in European Union

2016 ◽  
pp. 146-167
Author(s):  
Ömer Uysal ◽  
Recep Okur ◽  
İlker Usta
Keyword(s):  
European Union ◽  
Online Education ◽  
Lifelong Learning ◽  
Online Courses ◽  
College Education ◽  
Quality Standards ◽  
Developed Countries ◽  
Leonardo Da Vinci ◽  
Learning To Learn ◽  
Context Learning

Integration of information and communication technology with education science produced new concepts such as distributed learning, integrated learning, blended learning, flexible learning, hybrid learning, open learning and online learning. Learning in the process of information society transformation has become one of the most strategic concepts. The world conjuncture for all disciplines focused on learning to learn and lifelong learning culture. The European Union has gathered various programs such as Erasmus, Leonardo da Vinci, Comenius and Grundtvig under the umbrella of LLP (Lifelong Learning Program). In this context, learning to learn and lifelong learning approaches are defined as the 21st century student characteristics. Online courses shown as a way to teach these skills to the students. Starting from this reality in the world's developed countries, the number of online courses offered increases. Online courses can be counted with activating the accreditation systems by both face to face online training and regular educational institutions. In the USA at college education one of the three students takes an online course. In Europe, there is research on online education in order to develop economy based on information. In Europe, some leading institutes in online education area such as EADTU, EUA, QAA, ENQA, OUUK claim that there are problems and issues in online education, and there is necessity of increasing the quality in online education. For this reason, there are studies on online education by the same institutes regarding how to improve the system and to put regulations of standardization. In the current contribution, we summarized the studies on defining the quality standards of online education. Further, we introduced the quality standards definitions by the online education institutes in Europe, and covered related topics.

A Kaleidoscope of Variables

2016 ◽  
pp. 346-364
Author(s):  
Christopher Friend ◽  
Sean Michael Morris ◽  
Jesse Stommel
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Composition Studies ◽  
Assessment Methods ◽  
Composition Courses ◽  
Student Work ◽  
Current State ◽  
Computer Scoring ◽  
The Relationship

The relationship between composition courses and online education is complicated, and attempting to summarize that relationship in a blanket statement may be feeble or futile. As a field, composition faces the challenge of identifying best practices in online education at the same time that it struggles to identify standardized content for its courses. Assessment challenges also plague online composition courses. While other fields might assess student work with standardized methods or computerized scoring, the work of composition requires tedious and labor-intensive assessment methods difficult to delegate to software; indeed, a recent petition illustrates significant instructor opposition to computer scoring (Haswell & Wilson, 2013). This chapter illustrates the current state of challenging conversations within composition studies as a kaleidoscope of positions in which instructors using online education position themselves.

Online Education: Best Practices to Promote Learning

2012 ◽  
Vol 56 (1) ◽  
pp. 546-550 ◽  
Author(s):  
Denise Finch ◽  
Karen Jacobs
Keyword(s):  
Best Practices ◽  
Online Education

scholarly journals Discerning best practices in XFEL-based biological crystallography – standards for nonstandard experiments

IUCrJ ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 532-543
Author(s):  
Alexander Gorel ◽  
Ilme Schlichting ◽  
Thomas R. M. Barends
Keyword(s):  
Best Practices ◽  
Structural Biology ◽  
Conformational Changes ◽  
Critical Evaluation ◽  
Quality Standards ◽  
Free Electron Lasers ◽  
High Resolution Data ◽  
X Ray ◽  
Serial Femtosecond Crystallography ◽  
Resolution Data

Serial femtosecond crystallography (SFX) at X-ray free-electron lasers (XFELs) is a novel tool in structural biology. In contrast to conventional crystallography, SFX relies on merging partial intensities acquired with X-ray beams of often randomly fluctuating properties from a very large number of still diffraction images of generally randomly oriented microcrystals. For this reason, and possibly due to limitations of the still evolving data-analysis programs, XFEL-derived SFX data are typically of a lower quality than `standard' crystallographic data. In contrast with this, the studies performed at XFELs often aim to investigate issues that require precise high-resolution data, for example to determine structures of intermediates at low occupancy, which often display very small conformational changes. This is a potentially dangerous combination and underscores the need for a critical evaluation of procedures including data-quality standards in XFEL-based structural biology. Here, such concerns are addressed.

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