scholarly journals Video Conference as a tool for Higher Education

2012 ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Video Conferencing ◽  
Educational Services ◽  
Video Conference ◽  
Joint Project ◽  
Consortium Member ◽  
Distance Learning Environment

The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.

scholarly journals DIRECTIONS FOR IMPROVING THE METHODOLOGY OF TEACHING EDUCATIONAL DISCIPLINES TO MASTER OF EDUCATION, PEDAGOGICAL SCIENCES

2021 ◽  
pp. 59-69
Author(s):  
Lydiya Kaydalova ◽  
Nataliya Naumenko
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Academic Disciplines ◽  
Innovative Methods ◽  
Distance Learning Environment ◽  
Master Of Education

The article examines the problems of professional training of masters in pedagogical sciences in higher education institutions; analyzes theoretical and methodological bases for improving the methods of teaching academic disciplines in the professional training of masters; proves the necessity of their modernization by introducing innovative methods and teaching technologies, dialogical interaction of the subjects of the educational process. Implemented the methodology of teaching academic disciplines to masters of educational, pedagogical sciences in a distance learning environment.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

STUDENTS' INDEPENDENT WORK IN UNIVERSITY DISTANCE LEARNING ENVIRONMENT

2021 ◽  
Author(s):  
Irina Rodionova ◽  
Olga Titova ◽  
Ekaterina Konisterova ◽  
Irina Chistyakova ◽  
Irina Golovina
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Distance Learning Environment ◽  
Independent Work

Supervision of Postgraduate Independent Study in a Distance Learning Environment

2019 ◽  
pp. 73-85
Author(s):  
Jenny Carter ◽  
Orestes Appel ◽  
Massimo Salomoni ◽  
Ioannis Vourgidis ◽  
Francisco Chiclana
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Independent Study ◽  
Distance Learning Environment

scholarly journals Conceptual Framework for Teaching Sustainable Development Course in Blended Learning Environment

2021 ◽  
Vol 3 (1) ◽  
pp. 17-23
Author(s):  
Tilagavati Subramaniam ◽  
Muthu Alagan Thangavelu
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Online Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Higher Education Institutions ◽  
Virtual Learning Environment ◽  
Young Generation ◽  
Framework For Teaching

Purposes: This paper presents a conceptual framework for teaching sustainable development courses in an online learning environment in institutions of higher education.  Sustainability development courses are becoming essential in higher education institutions mainly to educate the younger generations who will be part of the community to make it happen. Higher education institutions are experiencing dramatic shift to cater a young generation of prospective students, to integrate technical innovations in teaching practices and to concentrate on increasing concerns about global sustainability issues. There has been little research to promote an innovative learning in the teaching of sustainable development. The goal of this paper was to create a framework for teaching sustainable development in a virtual learning environment (blended learning) due to the lack of a conceptual framework that could direct this implementation. Findings: Hence, the blended learning method is eco-friendly, whereby protects global environmental resources. For hands-on experiences, students will develop projects to make their campus and community more sustainable. In the process, students learn how to analyse sustainability and able to apply online learning knowledge into practice. Implication: The conceptual framework proposed will support all educators in higher education institutions engaged in the promotion of quality online education in this pandemic circumstance to develop an effective online practise that are aligned with the corresponding learning needs, skills and facilities.

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