Evolving Technology, Evolving Roles for Distance Education Librarians

2013 ◽  
pp. 197-212
Author(s):  
Lisa Abbott ◽  
Martha Kreszock ◽  
Louise Ochoa ◽  
Geraldine Purpur
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Library Science ◽  
State University ◽  
Education Students ◽  
Job Responsibilities ◽  
Virtual Reference ◽  
Education Decisions ◽  
Library Support ◽  
Science Curricula

This chapter explores technologically driven changes to distance education librarianship and their impact on the job responsibilities of librarians. It examines the necessary skills in the areas of technology, communication, networking, and roles that have emerged in distance education librarianship both globally and at Appalachian State University (ASU). These include: virtual reference librarian, Web librarian, course-integrated and/or instructional librarian, avatar librarian, and marketing librarian. Also discussed are collaboration and leadership opportunities for distance education librarians within the library and campus-wide, as a result of knowledge and expertise gained from providing library support to distance education students. This chapter will be relevant to administrators and practitioners as they make choices concerning library science curricula, hiring, and continuing education decisions.

scholarly journals A Comparative Analysis on the Effects of Formal and Distance Education Students’ Course Attendance Upon Exam Success

2021 ◽  
Vol 10 (3) ◽  
pp. 122
Author(s):  
Recep ÖZ ◽  
Murat Tolga KAYALAR
Keyword(s):  
Distance Education ◽  
Grade Point Average ◽  
Associate Degree ◽  
Formal Education ◽  
State University ◽  
Education Students ◽  
Education Programs ◽  
Final Exam ◽  
Grade Point ◽  
Course Achievement

The purpose of this study was to analyze the effect of associate degree formal and distance education students course attendance upon their course achievement. The data were obtained from the institutional records of 516 students who registered in formal education programs and 510 students who registered in distance education programs of a vocational school affiliated to a state university in Eastern Anatolian Region of Turkey. It was noticed that course attendance of formal education students was higher than those who registered in the distance education programs; on the other hand, formal education students were more successful rather than distance education students in terms of midterm, final exam and grade point average. It was determined that course attendance was a significant predictor of midterm, final exam and grade point average, and the achievement scores increased as the course attendance increased, as well. Taking measures to encourage students’ attendance in courses in distance education programs and optimizing access and technical infrastructure could positively contribute upon this issue.

scholarly journals A New Horticultural Science Distance Education Graduate Certificate Program

HortScience ◽  
2005 ◽  
Vol 40 (4) ◽  
pp. 1138C-1138
Author(s):  
Douglas C. Sanders ◽  
Dennis J. Osborne ◽  
Mary M. Peet ◽  
John M. Dole ◽  
Julia L. Kornegay
Keyword(s):  
Distance Education ◽  
Extension Agents ◽  
Full Time ◽  
State University ◽  
University Campus ◽  
Job Responsibilities ◽  
Certificate Program ◽  
Horticultural Crops ◽  
Graduate Certificate ◽  
The University

Many potential students, because of distance from the university campus and/or job requirements, cannot take traditional courses on-campus. This group of learners is “place-bound”—a group of learners who may be employed full-time, most likely married with job responsibilities and/or other situations demanding most of their attention. The Horticultural Science Department and Graduate School at N.C. State University are addressing place-bound limitations in several ways, including the creation and offering of a Graduate Certificate Program in Horticultural Science via distance education (DE). By using DE, high demand, low-seat-available classes can offer additional enrollment for credit. Second, courses can be offered asynchronously or with alternative delivery methods. Also, courses offered collaboratively among institutions can generate a level of interest and enthusiasm that may not exist for “home-grown” courses. Such efforts as these promise to help meet continuing education demands of “non-traditional” students. These include Cooperative Extension's more than 120 Horticultural Crops Extension Agents (“field faculty”) and over 300 other field faculty whose interests include horticultural topics.

scholarly journals Distance Education at Conventional Universities in Germany

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Hans-Henning Kappel ◽  
Burkhard Lehmann ◽  
Joachim Loeper
Keyword(s):  
Distance Education ◽  
Continuing Education ◽  
Basic Education ◽  
Library Science ◽  
West Germany ◽  
Research Network ◽  
Federal Republic Of Germany ◽  
Education Programs ◽  
Dual Mode ◽  
The University

Germany’s educational system has undergone a series of transformations during the last 40 years. In recent years, marked increases in enrolment have occurred. In response, admission requirements have been relaxed and new universities have been established. Academic distance education in the former Federal Republic of Germany (West Germany) was ushered in by the educational radio broadcasts around the end of the 1960s. Aside from the formation of the FernUniversität (Open University) in West Germany in 1975, there were significant developments in distance education occurring at the major universities in the German Democratic Republic (East Germany). After German reunification in 1990, the new unitary state launched programs to advance the development of distance education programs at conventional universities. Germany’s campus-based universities (Präsenzuniversitäten) created various entities, including central units and consortia of universities to design and market distance education programs. Hybridisation provides the necessary prerequisites for dual mode delivery, such as basic and continuing education programs, as well as for the combination of distance and campus-based education (Präsenzstudium). Hybridisation also has also opened the door for the creation of new programs. Following an initial phase in which distance education research is expected to centralize a trend towards decentralisation is likely to follow. The German Association for Distance Education (AG-F) offers a viable research network in distance education. Two dual mode case studies are also be surveyed: The Master of Arts degree, offered by the University of Koblenz-Landau, with Library Science as the second major, and the University of Kaiserslautern, where basic education will continue to be captured within the domain of the Präsenzstudium or campus-based education. The area in which distance education is flourishing most is within the field of academic continuing education, where external experts and authors are broadening the horizon of the campus. Multimedia networks will comprise the third generation of distance education.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

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