Distance Education Experts and the Distance Education Ecosystem

2015 ◽  
pp. 211-230
Author(s):  
M. Banu Gundogan
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Delphi Study ◽  
The Other ◽  
Input Unit ◽  
Educator Perceptions

This chapter focuses on the analysis of how learners and educators perceive the role of Distance Education Educators (DEE) in a Distance Education Ecosystem (DEco). Scholars have been using ecology and ecosystem definitions as analogies through which definitions and models for creating better learning environments are discussed. This chapter presents an overview of these studies followed by the findings of a research on learner and educator perceptions regarding the role of DEEs within the DEco. The research, based on a former DEco definition compiled in a study at Anadolu University, Turkey, uses a twofold Delphi study: one conducted with experienced DE Learners (DEL) and the other with DEE. In both studies, the participants were asked to define the roles of DEE within the framework of the former DEco constituents and common and differentiating issues are analyzed. DEE, formerly described as a consumer in DEco further was categorized as an input unit, producer, and decomposer. The results revealed four key roles for DEE: empathetic facilitator, devoted expert, productive technology user, and patient negotiator.

scholarly journals Digital Citizenship and Distance Education

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

Designing Web-Based Educational Virtual Reality Environments

2010 ◽  
pp. 157-178 ◽  
Author(s):  
Kosmas Dimitropoulos ◽  
Athanasios Manitsaris
Keyword(s):  
Distance Education ◽  
Virtual Reality ◽  
Learning Environments ◽  
World Wide ◽  
Virtual Learning Environments ◽  
Virtual Reality Technology ◽  
Web Based ◽  
Learning Content ◽  
The Web

This chapter aims to study the benefits that arise from the use of virtual reality technology and World Wide Web in the field of distance education, as well as to further explore the role of instructors and learners in such a network-centric mode of education. Within this framework, special emphasis is given on the design and development of web-based virtual learning environments so as to successfully fulfil their educational objectives. In particular, the chapter includes research on distance education on the Web and the role of virtual reality, as well as study on basic pedagogical methods focusing mainly on the efficient preparation, approach and presentation of the learning content. Moreover, specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. Finally, an innovative virtual reality environment for distance education in medicine, which reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator, is demonstrated.

The Potential of Distance Education for the Inclusion of Students in Higher Education

2021 ◽  
pp. 379-401
Author(s):  
Carla Freire ◽  
Catarina Mangas ◽  
Rogério Costa ◽  
Adriana Lage Costa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Learning Environments ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Virtual Learning Environments ◽  
Educational Institutions ◽  
Face To Face ◽  
Design For Learning

We live in a changing world, where the role of educational institutions is being transformed. The available technologies allow new conditions to access learning; however, as they evolve very fast, sometimes it is challenging to track this evolution regarding the changes that entail to all of us, which may contribute to a digital divide if it is not well addressed. This chapter intends to present distance education as a reliable modality to include students in higher education. For that, it presents the universal design for learning and its crucial role to make inclusive virtual learning environments. Like every modality that exists, there are some challenges that need to be addressed, as well as some benefits that allow to see the potential of this modality to learning, overcoming some adversities that may occur, like the lack of time to go to face-to-face education or even the need of social isolation by risk of getting a disease.

Organizational Code of Cyber Transparency in E-Learning Environments

2016 ◽  
pp. 286-300
Author(s):  
Tulay Goru Dogan
Keyword(s):  
Distance Education ◽  
Learning Environments ◽  
Two Dimensions ◽  
The Other ◽  
Information Share ◽  
Amount Of Information ◽  
Other Hand ◽  
E Learning

The purpose of this chapter is to develop a framework for distance education institutions focusing on organizational code of cyber transparency in e-learning environments. The background of the study is based on the transparency concept as cyber transparency concept is derived from concepts of the cyber and transparency. In this sense, the cyber transparency framework points out two dimensions for distance education institutions as (1) internal transparency and (2) external transparency. The chapter explains these two dimensions in detail in terms of information share with people and amount of information shared. As a consequence, the cyber transparency framework can highlight the promotion of internal and external transparency in e-learning environments. On the other hand, this framework can be developed, customized and updated by the institutions, experts or researchers for different situations.

scholarly journals Educação a distância no Brasil: comentários e desafios pedagógicos no ensino superior

2015 ◽  
Vol 8 (1) ◽  
pp. 25-38
Author(s):  
Pedro Camargo ◽  
Valdir Lamim-Guedes
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Literature Review ◽  
Learning Environments ◽  
College Education ◽  
Virtual Learning ◽  
Educational Process ◽  
Virtual Learning Environments ◽  
Role Of Teachers

RESUMO: O trabalho aqui apresentado se propõe a discutir os rumos da Educação a Distância (EaD) no ensino superior brasileiro, a refletir acerca de suas particularidades, do papel do professor, do tutor, do currículo e das plataformas virtuais ao longo desse processo, além, é claro, do papel do aluno, que deve ser (mas nem sempre é) o ator principal do processo educacional. Para tanto, foi feita uma revisão bibliográfica sobre esses temas, apresentando-se neste artigo a conclusão de que, para um curso em EaD ser bem sucedido, necessita-se principalmente do esforço e da dedicação de cada aluno, além da comunhão de todos os personagens envolvidos.PALAVRAS-CHAVE: Educação a Distância (EaD). Ambientes Virtuais de Aprendizagem (AVA). Tutor. Professor.  ABSTRACT: The paper is proposing to discuss the future of the Distance Learning (ODL) in Brazilian college education. It reflects on the particularities of this, the role of teachers, tutors, curriculum and virtual platforms throughout its process. In addition, it also reflects about the students’ role, which should be the main actor on the educational process – but is not always like this. Therefore, we did a literature review on these topics. In conclusion, for a full success on a distance education course, it’s mainly required the effort and dedication of each student, besides the communion of all characters involved.KEYWORDS: Distance Learning (DL). Virtual Learning Environments (EVIDA). Tutor. Teacher.

The Potential Attraction of Online Distance Education

2011 ◽  
pp. 37-54 ◽  
Author(s):  
Geoffrey N. Dick
Keyword(s):  
Distance Education ◽  
The Other ◽  
Online Distance Education ◽  
Online Distance ◽  
The Individual

Distance education involves both the student and the instructor in various tasks associated with learning and testing the absorption of that learning. In this chapter, parallels are drawn between educational and workplace tasks–the understanding of prescribed material, assignments, experiences and acquisition of knowledge on one hand and the components of a job on the other. It draws on the telecommuting literature as it relates to telecommuting’s attraction to the worker, the organization and the community, the importance of the task, the technology required, the role of the supervisor and the individual attributes one needs to be a successful teleworker. These are brought together in a model aimed at providing a guide to the possible adoption of distance education and enabling administrators to assess its potential and some of the pitfalls that may be encountered.

Digital Citizenship and Distance Education

2013 ◽  
pp. 1-15
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

scholarly journals What can managers learn online? Investigating possibilities for active understanding in the online MBA classroom

2018 ◽  
Vol 50 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Rasha Goumaa ◽  
Lisa Anderson ◽  
Mike Zundel
Keyword(s):  
Learning Environments ◽  
Community Of Inquiry ◽  
Business Schools ◽  
The Other ◽  
Online Version ◽  
Written Communication ◽  
Technology Infrastructure ◽  
Mba Students

Online MBAs have become integral to business schools’ portfolios and the number of MBA students opting for an online version looks set to grow. In the wake of well-documented critiques of traditional MBA formats, this expansion prompted us to examine the potential for critically reflexive learning ideals in asynchronous MBA learning environments. Building on the Community of Inquiry (CoI) model, we elaborate elements of Bakhtin and Shotter’s dialogism to develop the notion of ‘active understanding’ as a means to study an online MBA classroom. We present two illustrative episodes to show how aspects of active understanding may unfold, and we point to the role of infrastructure, curriculum and instructor interventions in developing more genuine dialogical exchanges. Our findings suggest that online MBA course designers can learn from CoI approaches to which we add that critically reflexive learning is situationally sensitive; requiring the capacity to create and recognize nuance and difference in the written communication; making the other the focus of learning. We conclude with implications for pedagogy and technology infrastructure.

scholarly journals THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL AT ARRAHMANIYAH DEPOK

2020 ◽  
Vol 3 (1) ◽  
pp. 31-41
Author(s):  
Muhammad Faishol Nurul Huda
Keyword(s):  
High School ◽  
Learning Environments ◽  
Senior High School ◽  
The Other ◽  
Needs Analysis ◽  
Learning Needs ◽  
Other Hand ◽  
Role Of Teachers ◽  
Teaching Learning

This investigate inspected the interface of senior high school understudies in coordination English educating and learning, centering on the target needs and learning needs. The questionnaire consisting of parts A and B was administered to 46 MA Arrahmaniyah Depok students.. Portion A bargains with the target needs centered on the learner’s necessities, needs and needs of the learner that are successfully working within the target circumstance. On the other hand, Portion B concerns the learning needs that envelop learning inputs, methods, instructor and learner parts and settings. On the other hand, interviews were too conducted with the understudy and the English educator to gather information in arrange to analyze in-depth results of the encounter of educating English and to identify possible regions of dialect troubles for understudies to memorize English. The comes about proposed that the understudies have diverse recognitions of their necessities, wants, and lacks. The results also illustrated the learning needs of students, including learning inputs, teaching learning procedures, the role of teachers and learners, as well as teaching learning environments.

Plasma Levels of Protein S, Protein C, and Factor X: Effects of Sex, Hormonal State and Age

1995 ◽  
Vol 74 (05) ◽  
pp. 1271-1275 ◽  
Author(s):  
C M A Henkens ◽  
V J J Bom ◽  
W van der Schaaf ◽  
P M Pelsma ◽  
C Th Smit Sibinga ◽  
...  
Keyword(s):  
Regression Analysis ◽  
Postmenopausal Women ◽  
Protein C ◽  
Blood Donors ◽  
Premenopausal Women ◽  
Protein S ◽  
The Other ◽  
Factor X ◽  
Normal Ranges

SummaryWe measured total and free protein S (PS), protein C (PC) and factor X (FX) in 393 healthy blood donors to assess differences in relation to sex, hormonal state and age. All measured proteins were lower in women as compared to men, as were levels in premenopausal women as compared to postmenopausal women. Multiple regression analysis showed that both age and subgroup (men, pre- and postmenopausal women) were of significance for the levels of total and free PS and PC, the subgroup effect being caused by the differences between the premenopausal women and the other groups. This indicates a role of sex-hormones, most likely estrogens, in the regulation of levels of pro- and anticoagulant factors under physiologic conditions. These differences should be taken into account in daily clinical practice and may necessitate different normal ranges for men, pre- and postmenopausal women.

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