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.

A New Semantic Description for Multimedia and Learning Objects

2020 ◽  
pp. 195-205
Author(s):  
Jihad Chaker ◽  
Mohamed Khaldi
Keyword(s):  
Learning Environments ◽  
Learning Objects ◽  
The Other ◽  
Multimedia Content ◽  
Semantic Description ◽  
Other Hand ◽  
E Learning ◽  
Application Profile ◽  
The One ◽  
Intelligent Learning Environments

This chapter explains a new description of multimedia and intelligent learning objects. The authors mention the benefits of integrating multimedia content into e-learning. Then they develop the intelligent learning environments on the one hand and the pedagogical objects on the other hand. Then, they fix the new elements of their application profile; the latter is crowned with a semantic description in the form of an ontology. Finally, they detail the generation components of multimedia and intelligent learning objects.

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?

10.28945/2792 ◽  
2004 ◽  
Author(s):  
Tony Jewels ◽  
Carmen de Pablos Heredero ◽  
Marilyn Campbell
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Case Studies ◽  
Teaching Styles ◽  
Interaction Effects ◽  
The Other ◽  
Web Based ◽  
Other Hand ◽  
Practice Teaching ◽  
Institutional Adoption

Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.

Conditions for Web-Based Learning with Real Events

2000 ◽  
pp. 1-31 ◽  
Author(s):  
Theo J. Bastiaens ◽  
Rob L. Martens
Keyword(s):  
Distance Education ◽  
The Other ◽  
Independent Learning ◽  
Web Based ◽  
Distance Training ◽  
Web Based Learning ◽  
Other Hand ◽  
Self Study ◽  
The World ◽  
Professional Context

This chapter presents two converging developments. Traditionally, learning at schools or universities and working in a professional context were relatively separated. Companies often complain that students know a lot ‘facts’ but are not ‘competent.’ On the other hand at schools and universities students often complain that they can’t see the relevance of a certain subject. This chapter deals with the two converging worlds: traditional distance training (such as employed at for instance open universities all over the world) and in company training. ICT and competence-based education are bringing the two together, resulting in a combined working/learning mode, which we will describe as learning with real cases. This leads to more self-study or independent learning. Figure 1 presents an overview of the different facets of the tendency to learn with real cases. This chapter will start with a description of distance education since many things can be learned from this. Then, developments in the business or professional context will be presented. We will stress that there is a convergence leading to ‘learning with real cases’. After a description of this development, learning with real cases, as well as pitfalls and recommendations will be discussed.

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.

Identification of a Distance Education Expert

2015 ◽  
pp. 62-72
Author(s):  
Simber Atay
Keyword(s):  
Distance Education ◽  
Learning Systems ◽  
The Other ◽  
Ideal Model ◽  
Education Systems ◽  
Other Hand ◽  
Education Theory ◽  
Global Capacity

We live in postmodern times and Distance Education is a hybrid assemblage formed by education, communication, and advanced technologic systems. There are many people who work for Distance Education institutions and organizations and there are many participants—the principal ones are naturally students/learners—of Distance Education environments. Thus, we could say that each of them is an expert of Distance Education. On the other hand, Distance Education systems are innovative, modular, popular, and easy to access. Distance Education systems become also inspiration source for conventional learning systems. In this chapter, the authors discuss who is/who could be a Distance Education Expert. Because Distance Education systems need Distance Education Theory to develop themselves, we need sophists to produce theory for Distance Education systems. The proposed expert is a sophist; thus, Plato's Sophist is an ideal model! This chapter aims to show the difficulties of identification and evaluates the innovative character and global capacity of Distance Education.

scholarly journals Competency Based Approach: Modeling and Implementation

2020 ◽  
Vol 15 (02) ◽  
pp. 230 ◽  
Author(s):  
Malika Sedra ◽  
Samir Bennani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Computer Networks ◽  
Business Process ◽  
Learning Systems ◽  
Educational Content ◽  
E Learning ◽  
Competency Based

The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.

A Turkish Model for the Arab Spring?

2011 ◽  
Vol 3 (1-2) ◽  
pp. 24-42 ◽  
Author(s):  
Aslı Ü. Bâli
Keyword(s):  
Arab Spring ◽  
Arab World ◽  
Two Dimensions ◽  
The Other ◽  
Potential Significance ◽  
Other Hand ◽  
The Arab Spring

The revolutionary wave of demonstrations and protests across the Arab world – known collectively as the Arab Spring – have ushered in a period of unprecedented change to the region. To what extent are non-Arab regional players relevant to this process? This essay considers two dimensions of the potential significance of Turkey to the events underway in the Arab world. Turkey has at times been invoked as a regionally appropriate example on which to model Arab democratization in a post-authoritarian context. This essay critically examines such claims, pointing out both the democratic deficits of the Turkish model and the intrinsic challenges of applying external models to indigenous democratization efforts. On the other hand, there is a second sense in which Turkey may have a role in the Arab Spring – namely, as an actor in its own right. With respect to this second dimension, this essay considers evolving Turkish policy towards the Arab world and examines the potential for Turkey to play a constructive role as a pro-democratic force in the region.

Concluding remarks

1958 ◽  
Vol 246 (1247) ◽  
pp. 490-494
Keyword(s):  
Parity Violation ◽  
Present Approach ◽  
The Other ◽  
Clear Picture ◽  
Present Stage ◽  
Amount Of Information ◽  
Other Hand ◽  
One Year

I shall not attempt to sum up the conclusions of the day’s discussion, because what conclusions we have come to (and quite a number of points have come out clearly) are rather involved and technical, and I should not at this time go into details; on many major points we have not reached any definite conclusions. There remains much more interesting work to be done; but I should like to comment on a few facts that have come out: In the first place, one is impressed by the amount of information which has been produced in the course of a year. Most of the problems which we have discussed during the day did not exist even as questions one year ago, and it is quite impressive what has been done in this time. We should not complain that all the answers are not available today. Of course, the existence of parity violation is now established beyond any doubt, and an extremely simple feature seems to emerge, though still subject to exact confirmation, in the behaviour of the polarizations, which seems to select fairly heavily between the possible interactions. On the other hand, we have no clear picture yet of the recoil data which might be capable of tying down the possible interactions very closely, or alternatively of showing us that there is something basically wrong with the whole present approach. We should not discount that possibility at the present stage.

scholarly journals Daens: de making-of. Over de film Daens (1992) en de Daensmythe

2019 ◽  
Vol 78 (3) ◽  
pp. 197-221
Author(s):  
Gertjan Willems
Keyword(s):  
Historical Novel ◽  
Two Dimensions ◽  
The Other ◽  
Christian Democracy ◽  
Other Hand ◽  
The One ◽  
The Town

Dit artikel onderzoekt hoe Louis Paul Boons historische roman Pieter Daens (1971) en, in het bijzonder, Stijn Coninx’ biopic Daens zich verhouden tot hun historisch onderwerp, de Aalsterse priester en politicus Adolf Daens (1839-1907). Het artikel toont hoe deze Daensvertellingen bijdragen tot de Daensmythe, die twee dimensies kent. Enerzijds een persoonlijke dimensie met de heroïsering van Daens, anderzijds een politiek-historische dimensie waarbij Daens en het daensisme gelijkgesteld worden met de bredere daensistische beweging en het ontstaan van de christendemocratie in Vlaanderen. De Daensmythe en de filmische popularisering ervan zorgden er mee voor dat Daens kon uitgroeien tot een historisch symbool dat zich flexibel laat inzetten in hedendaagse politiek-ideologische discoursen.__________ Daens: the making of. On the movie Daens (1992) and the ‘Daens myth’ This article analyses how Louis Paul Boon’s historical novel Pieter Daens (1971), and more particularly, Stijn Coninx’ biopic Daens correspond to their historical subject, the priest-politician Adolf Daens (1839-1907) from the town of Aalst. The article illustrates how these narrations have contributed to the Daens myth, which is comprised of two dimensions. On the one hand, it entails a personal dimension, deifying Daens. On the other hand, the myth contains a political-historical dimension, in which the figure of Daens and ‘daensism’ are equated with the broader ‘Daensic’ movement and even the origins of Christian democracy in Flanders. The ‘Daens myth’ and its popularization via film have contributed to the emergence of Daens as a historical symbol that can be used versatilely in contemporary political-ideological discourses.

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