Teaching and Learning Online

2016 ◽  
pp. 1164-1189
Author(s):  
Angelia Yount ◽  
Kwesi Tandoh
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
World Wide ◽  
Online Course ◽  
Technology Readiness ◽  
The Internet ◽  
Effective Learning ◽  
Instructor Interaction ◽  
The World

This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment. In addition, it emphasizes the advances in contemporary online learning tracing its difficult beginning and the progress made due to advances made in technology especially the World Wide Web and the Internet. The chapter also discusses the importance of immediacy in online learning, and its ability to allow students to learn from anywhere and at any time. Student problems include lack of access to the technology, readiness to work online, and the erroneous impression that they know the technology more than the instructor. Interaction includes the effective application of scenarios of student and content, interaction between instructor and students, and the interaction between students which help promote social presence. We strongly believe the application of the afore-mentioned strategies will ensure successful development and implementations of an effective online course.

Teaching and Learning Online

2016 ◽  
pp. 377-400
Author(s):  
Angelia Yount ◽  
Kwesi Tandoh
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Teaching And Learning ◽  
World Wide ◽  
Online Course ◽  
Technology Readiness ◽  
The Internet ◽  
Effective Learning ◽  
Instructor Interaction ◽  
The World

This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment. In addition, it emphasizes the advances in contemporary online learning tracing its difficult beginning and the progress made due to advances made in technology especially the World Wide Web and the Internet. The chapter also discusses the importance of immediacy in online learning, and its ability to allow students to learn from anywhere and at any time. Student problems include lack of access to the technology, readiness to work online, and the erroneous impression that they know the technology more than the instructor. Interaction includes the effective application of scenarios of student and content, interaction between instructor and students, and the interaction between students which help promote social presence. We strongly believe the application of the afore-mentioned strategies will ensure successful development and implementations of an effective online course.

When the Future Finally Arrives

2012 ◽  
pp. 1738-1751
Author(s):  
Matt Crosslin
Keyword(s):  
Cloud Computing ◽  
Online Learning ◽  
Semantic Web ◽  
World Wide ◽  
Three Dimensional ◽  
The Internet ◽  
Web 3.0 ◽  
The World ◽  
The Future ◽  
Insight Into

This chapter examines how the World Wide Web could possibly change over the next 10 years into a concept increasingly being referred to as “Web 3.0,” and how these changes might affect education. It examines how Web 3.0 concepts such as cloud computing, the Semantic Web, and the three-dimensional (3-D) Web are currently being explored and realized. A possible future online learning scenario is also described and analyzed to help visualize these possibilities for education. The author hopes that providing an understanding of and insight into how the Internet and related technologies may continue to develop and evolve in the next several years will help educators be better prepared for the future of online learning.

scholarly journals Online learning: Implications for effective learning for higher education in South Africa

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Maylene Y Damoense
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
The Internet ◽  
Effective Learning ◽  
Engagement Theory ◽  
Use Of Technology ◽  
E Learning ◽  
South African Higher Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Over the last decade there has been an augmenting shift away from the conventional teaching and learning to modes where the Internet now plays a key role. E-learning is increasingly forming an integral part of course delivery and instruction, and is reshaping traditional learning world wide. </span></p> <p><span>This paper outlines the shift from traditional learning to online learning practices. Then it discusses the use of technology, particularly the Internet, to support and enhance effective learning based on the principles of engagement theory. It considers relevant studies within the context of technology based learning, and highlights important experiences and findings. The paper indicates that technology based pedagogy and an effective online learning environment are crucial to support and enrich effective learning outcomes. The paper considers implications for South African higher education in the 21st century. Integrating the Internet as part of a curriculum is proposed, to instil our learners with lifelong skills.</span></p></div></div></div>

Using Online Programs to Centre Students in the Twenty-First Century

2018 ◽  
pp. 102-119
Author(s):  
Pedro José Arrifano Tadeu ◽  
Carlos Brigas
Keyword(s):  
Exponential Growth ◽  
Teaching And Learning ◽  
World Wide ◽  
First Century ◽  
The Internet ◽  
Online Programs ◽  
The Third ◽  
Internet Users ◽  
Wide Range ◽  
The World

Because of the exponential growth of the internet and ICT, we, as promoters of education, should always be aware of the changes that society is endorsing outside of the classroom. The student is no longer the same introverted child that studied in the workbenches years ago. Today students belong to a time with smartphones, tablets, and a wide range of new portable technologies. Today's students are used to seeking different forms and ways of motivation in and out of the classroom, and they want the teaching and learning process to integrate with society and its latest technologies. The number of internet users has increased tenfold from 1999 to 2014. The first billion was reached in 2005, the second billion in 2010, the third billion in 2014. This means access to the world wide web is increasing rapidly. In 2020, the percentage will rise again, and consequently, an incredibly large number of people, youngsters and adults, will have access to the internet. The slogan that drives the world today is anywhere… anytime!

When the Future Finally Arrives

2010 ◽  
pp. 380-393 ◽  
Author(s):  
Matt Crosslin
Keyword(s):  
Cloud Computing ◽  
Online Learning ◽  
Semantic Web ◽  
World Wide ◽  
Three Dimensional ◽  
The Internet ◽  
Web 3.0 ◽  
The World ◽  
The Future ◽  
Insight Into

This chapter examines how the World Wide Web could possibly change over the next 10 years into a concept increasingly being referred to as “Web 3.0,” and how these changes might affect education. It examines how Web 3.0 concepts such as cloud computing, the Semantic Web, and the three-dimensional (3-D) Web are currently being explored and realized. A possible future online learning scenario is also described and analyzed to help visualize these possibilities for education. The author hopes that providing an understanding of and insight into how the Internet and related technologies may continue to develop and evolve in the next several years will help educators be better prepared for the future of online learning.

Online Learning for the Visually Impaired

2003 ◽  
pp. 387-408 ◽  
Author(s):  
Mirela Arion ◽  
Marius Iulian Tutuianu
Keyword(s):  
Online Learning ◽  
World Wide Web ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
World Wide ◽  
Access To Education ◽  
Education Department ◽  
The World ◽  
Context Of Learning

At the society level, the Internet is a technological, social and cultural phenomenon, shared by the consensus of its users and not owned by anybody. It is a communication network than can, at any moment, bridge people from everywhere and can be looked at as a consequence of modernity (Giddens, 1992). There is a growing demand and pressure coming from the technology side for adopting online learning but, in order to justify and evaluate the integration of World Wide Web techniques in education, one must attempt to answer at least two questions: 1. Does the World Wide Web promote new approaches to teaching and learning? 2. Will the World Wide Web increase access to education? The case study that we had to do because of the context of learning within a special education department helped us answer these questions and understand and, more than that, appreciate online learning for the visually impaired.

scholarly journals STUDENTS’ PERCEPTION ON THE EFFECT OF ONLINE LEARNING DURING COVID 19

2021 ◽  
Vol 3 (2) ◽  
pp. 176-187
Author(s):  
Dawi Yanti
Keyword(s):  
Online Learning ◽  
Educational System ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
The Internet ◽  
Internet Connection ◽  
New Learning ◽  
The World ◽  
Teachers And Students

The educational system across the world has been affected due to outbreak of Covid-19 pandemic, this new phenomenon forced teachers and students to do teaching and learning process from home. The purpose of writing this study was to investigate the students' perceptions of online learning has been implemented and the factors that influenced these perceptions. Therefore, this survey asked 60 students in Sekolah Tinggi Teknologi Migas Balikpapan to convey their perception on the effect of online during Covid-19. The finding of this study revealed that students positively accepted this new learning system although they’ve found some problems such as difficulty in using application and lack of the internet connection, etc.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

Library Internet Resources: Conducting Performing Arts Research Online

1999 ◽  
Vol 40 (1) ◽  
pp. 97-104
Author(s):  
Susan Brady
Keyword(s):  
World Wide Web ◽  
Communication Technology ◽  
Performing Arts ◽  
World Wide ◽  
The Internet ◽  
Research Libraries ◽  
The Past ◽  
Internet Resources ◽  
The World ◽  
Electronic Access

Over the past decade academic and research libraries throughout the world have taken advantage of the enormous developments in communication technology to improve services to their users. Through the Internet and the World Wide Web researchers now have convenient electronic access to library catalogs, indexes, subject bibliographies, descriptions of manuscript and archival collections, and other resources. This brief overview illustrates how libraries are facilitating performing arts research in new ways.

scholarly journals Public Access Technologies in Public Libraries: Effects and Implications

2009 ◽  
Vol 28 (2) ◽  
pp. 81 ◽  
Author(s):  
John Carlo Bertot
Keyword(s):  
World Wide Web ◽  
World Wide ◽  
Public Libraries ◽  
Public Access ◽  
The Internet ◽  
Access Technology ◽  
Initial Development ◽  
Early Adopters ◽  
The World ◽  
Computer Services

<span>Public libraries were early adopters of Internet-based technologies and have provided public access to the Internet and computers since the early 1990s. The landscape of public-access Internet and computing was substantially different in the 1990s as the World Wide Web was only in its initial development. At that time, public libraries essentially experimented with publicaccess Internet and computer services, largely absorbing this service into existing service and resource provision without substantial consideration of the management, facilities, staffing, and other implications of public-access technology (PAT) services and resources. This article explores the implications for public libraries of the provision of PAT and seeks to look further to review issues and practices associated with PAT provision resources. While much research focuses on the amount of public access that </span><span>public libraries provide, little offers a view of the effect of public access on libraries. This article provides insights into some of the costs, issues, and challenges associated with public access and concludes with recommendations that require continued exploration.</span>

Sign in / Sign up

Export Citation Format

Share Document