Emerging E-Learning Technology (ELT) in Open Distance Learning (ODL)

2018 ◽  
pp. 191-203 ◽  
Author(s):  
C. Baskaran
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Relevant Literature ◽  
Electronic Media ◽  
Instructional Materials ◽  
Learning Technology ◽  
E Learning

Distance education is the most renowned descriptor used when referencing distance learning. It often describes the effort of providing access to learning for those who are geographically distant. During the last two decades, the relevant literature shows that various authors and researchers use inconsistent definitions of distance education and distance learning. As computers became involved in the delivery of education, a proposed definition identifies the delivery of instructional materials, using both print and electronic media.

scholarly journals INFLUENCE OF TECHNOLOGY TYPE ON DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 60-74
Author(s):  
Hannah Njoki
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Virtual Learning Environment ◽  
Instructional Materials ◽  
Empirical Literature ◽  
Learning Technology ◽  
E Learning ◽  
Technology Type

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influence them. Because of the manner of academic teaching process, the most commonly used is blended learning model where a course instructor chooses the e-learning technology based on certain elements. The practice has shown that creating a blended learning environment is not easy and that course instructors have problems in many stages of designing the virtual learning environment, from the analysis of the course requirements, analysis of the student requirements, application of instructional design model, e-learning technology use, not understanding the concept of the quality of e-learning process and many other factors.. Recommendations: The study recommends that is a need for more courses should be integrated in distance learning so as to cover all the courses offered to students. There is also need for students to enroll in practical classes for computer training. This will enable the less net savvy students to brace up so as to avoid being left behind by others. There is no doubt that a lot of pressures are facing our students when it comes to distance learning technology adoption, especially distance barrier. There is therefore, need for e-learning to be fully put in place to enable the group of students that their homes are far away from the school to participate in classes even when they are not able to make it to school. Finally, there should be availability of ICT infrastructure, the absence or inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online

scholarly journals INFLUENCE OF INSTITUTIONAL RELATED ON CHOICE OF TECHNOLOGY FOR THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 29-44
Author(s):  
James Kimani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Learning Technologies ◽  
Instructional Materials ◽  
Learner Support ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Ict Infrastructure ◽  
Choice Of Technology

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to institutional related on choice of technology for the development of instructional materials for distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that most of learner support services offered to distant learners were not good enough to support the learners effectively. Secondly, the students and the administrators were of the view that there were learner support services that were very vital to distant learners. Thirdly, the students and the administrators were of the general view and in agreement that the learner support services offered were necessary. However, since the students indicated that majority of the services on offer were poor across the institutions under the study, there is need to improve and make them better. Learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Recommendations: The study recommends that is a need availability of ICT infrastructure, the absence of inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online. If the high ICT infrastructure for e-learning is unavailable, the sequential use of predecessor distance learning technologies from correspondence courses to radio, TV, CD-ROM, Internet and World Wide Web is recommended. Such a sequential use of predecessor distance learning technologies is poised to leverage the experience into a significant use of learning

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

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 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.

Change Management and Distance Education

2011 ◽  
pp. 1481-1487 ◽  
Author(s):  
Parviz Partow-Navid ◽  
Ludwig Slusky
Keyword(s):  
Information Technology ◽  
Distance Education ◽  
Learning Process ◽  
New Technology ◽  
Instructional Materials ◽  
Transmission Of Knowledge ◽  
Rapid Changes ◽  
E Learning ◽  
Low Performance ◽  
Primary Focus

E-learning is defined as the transmission of knowledge whereby the instructor and/or the student participate in the learning process from different places and/or different times (Henry, 2001). Many organizations have adopted e-learning as a way to make the learning process faster and better (Roshan, 2002). However, recent studies have revealed that about 85% of students participating in e-learning and distance education fall short of completing their program. Low completion leads to low retention, which leads to low performance (Land, 2002). The problem, exacerbated by rapid changes in information technology (IT), lies on the shoulder of the universities and the students. For universities, e-learning often is such a giant technological and managerial change that the faculty attempts to deal with it by scaling instructions down to merely automated text lectures with a primary focus on the delivery of instructional materials, rather than addressing the students’ needs. For students, e-learning is usually a short experience coupled with little-known technologies for which they need extra guidance and support that is more persistent. However, the challenge is how to employ this new technology and bring students the help they need when they need it (Gordon, 2003; Roberts, 2001).

Understanding Different Categories of Attrition in Distance Education Program

2011 ◽  
pp. 1917-1925
Author(s):  
Seung Youn (Yonnie) Chung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internet-delivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

Change Management and Distance Education

2011 ◽  
pp. 218-223
Author(s):  
Parviz Partow-Navid ◽  
Ludwig Slusky
Keyword(s):  
Information Technology ◽  
Distance Education ◽  
Learning Process ◽  
New Technology ◽  
Instructional Materials ◽  
Transmission Of Knowledge ◽  
Rapid Changes ◽  
E Learning ◽  
Low Performance ◽  
Primary Focus

E-learning is defined as the transmission of knowledge whereby the instructor and/or the student participate in the learning process from different places and/or different times (Henry, 2001). Many organizations have adopted e-learning as a way to make the learning process faster and better (Roshan, 2002). However, recent studies have revealed that about 85% of students participating in e-learning and distance education fall short of completing their program. Low completion leads to low retention, which leads to low performance (Land, 2002). The problem, exacerbated by rapid changes in information technology (IT), lies on the shoulder of the universities and the students. For universities, e-learning often is such a giant technological and managerial change that the faculty attempts to deal with it by scaling instructions down to merely automated text lectures with a primary focus on the delivery of instructional materials, rather than addressing the students’ needs. For students, e-learning is usually a short experience coupled with little-known technologies for which they need extra guidance and support that is more persistent. However, the challenge is how to employ this new technology and bring students the help they need when they need it (Gordon, 2003; Roberts, 2001).

scholarly journals INTERROGATING THE CONCEPT ‘OPENNESS’ IN OPEN DISTANCE LEARNING (ODL)

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Cosmas Maphosa ◽  
Sithulisiwe Bhebhe
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Relevant Literature ◽  
Learning Approaches ◽  
Entry Requirements ◽  
Open And Distance Learning

<p>Scholars in Open Distance Learning (ODL) often refer to distance education as ‘open’. The concept 'openness' on open and distance learning is very fluid and often misunderstood. It is the purpose of this desktop survey to review relevant literature and make interrogation of the concept 'openness'. We advance questions such as; How open is open and distance learning. In what aspects is ODL open and to what extent is the openness. We discuss openness concerning targeted potential students and entry requirements in ODL institutions, the openness of teaching, and learning approaches as well as openness concerning communication, the flexibility of curricula, and assessment. We conclude by answering whether or not ODL institutions are open as well as suggesting measures and ways of enhancing openness in ODL institutions.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0674/a.php" alt="Hit counter" /></p>

scholarly journals Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

2018 ◽  
Author(s):  
Nguyen Huu Cuong ◽  
Le My Phong
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Distance Learning ◽  
Online Education ◽  
Education Programs ◽  
Future Directions ◽  
The World ◽  
E Learning ◽  
Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).

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