Integration of Web 2 Technologies for ODL

2018 ◽  
pp. 1289-1301
Author(s):  
Rajshree Satish Vaishnav
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Policy Makers ◽  
Face To Face ◽  
The World ◽  
Research Findings ◽  
Cyber Space ◽  
Face To Face Instruction ◽  
Traditional Classroom Teaching ◽  
Different Levels

The world today is a complex one with issues and concerns emerging that were absent even a generation ago. Education and technology in the present millennium is not a luxury but commodity for survival in the present knowledge driven tech innovative society. In today's online era, the concept of a traditional classroom teaching extends beyond a walled room with desks and chairs and into the realm of cyber space. The Research findings presented here are derived from a systematic researches conducted to know the effectiveness of various modes of online learning and face-to-face instruction for teaching various subject /courses at different level. The goal of such studies as a whole is to provide policy-makers, administrators and educators with research-based guidance about how to implement different platforms of online learning for school/ higher education and teacher preparation. The locus of such researches was students studying in different institutions at different levels in India.

Integration of Web 2 Technologies for ODL

2018 ◽  
pp. 275-291
Author(s):  
Rajshree Satish Vaishnav
Keyword(s):  
Online Learning ◽  
Teacher Preparation ◽  
Policy Makers ◽  
Face To Face ◽  
The World ◽  
Research Findings ◽  
Cyber Space ◽  
Face To Face Instruction ◽  
Traditional Classroom Teaching ◽  
Different Levels

The world today is a complex one with issues and concerns emerging that were absent even a generation ago. Education and technology in the present millennium is not a luxury but commodity for survival in the present knowledge driven tech innovative society. In today's online era, the concept of a traditional classroom teaching extends beyond a walled room with desks and chairs and into the realm of cyber space. The Research findings presented here are derived from a systematic researches conducted to know the effectiveness of various modes of online learning and face-to-face instruction for teaching various subject /courses at different level. The goal of such studies as a whole is to provide policy-makers, administrators and educators with research-based guidance about how to implement different platforms of online learning for school/ higher education and teacher preparation. The locus of such researches was students studying in different institutions at different levels in India.

scholarly journals REMODELED SOCIO-CULTURAL AND ACADEMIC E-LEARNING

2021 ◽  
Vol 71 (1) ◽  
pp. 1-2
Author(s):  
Khadija Qamar ◽  
Faiza Kiran
Keyword(s):  
Online Learning ◽  
Digital Native ◽  
Digital Immigrants ◽  
Social Distancing ◽  
Face To Face ◽  
The World ◽  
Giant Leap ◽  
E Learning ◽  
Face To Face Instruction ◽  
Medical Colleges

Panacea erupted by COVID-19 outbreak has transformed our personal and political perspectives, on priorities and mode of lives, around the world. On March 11, 2020, WHO declaring it as a pandemic followed by nation wide smart lockdown and implementation of social distancing, has remodeled our sociocultural and academic norms.To our interest, it has encouraged medical colleges of our country to take a giant leap from a traditional face-to-face instruction to online learning. Though sudden, massive, and unplanned transition it might be, this not only changed mode of curricular delivery, but uncovered opportunity of grooming ourselves to Millennial expectations. Initially, our digital recluse faculty had to learn basics of computer to become digital refugees. Later, they successfully adapted themselves as digital immigrants to teach a digital native generation!

Remote Teacher Preparation Amidst COVID-19

2021 ◽  
pp. 248-264
Author(s):  
Lindsey A. Chapman ◽  
Tara Mathien
Keyword(s):  
Teacher Preparation ◽  
Community Of Inquiry ◽  
World Health ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
The World ◽  
Trauma Informed ◽  
Face To Face Instruction ◽  
Health Organization

In March 2020, the World Health Organization declared COVID-19 a worldwide pandemic. As a result, teacher preparation programs faced an immediate shift from face-to-face instruction and field experiences to virtual learning with little lead time. This chapter presents a trauma-informed community of inquiry (CoI) framework with a specific focus on teacher preparation. It offers insights for course revision, pedagogy and instruction, and interactions with students during these unprecedented times through examining implementation and collaboration efforts within two programs.

scholarly journals From Emergency Remote Teaching to Strategically Embracing Online Learning

2021 ◽  
pp. 249-254
Author(s):  
Dionisia Tzavara
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Large Scale ◽  
World Economic Forum ◽  
Face To Face ◽  
Large Numbers ◽  
The World ◽  
World Economic ◽  
Face To Face Instruction ◽  
Academic Year

AbstractAs a response to the Covid-19 pandemic, universities across the globe closed campuses, cancelled face-to-face classes, and resorted to digital instruction in an attempt to continue offering instruction, providing continuity to their students, and keeping the academic year going. This movement away from face-to-face instruction happened on a large scale (according to a World Economic Forum article “Some 1.5 billion students—close to 90% of all primary, secondary and tertiary learners in the world—are no longer able to physically go to school” (Kandri 2020), across various institutions and departments, and large numbers of students and academics were impacted by this shift to online instruction.

scholarly journals Shape-shifting connections, relationships and Pacific education in the uncharted waters of a global pandemic

2021 ◽  
Vol 26 ◽  
pp. 168-174
Author(s):  
Cherie Chu-Fuluifaga
Keyword(s):  
Online Learning ◽  
Tertiary Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Short Period ◽  
The World ◽  
Face To Face Learning

The importance of maintaining connections and relationships across tertiary education for students is discussed as a way of examining the nature of Pacific education in challenging times, particularly in terms of fractured face-to-face learning. Universities have been thrust into an unpredictable time of remote/distance/online learning in a short period of time. The process has been unsettling and challenging for people across the world. As Pacific students and staff experience the unchartered waters of Covid-19 and global disturbances, they are searching out ways to build purposeful connections, shape-shifting and ways to maintain communities of academic togetherness while harnessing the tools of their knowledge trajectories in research. This article will focus on four key principles: valuing personal and academic connections beyond the textbook; discovering heart-warming methods of connection; and connecting for growth and wellbeing.

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Creative Cities and Knowledge Capital

2018 ◽  
pp. 159-184
Author(s):  
Aly Abdel Razek Galaby
Keyword(s):  
Knowledge Society ◽  
Arab Countries ◽  
Knowledge Capital ◽  
Policy Makers ◽  
Creative Cities ◽  
Knowledge Based ◽  
Creative City ◽  
Development Policies ◽  
The World ◽  
Research Findings

Many nations of the world are responding to the shift from development policies that rely on intensified labor and capital into alternative policies that build on the intensification of knowledge. The trend towards knowledge-based development has received increasing attention from academics and policy makers in the world. Innovative development paradigms of existing urban models (cities of knowledge, creative cities, and local circles of the knowledge society [precincts]) have opened up alternative prospects for development to the nations of the world. The Emirate of Dubai was among the Arab countries that absorbed this lesson and took the initiative of transforming its economy into a knowledge economy, building their development policies on the intensification of knowledge, embarked on the creation of the creative city and the formation of a knowledge capital, and stopping to understand this experience and explain its constraints; perhaps the research findings would support this effort.

Teacher Induction for Teachers Prepared Online

2018 ◽  
pp. 238-262
Author(s):  
Michael D. Richardson ◽  
Marguerite H. Yates ◽  
Pamela A. Lemoine
Keyword(s):  
Teacher Preparation ◽  
Teacher Induction ◽  
Technology Implementation ◽  
Critical Mass ◽  
Teacher Preparation Programs ◽  
Net Generation ◽  
Preparation Programs ◽  
Face To Face ◽  
Prerequisite Skills ◽  
Face To Face Instruction

Innovation and change in university preparation of teachers requires acquisition of technological pedagogy in response to the demands of a knowledge economy where students are engaged in technology implementation in a constantly changing world. Teacher preparation programs historically have been contained on campus using face-to-face instruction. As the second decade of the twenty-first century unfolds, universities have adopted online learning in teacher preparation to accommodate the needs of a more diverse clientele. Educator preparation now faces two major challenges: a critical mass generated by net generation students who have increased demands for online access to learning and a teaching force without prerequisite skills and dispositions to dramatically alter modes of instruction.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

An Experience in the Digital Age

2014 ◽  
Vol 36 (4) ◽  
Author(s):  
Ponnadurai Ramasami ◽  
Lydia Rhyman ◽  
Naziah Jaufeerally
Keyword(s):  
Communication Technology ◽  
Paradigm Shift ◽  
Scientific Conference ◽  
Global Village ◽  
Face To Face ◽  
Use Of Data ◽  
The World ◽  
Information And Communication ◽  
Research Findings ◽  
The Way

A scientific conference is a platform where participants present their research findings and discuss among peers. Traditionally, conferences are conducted by having participants gathered physically. Conferences involve the use of boards, flip charts, posters, and overhead projectors. The use of data projectors and videos has become popular with the progress of technology. The advancement of Information and Communication Technology (ICT) has improved the way information is transferred and shared. The development of ICTs has condensed the world into a global village and there has been a paradigm shift in the way scientific conferences are organized. In fact organizers are convening people from corners of the world using ICTs and the traditional face-to-face meetings are being enhanced and sometimes substituted by virtual conferences. In their comments to

Sign in / Sign up

Export Citation Format

Share Document