Curriculum Development in Web-Based Education

2005 ◽  
pp. 675-679
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Curriculum Development in Web-Based Education

2011 ◽  
pp. 1252-1258
Author(s):  
Johanna Lammintakanen
Keyword(s):  
Curriculum Development ◽  
Educational Policy ◽  
Educational Systems ◽  
Educational Content ◽  
Web Based ◽  
Good Education ◽  
Bologna Declaration ◽  
Paradigmatic Shift ◽  
Education Theory ◽  
Web Based Education

A paradigm shift has taken place in the last decade, with a move from traditional to Web-based education at different educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Web-based education (WBE) has moved on from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). As summarised by Armstrong (2001), what educators have in fact realised is that a good Web-based education theory and good education theory are one and the same; the only difference is that WBE transcends the barriers of space and time. The paradigmatic shift has occurred as part of planned educational policy, while at the same time good international or national experiences have also supported the growth of WBE. In addition, there have been attempts to have more coherent and cohesive educational systems and degrees especially in the European context (The Bologna Declaration, 1999.)

Interoperability of Web-Based Education Systems

2010 ◽  
pp. 360-377
Author(s):  
Natalia I. Hughson
Keyword(s):  
Global Education ◽  
Educational Systems ◽  
Education Systems ◽  
Web Based ◽  
Social System Theory ◽  
Scientific Principles ◽  
Potential Applications ◽  
Biological Concepts ◽  
Autopoietic Theory ◽  
Web Based Education

The global society is becoming a reality. Inevitably this leads onto questions around the generation and exploitation of knowledge. Education systems grow to be more complex and interdependent. The Web makes a large number of learning resources within reach of anyone with Internet access. However, many valuable resources are difficult to use due to the lack of interoperability among various education systems. In this chapter, the fundamental principles of interoperability of complex and dynamic global education system are presented. The contemporary approaches to systems theory, entropy and autopoietic theory, social system theory, sociocybernetics, the strengths and limitations of these approaches, and their potential applications in education are examined. The nature of educational systems can be linked to biological concepts. When education principles and cybernetics are combined, the resulting theory turns on scientific principles instead of philosophical speculations. Proper utilization of such principles provides methodology that increases the effectiveness of web-based education systems.

Micro and Macro Level Issues in Curriculum Development

2011 ◽  
pp. 2546-2550
Author(s):  
Johanna Lammintakanen ◽  
Sari Rissanen
Keyword(s):  
Developing Countries ◽  
Global Education ◽  
Driving Forces ◽  
Educational Theory ◽  
The Other ◽  
Educational Systems ◽  
Web Based ◽  
Educational Paradigm ◽  
Web Based Education

It is a well-known fact that an educational paradigm shift occurred in the course of the last decade, with a move from traditional to Web-based education at various educational levels (Harasim, 2000; Karuppan, 2001; Kilby, 2001). Webbased education (WBE) has advanced from the delivery of educational content to Web-based sites with interactive functions (Carty & Philip, 2001). Concurrently, new innovative kinds of pedagogical experiments have shifted the paradigm from teaching to learning (Pahl, 2003). However, there is a greater need for innovation in the area of pedagogy rather than that of technology (Littig, 2006). Indeed, educators have realized, as summarized by Armstrong (2001), that good Web-based educational theory and good educational theory are one and the same, the only difference being that WBE transcends the barriers of space and time. The paradigmatic shift has occurred in both global education (including developing countries) and corporate training. The key impetus for this shift may vary in these areas, but the role of knowledge and intellectual capital, coupled with the needs of organizations and individuals to learn more rapidly, are apparent as the driving forces for WBE (e.g., Bell, Martin, & Clarke, 2004). The growth of WBE has been part of planned educational policy, but at the same time, good international or national experiences have also supported its growth. Furthermore, the cash crises in the western university sector (Bell et al., 2004) and the endeavors towards more coherent and cohesive educational systems and degrees, especially in the European context (Littig, 2006), can be identified as the other galvanizing factors for this shift.

The Role of Life-Wide Learning on Design of Curriculum

2016 ◽  
pp. 245-267
Author(s):  
Figen Kiliç ◽  
Gürol Yokuş ◽  
Burak Ayçiçek ◽  
Murat Boran
Keyword(s):  
Distance Education ◽  
Curriculum Development ◽  
Education System ◽  
Personal Development ◽  
Vital Role ◽  
Point Of View ◽  
Web Based ◽  
Education Today ◽  
Future Education ◽  
Web Based Education

There is an incredible development in twentieth first century in the area of education and technology. These changes affect education system as they do all systems. When we look at contemporary educational approaches, we see that education system proceeds toward distance education and web-based education. Today individuals want that they could get a flexible education independent of time and space in accordance with their interests and demands. From this point of view, there appears the concept of life wide learning as a new and transformative concept. Life wide learning is a concept that allows individuals to get education in more than one area in any time of their life. In this situation, an individual, either young or old, employee or retired or never joined work life, can get education in more than one area he needs or is interested in and can contribute to both personal development and national economy. The main problem here lies with the situation that curriculums –by welcoming these changing educational terms- should keep in step with new developments. Curriculum development in distance education has gained popularity recently. Studies of curriculum development are oriented by changing and developing knowledge and needs and this is an indication of what a vital role it has in terms of future education system. From this point of view, the main topic of this chapter is constituted by the need which requires that curriculum development studies in life wide learning should be adapted to web-based education in order to create equality of opportunity.

scholarly journals Modelo metacognitivo del estudiante para la generación de cursos personalizados

2021 ◽  
Vol 1 (1) ◽  
pp. 36-56
Author(s):  
Guillermo Rafael Domínguez de León ◽  
Adolfo Guzmán Arenas
Keyword(s):  
Student Performance ◽  
Metacognitive Skills ◽  
Student Model ◽  
Educational Content ◽  
Education Systems ◽  
Web Based ◽  
Metacognitive Processes ◽  
Proposed Model ◽  
Improve Student Performance ◽  
Web Based Education

En muchos de los estudiantes se observa un marcado desconocimiento de los procesos cognitivos, afectivos y metacognitivos implicados en el aprendizaje significativo. En este trabajo se propone la utilización de un modelo metacognitivo del estudiante para conocer sus fortalezas y debilidades, por medio del cual se puede obtener un perfil metacognitivo que sirve como base para el diseño de cursos personalizados en sistemas de educación basados en Internet. Se presentan los resultados obtenidos al aplicar este modelo en una escuela de nivel superior. El modelo propuesto esta respaldo por instrumentos que han comprobado su confiabilidad y son reconocidos y aceptados a nivel internacional. La intención de esta investigación es proponer una herramienta de fácil aplicación en las escuelas para mejorar el desempeño del estudiante al personalizar los contenidos educativos de los cursos en función del grado de desarrollo de sus habilidades metacognitivas. In many of the students a marked ignorance of their cognitive, affective and metacognitive processes involved in meaningful learning is observed. In this paper the use of a metacognitive student model is proposed to understand their strengths and weaknesses, through which you can get a metacognitive profile that serves as the basis for the design of custom courses in web based education systems. The results of applying this model at a university are presented. The proposed model is support by instruments that have proven their reliability and are recognized and internationally accepted. The purpose of this research is to propose a tool for easy implementation in schools to improve student performance by personalizing the educational content of the courses in the degree of development of their metacognitive skills.

scholarly journals Process evaluation of the ACTION programme: a strategy for implementing person‐centred communication in home care

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Tanja Gustafsson ◽  
Annelie J Sundler ◽  
Elisabeth Lindberg ◽  
Pernilla Karlsson ◽  
Hanna Maurin Söderholm
Keyword(s):  
Home Care ◽  
Process Evaluation ◽  
Organizational Support ◽  
Qualitative Data ◽  
Education Programme ◽  
Multiple Sources ◽  
Web Based ◽  
Action Programme ◽  
Web Based Education ◽  
The Web

Abstract Background There is currently a strong emphasis on person-centred care (PCC) and communication; however, little research has been conducted on how to implement person-centred communication in home care settings. Therefore, the ACTION (A person-centred CommunicaTION) programme, which is a web-based education programme focusing on person-centred communication developed for nurse assistants (NAs) providing home care for older persons, was implemented. This paper reports on the process evaluation conducted with the aim to describe and evaluate the implementation of the ACTION programme. Methods A descriptive design with a mixed method approach was used. Twenty-seven NAs from two units in Sweden were recruited, and 23 of them were offered the educational intervention. Quantitative and qualitative data were collected from multiple sources before, during and after the implementation. Quantitative data were used to analyse demographics, attendance and participation, while qualitative data were used to evaluate experiences of the implementation and contextual factors influencing the implementation. Results The evaluation showed a high degree of NA participation in the first five education modules, and a decrease in the three remaining modules. Overall, the NAs perceived the web format to be easy to use and appreciated the flexibility and accessibility. The content was described as important. Challenges included time constraints; the heavy workload; and a lack of interaction, space and equipment to complete the programme. Conclusions The results suggest that web-based education seems to be an appropriate strategy in home care settings; however, areas for improvement were identified. Our findings show that participants appreciated the web-based learning format in terms of accessibility and flexibility, as well as the face-to-face group discussions. The critical importance of organizational support and available resources are highlighted, such as management involvement and local facilitation. In addition, the findings report on the implementation challenges specific to the dynamic home care context. Trial registration This intervention was implemented with nursing assistants, and the evaluation only involved nursing staff. Patients were not part of this study. According to the ICMJE, registration was not necessary ().

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