Distance Education Success Factors

2005 ◽  
pp. 897-901
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Digital Technology ◽  
Success Factors ◽  
Learning Experiences ◽  
Teaching Techniques ◽  
Effective Distance ◽  
Optimal Learning ◽  
Need For Information

While effective distance education has been practiced and studied for centuries, it has been in just the last decade that networked digital technology has been employed. Technologies and teaching techniques continue to evolve, and the options continue to expand, emphasizing the need for information that will assist distance education planners and participants in making decisions that will result in optimal learning experiences.

Distance Education Success Factors

2011 ◽  
pp. 686-692 ◽  
Author(s):  
Cathy Cavanaugh
Keyword(s):  
Distance Education ◽  
Digital Technology ◽  
Success Factors ◽  
Learning Experiences ◽  
Teaching Techniques ◽  
Effective Distance ◽  
Optimal Learning ◽  
Need For Information

While effective distance education has been practiced and studied for centuries, it has been in just the last decade that networked digital technology has been employed. Technologies and teaching techniques continue to evolve, and the options continue to expand, emphasizing the need for information that will assist distance education planners and participants in making decisions that will result in optimal learning experiences.

scholarly journals EFL Teachers as Designers of Ubiquitous Learning Experiences

2019 ◽  
Author(s):  
Nadjat Khenioui
Keyword(s):  
Web 2.0 ◽  
Language Learning ◽  
Digital Technology ◽  
Learning Experiences ◽  
Innovative Technology ◽  
Net Generation ◽  
Ubiquitous Learning ◽  
Materials Development ◽  
New Perspective ◽  
Teaching Learning

Ubiquitous learning, also known as U-learning, refers to the learner’s ability to learn at any place at any time. This paper argues that U-learning represents a new perspective in terms of pedagogy. The main contributor to this process is foremost the teacher, who has to adhere to the ever-changing language learning/teaching scenery. This study aims at setting the fundamentals of materials development at the intersection of two major areas of contemporary education, namely the needs of the ‘net generation’ students and the educational potential of the evolving social web and digital technology. It seeks to answer the following questions: What is digital technology and how does it lead to U-learning? What is web 2.0 and how does it affect classroom pedagogy, practice, and the design of quality teaching/learning materials? How does it help teachers improve their practice and materials development procedures? And how can teachers transform today’s innovative technology into ubiquitous learning experiences, promoting learner autonomy, regardless of any geographical or institutional boundaries? We will illustrate the whole procedure with a framework for web 2.0 integration that identifies the crucial features underpinning the extramural, ubiquitous learning experiences, in which learners can engage.

scholarly journals Designing industry 4.0 implementation from the initial background and context of companies

2021 ◽  
Vol 3 ◽  
pp. 27
Author(s):  
Valérie Rocchi ◽  
Daniel Brissaud
Keyword(s):  
Digital Technology ◽  
Industry 4.0 ◽  
Success Factors ◽  
Theoretical Models ◽  
Digital Transformation ◽  
Transformation Model ◽  
Structured Interviews ◽  
Long Time ◽  
Key Variables ◽  
The Right

Industry 4.0 is a promising concept that allows industries to meet customers’ demands with flexible and resilient processes, and highly personalised products. This concept is made up of different dimensions. For a long time, innovative digital technology has been thought of as the only dimension to succeed in digital transformation projects. Other dimensions have been identified such as organisation, strategy, and human resources as key while rolling out digital technology in factories. From these findings, researchers have designed industry 4.0 theoretical models and then built readiness models that allow for analysing the gap between the company initial situation and the theoretical model. Nevertheless, this purely deductive approach does not take into consideration a company’s background and context, and eventually favours one single digital transformation model. This article aims at analysing four actual digital transformation projects and demonstrating that the digital transformation’s success or failure depends on the combination of two variables related to a company’s background and context. This research is based on a double approach: deductive and inductive. First, a literature review has been carried out to define industry 4.0 concept and its main dimensions and digital transformation success factors, as well as barriers, have been investigated. Second, a qualitative survey has been designed to study in-depth four actual industry digital transformation projects, their genesis as well as their execution, to analyse the key variables in succeeding or failing. 46 semi-structured interviews were carried out with projects’ members; interviews have been analysed with thematic content analysis. Then, each digital transformation project has been modelled regarding the key variables and analysed with regards to succeeding or failing. Investigated projects have consolidated the models of digital transformation. Finally, nine digital transformation models have been identified. Industry practitioners could design their digital transformation project organisation and strategy according to the right model.

Challenges Experienced in Distance Education and Solution Suggestions During the COVID-19 Pandemic Period

2022 ◽  
pp. 418-435
Author(s):  
Hakan Kilinc
Keyword(s):  
Distance Education ◽  
Digital Divide ◽  
Support Services ◽  
Learning Processes ◽  
Teaching Techniques ◽  
Measurement Evaluation ◽  
Evaluation Techniques ◽  
Taking Responsibility

In this study, which was carried out in order to identify the challenges experienced in distance education during the COVID-19 pandemic period and to propose solutions to these problems, the phenomenology design was used. Twelve experts who had experience of distance education during the COVID-19 period contributed to the study. The findings obtained within the scope of the study show that there are challenges such as the unpreparedness of institutions, insufficient infrastructure, increased digital divide among learners, and difficulties in measurement-evaluation processes and support services processes during the pandemic period. Regarding the solution of these problems, solutions such as investing in infrastructure, revising support services, using teaching techniques suitable for distance education, taking responsibility in learning processes, and changing measurement-evaluation techniques have been presented.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

Critical Success Factors for Distance Education Programs

2005 ◽  
pp. 622-627 ◽  
Author(s):  
Ben Martz ◽  
Venkat Reddy
Keyword(s):  
Distance Education ◽  
Critical Success Factors ◽  
Success Factors ◽  
Education Programs ◽  
Critical Success ◽  
Education Industry ◽  
Driving Conditions ◽  
Education Field

Distance education is playing an ever-growing role in the education industry. As such, it is prudent to explore and understand driving conditions that underlie this growth. Understanding these drivers and their corresponding concerns (Table 1) can help educators in the distance education field better prepare for the industry.

Learner and instructor identified success factors in distance education

2008 ◽  
Vol 29 (3) ◽  
pp. 231-252 ◽  
Author(s):  
Michael P. Menchaca ◽  
Teklu Abate Bekele
Keyword(s):  
Distance Education ◽  
Success Factors

Re-imagining the nature of (student-focused) learning through digital technology

2017 ◽  
Vol 16 (3) ◽  
pp. 321-326 ◽  
Author(s):  
Nina Hood
Keyword(s):  
Social Justice ◽  
Learning Process ◽  
Education System ◽  
Digital Technology ◽  
Educational Outcomes ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
High Quality

Digital technology is frequently positioned as being central to the establishment of a ‘future focused’ education system that provides high quality student-focused learning opportunities and re-envisioned educational outcomes. While recognising the potential of technology, this paper explores some of the questions about its role in education and learning – in particular, how technology addresses issues of equity and social justice; what it means to design educational and learning experiences that are truly student-focused; and the potential for technology to dehumanise the learning process. The paper concludes with some considerations of how to integrate digital technology effectively into an education system.

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