Just-in-Time Learning

2011 ◽  
pp. 1162-1166 ◽  
Author(s):  
Tina Stavredes
Keyword(s):  
Distance Learning ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Just In Time ◽  
Web Based ◽  
Internet Technologies ◽  
The Creation

As the educational landscape is changing, more individuals are embracing the concept of lifelong learning. They are also looking for flexibility in how they learn, when they learn, and where they learn. The emergence of Web and Internet technologies is leading to the creation of distance learning environments that will allow for new ways of learning and opportunities to engage learners in meaningful learning experiences. In addition, technology is now seen as a tool for learning that allows for communication and collaboration through Web-based technologies to provide opportunities for challenge, guidance, empowerment, and support.

Technology-Based Distance Learning: Present and Future Directions in Business and Education

1994 ◽  
Vol 22 (3) ◽  
pp. 191-204 ◽  
Author(s):  
Charles D. Miller ◽  
R. Wilburn Clouse
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Quantitative Research ◽  
World Wide ◽  
Policy Formulation ◽  
First Century ◽  
Just In Time ◽  
Learning And Development ◽  
Future Directions ◽  
Organizational Infrastructure

This article reports on the differences and similarities between education and business related to Technology-Based Distance Learning. The research uses a multi-case quantitative research design and ethnography analysis. Areas investigated include: organizational infrastructure, cost effectiveness, curriculum methods, policy formulation, faculty and management acceptance, program assessments, and future directions for technology. The article emphasizes “just in time learning” and development of world wide learning environments for the twenty-first century.

Web-Based Distance Learning Technology: Does Appearance Matter?

2005 ◽  
Vol 49 (7) ◽  
pp. 755-758 ◽  
Author(s):  
Cristina Pomales-García ◽  
Yili Liu ◽  
David Mendez
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Performance Measures ◽  
Learning Technology ◽  
Web Based ◽  
Information Recall ◽  
Aesthetic Appearance ◽  
Traditional Performance ◽  
The Impact ◽  
Aesthetic Judgments

This research examines the impact of several aesthetic/appearance characteristics of web-based distance learning environments on information recall and perceived content difficulty. Six webbased instructional modules were used, which consisted of fragments of different lectures, each containing a different topic and ranging between three to six minutes in length. The results show that appearance/aesthetic judgments do matter and they offer additional insights into the effectiveness of instructional methods beyond traditional performance measures. In this study the appearance/aesthetic judgments changed as participants were exposed to a series of modules over time in a way that is different from the corresponding performance changes. The integration of aesthetic/appearance judgments in the evaluation of web-based distance learning technology gives us valuable insights to deepen our understanding of what characteristics of the technology make it more appealing and successful.

scholarly journals Teaching mathematical concepts using web-based collaborative enviroments. An eTwinning case study

2019 ◽  
Vol 15 (1) ◽  
pp. 111
Author(s):  
Λαμπρινή (Labrini) Νικόλαος Αλεξίου (Alexiou)
Keyword(s):  
Distance Learning ◽  
Literature Review ◽  
Lifelong Learning ◽  
New Technologies ◽  
European Identity ◽  
Mathematical Concepts ◽  
Web Based ◽  
Learning Mathematics ◽  
European Program

eTwinning is an innovative European program that strengthens lifelong learning and the main purpose of which is the networking of schools with the help of new technologies. It is an initiative of the European Commission to strengthen the collaborative distance learning and the implementation of new innovative instructional methods. Through literature review, this article explores the contribution of the eTwinning project to the cultivation of basic skills, which the European Parliament identifies as keys to an individual's lifelong learning. Mathematics are included in these skills. It is an attempt to show the schools' potential to cultivate the students' European identity and European skills, such as cooperation and respect for the perceptions and culture of other people. It is also a case study aimed at exploring the cognitive, creative, cooperative and technological dimensions of an eTwinning action, as well as the attitude of 18 students towards the distance learning action, which they participated in. Τhe subject of the eTwinning practice combines mathematical concepts applied in real context. 

Adolescents Teaching Video-Game Making—Who is the Expert Here?

2009 ◽  
pp. 345-356
Author(s):  
Kathy Sanford ◽  
Leanna Madill
Keyword(s):  
Video Games ◽  
Focus Groups ◽  
Learning Environments ◽  
Video Game ◽  
Participant Observation ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Repeated Interviews ◽  
Teaching Video ◽  
Knowledge Of Content

This chapter describes a study conducted with nine adolescents hired to instruct week-long video game making camps over the course of one summer and the subsequent fall, working with younger children ages 9-12. Data was collected through participant observation, repeated interviews, and focus groups with the participant adolescent teachers. By engaging in teaching as well as playing, these youth have had greater opportunities to critically reflect on their learning, assessing the value of the technical and ideological approaches to video games. Several themes emerged as we reviewed the discussions we had with the instructors, related to knowledge of content, issues of management of learning environments, and learning how to teach. In this chapter we hope to point to the importance of the cultural and subcultural capital that adolescents bring to learning experiences, in order to better utilize their expertise and to recognize ‘texts’ such as video games as sites of meaningful learning.

Web-Based Collaborative Assessment Systems

2011 ◽  
pp. 2319-2323
Author(s):  
Efstratios T. Diamadis ◽  
George C. Polyzos
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Communication Networks ◽  
Virtual Learning Environments ◽  
Delivery Mode ◽  
Web Based ◽  
Assessment Systems ◽  
Mode Of Instruction ◽  
Instruction And Learning

Over the past few years, distance education supported by computers and communication networks has emerged as an innovative and productive delivery mode of instruction and learning. The concept of distance learning implies the use of virtual learning environments (VLEs) that allow people distributed in space or time to work individually or in groups in order to achieve a learning goal or objective.

Managing the Business of Web-Enabled Education and Training

2011 ◽  
pp. 233-255
Author(s):  
Mahesh S. Raisinghani ◽  
David Baker
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Distributed Learning ◽  
Web Based ◽  
Authoring Systems ◽  
Synchronous Learning ◽  
Sensory Learning ◽  
And Training

Studies have shown that people remember 20 percent of what they see, 40 percent of what they see and hear, and 70 percent of what they see, hear, and do. Interactive learning applications provide a multi-sensory learning environment that maximizes the way people retain information. This accelerates learning and permits novices to perform like experts while they learn new skills. Powerful authoring systems enable vast amounts of information to be compiled quickly and presented in compelling and meaningful ways. In addition, these applications are easy and inexpensive to update. With interactive multimedia, everyone sees the same information and is exposed to identical learning environments. The reliability of instruction, quality of information, and presentation of material is consistent from user to user and from session to session. This chapter discusses a framework for distance learning and distributed learning and two case studies of a web-based synchronous learning environment in two organizations with different corporate cultures. Current challenges and implications for management are discussed.

scholarly journals New models for instruction: Fusing the ACRL Framework and Roles and Strengths of Teaching Librarians to promote the lifelong learning of teaching librarians

2019 ◽  
Vol 80 (7) ◽  
pp. 378
Author(s):  
Annie Armstrong
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Habits Of Mind ◽  
New Models

The ACRL Framework for Information Literacy for Higher Education’s emphasis on curiosity, creativity, engagement, and metacognition can guide librarians in designing meaningful learning experiences for students. Inspiring students to learn is arguably contingent upon our sustained engagement as teachers. Can we facilitate and inspire learning without building and expanding our skills and harboring a certain joie de vivre for teaching? To put it bluntly, don’t we have to put on our own masks first? How do we establish habits of mind that nourish our skills and our spirits so that we can remain engaged throughout our teaching lifespans?

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