Online Learning and Lifelong Learning

Teaching And Learning ◽

Learning Experience ◽

Rural And Remote ◽

Remote Communities ◽

Technological Improvements

This chapter explores ways in which new and emerging information and communication technologies (ICT) might transform the learning experience through online delivery. After presenting a conceptualisation of ICT use by educators in terms of inaction, investigation, application, integration, and transformation, two diverse learning settings are examined to develop insights into the implications of online learning for lifelong learning—namely, the delivery of educational services to preschool children (aged 4 years old) through to Year 10 students (aged 15 years old) in rural and remote communities in Australia, and the dimensions required for designing online learning for adult learners in higher education. Through the presentation of a case study of a School of Distance Education in Australia, which reflects technological improvements using telephone teaching, and the affordances of improved connectivity, the case study demonstrates that this has enabled the use of more constructivist approaches to teaching and learning to transform the delivery of education to rural and remote students. Subsequently, this chapter provides a synthesis of the literature relating to the critical factors influencing learner satisfaction in online learning.

Outlooks and Opportunities in Blended and Distance Learning - Advances in Mobile and Distance Learning ◽

Acknowledging the Distance Learner

10.4018/978-1-4666-4205-8.ch017 ◽

2013 ◽

pp. 242-254

Author(s):

Trish Andrews

Keyword(s):

Distance Learning ◽

Teaching And Learning ◽

Learning Experience ◽

Effective Learning ◽

Distance Learner ◽

E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Information and Communication Technologies

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch070 ◽

2008 ◽

pp. 1047-1065

Author(s):

Glenn Finger ◽

Maret McGlasson ◽

Paul Finger

Keyword(s):

Learning Environments ◽

Teaching And Learning ◽

Course Design ◽

Learner Centered ◽

Learning Stories ◽

Portfolio Approach

Teaching and learning in the 21st century should be markedly different from earlier times through the design of new teaching and learning environments. Through the presentation of three models of technology-rich learning environments (teacherdirected, learner-centered and mediated), this chapter provides a case study of the design and delivery of a course called Learning with Information and Communication Technologies (ICTs) guided by a mediated learner approach, using new approaches to using ICTs and assessment for learning as key course design drivers. That course aims to prepare future teachers who demonstrate strong theoretical and practical understanding of designing and creating effective ICT teaching and learning experiences, and are confident and proficient users of ICTs. We provide an analysis of the implementation of that course through the presentation of the learning stories and reflections of students. Specific discussion is provided about the conceptualization and implementation of an e-portfolio approach to promote deep learning.

Ambiente de desarrollo virtual para el aprendizaje de la programación: un estudio de caso en la Lic. de Sistemas de la Universidad Nacional de Río Negro, Patagonia Argentina / Virtual Development Environment for Learning Programming: a Case Study at Bachelor Systems of Rio Negro University, Patagonia Argentina

Revista Internacional de Aprendizaje en Ciencia, Matemáticas y Tecnología ◽

10.37467/gka-revedumat.v2.911 ◽

2015 ◽

Vol 2 (1) ◽

Author(s):

Edith Lovos

Keyword(s):

Computer Science ◽

Teaching And Learning ◽

Collaborative Work ◽

Development Environment ◽

Rio Negro ◽

Learning Programming

ABSTRACTThis article presents the results obtained and conclusions reached through the implementation of a strategy of teaching and learning, designed for the development of the laboratory activities for a first programming course. The same is based on the application of the collaborative work using a development environment, which combines some functionality provided by the learning management system, Moodle and a module that integrates the same, called Virtual Programming Lab (VPL). Future professionals in computer science by its specificity labor, will include and use the so-called information and communication technologies (ICT). Likewise, in the professional practice, the activity of software development, requires teamwork and collaboration. By all this, it is necessary to consider these requirements in the training of students of computer science, from the beginning of their training.RESUMENEn este artículo se presentan los resultados obtenidos y conclusiones alcanzadas a través de la implementación de una estrategia de enseñanza y aprendizaje, diseñada para el desarrollo de las actividades de laboratorio de un primer curso de programación. La misma se basa en la aplicación del trabajo colaborativo usando un entorno de desarrollo, que combina algunas funcionalidades provistas por el entorno Moodle y un módulo que se integra al mismo, llamado Virtual Program-ming Lab (VPL). Los futuros profesionales de Sistemas, por su especificidad laboral, incluirán y utilizarán las denominadas tecnologías de la información y la comunicación (TIC). Así mismo, en el ejercicio profesional, la actividad de desarrollo del software, requiere del trabajo en equipo y en colaboración. Por todo esto, resulta necesario contemplar estos requerimientos en la formación de los alumnos de sistemas, desde los inicios de su formación. Contacto principal: [email protected]

PROMOTING STUDENTS’ AUTONOMOUS LEARNING THROUGH ICT BASED LEARNING IN ICP: A CASE STUDY

LiNGUA Jurnal Ilmu Bahasa dan Sastra ◽

10.18860/ling.v9i2.2734 ◽

2014 ◽

Vol 9 (2) ◽

Author(s):

Langgeng Budianto

Keyword(s):

Teaching And Learning ◽

Learning Experience ◽

Study Data ◽

Regular Class ◽

Interview Guide ◽

Field Notes ◽

Online Sources ◽

Curriculum Topic

Promoting Information and Communication Technology (ICT) into teaching and learning is a growing area that has attracted many educators’ efforts in recent years. Based on the scope of content covered, ICT integration can happen in three different areas: curriculum, topic, and lesson. The evolution of the ICT has changed the way student or individual learns and communicates. It has created a global social network, where everyone is connected, either directly or indirectly, to each other, especially in exchanging, sharing and learning autonomously. This study attemptted to delineate how the students of International Class Program (ICP) at the Faculty of Islamic Education, handle the use of online sources. The students of ICP were selected as the informant. For eliciting information; observation and interview are used in this study. Data are collected by mean of interview guide and field notes. There are 18 students in ICP class. However for the purpose of the study, the researcher selected only three students to participate in the study. The results indicated that three respondents felt positive about using internet to perform task learning experience compared to their experiences in the regular class.

Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments

Education Sciences ◽

10.3390/educsci11040152 ◽

2021 ◽

Vol 11 (4) ◽

pp. 152

Author(s):

Sindile A. Ngubane-Mokiwa ◽

Simon Bheki Khoza

Keyword(s):

Online Learning ◽

Students With Disabilities ◽

Teaching And Learning ◽

Community Of Inquiry ◽

Course Design ◽

Learning Experience ◽

Teaching Presence ◽

Inclusive Learning ◽

Access Policies

Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty’s lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.

Evaluating Mandarin language students’ online experience during Covid-19: A case study from London

10.34097/jeicom-2-dec2020-4 ◽

2020 ◽

Vol 2 (2_DEC_2020) ◽

Keyword(s):

Online Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Learning Experience ◽

Teacher Student ◽

Sense Of Presence ◽

Language Students ◽

The Uk ◽

The Impact

Given the impact of coronavirus, all schools across all sectors public and private, in the United Kingdom closed at the end of March 2020. Closures affected every type of establishment across the UK as well as private language schools. Our case study takes place in London and looks into the student experience in a language Mandarin Chinese school. These language students, as very many across the globe, who attended face-to-face sessions up until that point, have since been studying remotely and joining virtual classrooms via Zoom, one of the multiple video conferencing platforms available. To better evaluate students’ online learning experience of remote learning, this study examines the teacher-student interactions that take place via online means and the students’ sense of ‘presence’ (i.e., cognitive, social, and teaching presence) in order to evaluate the lessons we can learn from the online learning experience, going forward in terms of teaching and learning. This study also presents how meaningful and worthwhile the experience has been and how the sense of ‘presence’ plays a significant role in the process of online teaching and learning.

Working towards a theory for music technologies in the classroom: how pupils engage with and organise sounds with new technologies

British Journal of Music Education ◽

10.1017/s0265051705006133 ◽

2005 ◽

Vol 22 (2) ◽

pp. 167-180 ◽

Cited By ~ 28

Author(s):

Jonathan Savage

Keyword(s):

Action Research ◽

Music Education ◽

Teaching And Learning ◽

New Technologies ◽

Teacher Researcher ◽

Information And Communication

The use of information and communication technologies (ICT) in schools is now commonplace and, for many, an unquestionable part of everyday teaching and learning. But detailed studies of the use of ICT in classroom-based music education are rare. This article explores how pupils aged between 11 and 16 used ICT to create and perform music in new ways. Working as a teacher-researcher, the author used the methodologies of action research and case study to investigate how pupils engage with and organise sounds with ICT.

Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study

Sustainability ◽

10.3390/su122310170 ◽

2020 ◽

Vol 12 (23) ◽

pp. 10170

Author(s):

Melania María Brenes-Monge ◽

María del Mar Fernández-Martínez ◽

María Dolores Pérez-Esteban ◽

José Juan Carrión-Martínez

Keyword(s):

Teaching And Learning ◽

Costa Rican ◽

Systematic Observation ◽

Professional Profile ◽

Qualitative Data Analysis Software ◽

Depth Interviews

This paper studies the factors that influence the progress of teachers in Costa Rica with regards to their educational use of information and communication technologies (ICTs) in teaching and learning processes with their students. It addresses both the analysis of factors related to the figure of the teacher, their professional profile, and other factors that are external to them and are related to the context in which they practice. A qualitative method involving a case study of seven teachers was selected according to relevant and maximum variation sampling based on expert criteria. The information was collected utilizing in-depth interviews and systematic observation. The analysis of the information was based on the qualitative data analysis software program ATLAS.ti. The results highlight two categories of factors, those of the teacher, such as vocation, beliefs, teaching model, desire for personal fulfillment, or personal issues, and those of context, such as technical support and support of the management structure of the school, with more significant influence on the processes of appropriation and use of ICT in teaching practices of those factors linked to the teachers themselves.

Handbook of Research on Instructional Systems and Educational Technology - Advances in Educational Technologies and Instructional Design ◽

Social Media, Mobile Technology, and New Learning Opportunities

10.4018/978-1-5225-2399-4.ch024 ◽

2017 ◽

pp. 274-290

Author(s):

Terry T. Kidd ◽

Jame'l R. Hodges

Keyword(s):

Social Media ◽

Urban Youth ◽

Teaching And Learning ◽

Learning Experience ◽

Knowledge Exchange ◽

Engaged Learning ◽

Learning Context ◽

Information And Communication

Engaging youth in meaningful social and educational spaces is one of several goals related to urban education (Obiakor & Beachum, 2005). With the advances of Web 2.0 technology tools and information and communication technologies, access to educational and social spaces have become open and ubiquitous (Bonk, 2009). Harnessing the power of these tools may help facilitate a knowledge exchange within these environments. To that extent social media has been shown to provide relevant engagement and collaboration to an educational and social learning process for urban youth (Greenhow, Robelia, & Hughes, 2009). Exploration into the uses of social media within creative formal and informal spaces by urban youth may provide insights into how these tools may be used within a broader teaching and learning context to facilitate a more engaged learning experience that involves technology and ultimately social justice. Engaging youth in meaningful social and educational spaces is one of several goals related to urban education. With the advances of Web 2.0 technology tools and information and communication technologies, access to educational and social spaces have become open and ubiquitous. Harnessing the power of these tools may help facilitate a knowledge exchange within these environments. To that extent social media has been shown to provide relevant engagement and collaboration to an educational and social learning process for urban youth. Exploration into the uses of social media within creative formal and informal spaces by urban youth may provide insights into how these tools may be used within a broader teaching and learning context to facilitate a more engaged learning experience that involves technology and ultimately social justice.

Handbook of Research on Teaching and Learning in K-20 Education - Advances in Educational Marketing, Administration, and Leadership ◽

Computer-Aided Engineering Education

10.4018/978-1-4666-4249-2.ch019 ◽

2013 ◽

pp. 317-340

Author(s):

Chen Kang Lee ◽

Manjit Singh Sidhu

Keyword(s):

Engineering Education ◽

Paradigm Shift ◽

Teaching And Learning ◽

Learning Experience ◽

Knowledge Society ◽

Learning Approaches ◽

Computer Aided ◽

Information And Communication

The paradigm shift in engineering education in response to the revolution of the knowledge society has created new challenges for education practitioners. The utilization of Information and Communication Technologies (ICT) to facilitate the teaching and learning in engineering has increasingly raised the interest of the education practitioners throughout the world. In this chapter, the authors discuss the trends and paradigm shift in engineering education followed by the importance and current usage of ICT to support the teaching and learning in engineering. Additionally, the new learning approaches and emerging technologies that have great potential to enhance the learning experience in engineering are recommended. Finally, the authors propose a conceptual framework for the creation of a computer-aided learning environment for engineering education, particularly mechanical engineering.