Introduction to Online Teaching of Technology-Based Courses

2011 ◽  
pp. 1-31
Author(s):  
Lee Chao
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
The Internet ◽  
Learning Method ◽  
Web Based ◽  
Computer Labs ◽  
The Web

With the improvement of the Internet and computer technologies, online or Web-based teaching has become an important teaching and learning method in educational institutions. In various degrees, online teaching has been implemented in almost every higher education institution. To better understand online teaching systems and how they are related to the book’s main topics, online computer labs for technology-based courses, we will take an overview about online teaching and technology-based courses in this chapter. We will take a look at the strengths and weaknesses of the Web-based teaching (WBT) systems. We will also investigate the roles played by these Web-based teaching systems in teaching technology-based courses. The investigation of these aspects will lead to the discussion to the book’s main topics.

Introduction to Open Source Products

2009 ◽  
pp. 1-27
Author(s):  
Chao Lee
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
The Internet ◽  
Main Stream ◽  
Online Teaching And Learning ◽  
Web Based

Web-based teaching has become one of the main stream teaching and learning methods in most of the higher education institutions. To support teaching and learning activities over the Internet, Web-based teaching has been implemented with various technologies. Among the various solutions, using the open source technology to construct a platform for supporting online teaching and learning has attracted a great deal of attention. To better understand the open source technology and how it can be used to support online teaching and learning, we will first take an overview of the open source technology in this chapter. We will investigate the roles played by the open source technology. We will also examine the strengths and weaknesses of the open source technology in general. At the end of this chapter, a framework of the book will be presented to give an overall picture of the discussion in the book.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Integration of Web-Based Learning into Higher Education Institutions in Uganda

2018 ◽  
Vol 13 (3) ◽  
pp. 33-50
Author(s):  
Baguma Asuman ◽  
Md. Shahadat Hossain Khan ◽  
Che Kum Clement
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Teaching And Learning ◽  
Educational Institutions ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Contexts ◽  
New Knowledge ◽  
Quantitative And Qualitative Methods ◽  
Analyze Data

This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

A Look at the Effects of the Web-Based Instruction

2013 ◽  
Vol 411-414 ◽  
pp. 989-992
Author(s):  
Na Xin Sun ◽  
Yue Hui Liu ◽  
Yuan Xiu Wang
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
The Internet ◽  
Media Centers ◽  
Web Based ◽  
Web Based Instruction ◽  
The Media ◽  
Based Instruction ◽  
Set Up ◽  
The Web

The wide application of Information and Communication Technologies offers great opportunities for the innovation of education, especially in universities. There are varieties of resources on the Internet, which teachers can use for their teaching, assimilating into the curriculum and into teaching methods. Based on constructivism learning theory, this paper centers on the advantages of practicing the web-based instruction by comparison to the traditional one. The media centers, a web-based learning enviroment, has been set up for students to learn as a platform for their after-class review, for their individulized instruction, for their collaborative learning and for exchanging educational resources among teachers. The notes of the Internet-assisting instruction is also discussed to emphasize that the new instruction is a useful complement not replacement to conventional teaching. So it is pointed out that the Internet should become a necessary supplementary for teaching and learning in university as the input resources and the output tools.

scholarly journals Impact of COVID-19 on Higher Education. A case study of Uzbekistan

2021 ◽  
Vol 10 (2) ◽  
pp. 51-66
Author(s):  
Izabela Cytlak
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Decision Makers ◽  
Educational Institutions ◽  
Higher Education System ◽  
Aged People ◽  
Teachers And Students

Purpose – To identify the main challenges experienced at local Higher Educational Institutions by students while studying online during the pandemic. The research will find out the difficulties faced, and detect the areas to improve in further implementation of distance education in the country. Motivation - Only about 11% of applicants have been accepted to High Educational Institutions in Uzbekistan for the last two years. The integration and development of distance learning will create opportunities for more young and middle-aged people who do not have enough resources to study in a traditional way. Due to the pandemic, all the educational institutions had to transfer into the online teaching system. This unexpected situation made both teachers and students of Uzbekistan face the challenges. At the same time, it created an opportunity to experience remote teaching and learning, which can become a groundwork on approval and application of distance education in Uzbekistan. Design/Methodology/Approach – Quantitative type of research was implemented. The questionnaire was designed and the students who experienced remote learning during the pandemic at least for one semester were invited to participate. Implications – The results of the research can be implied to develop educational policy in the Higher Education system of Uzbekistan. The outcomes of surveys were analyzed to understand how the findings can be implemented in the Higher Education of Uzbekistan. Moreover, the conclusions of the research may constitute recommendations for decision-makers in the field of higher education (rectors and dean's authorities of universities).

scholarly journals Assuring the quality of online teaching and learning: The case of Wawasan Open University

2012 ◽  
Vol 7 (1) ◽  
pp. 13-33 ◽  
Author(s):  
Liew Teik Kooi ◽  
Teoh Ai Ping
Keyword(s):  
Quality Assurance ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Business Environment ◽  
Open University ◽  
Web Based ◽  
Efficient Delivery ◽  
The Web

The dynamic business environment and powerful market forces in the 21st century are challenging leaders at open universities to compete successfully in the national and global higher education stage. The notion of quality is becoming an important and overriding issue with the paradigm shift in the education landscape due to the rapid penetration of Internet usage. Open universities are experiencing pressure from numerous stakeholders to become more client-focused, particularly in their provision of technology-enhanced education to systematically support the learning experience of open distance learners. In the pursuit of establishing institutional and national/regional-based quality assurance practices, Asian open universities should pay particular attention to one of the key components within the overall QA framework; that is, the web-based teaching and learning on the online learning management system (LMS). The assurance of quality in the web-based teaching and learning component is vital to support the effective and efficient delivery of open and distance education within the blended approach adopted by many open universities. In this study, the authors first examine the dimensions of quality assurance of key services that are closely associated with web-based education in the online LMS of Wawasan Open University (WOU). The authors then analyse the pattern of interactions in the LMS to determine the actual activities of learners in the web-based environment. By synthesising the findings, indicators that address diverse facets and components of quality relevant to web-based teaching and learning in the LMS are identified. The authors then discuss the application of the quality components within the overall QA framework in WOU to further enhance the quality of its web-based teaching and learning component. Assessment of learners' satisfaction in WOU is carried out to determine the effectiveness of the QA components in the LMS. The QA components identified in the web-based teaching and learning within the LMS are then recommended to Asian open universities for integration into their overall QA framework.

Implementation of the Ford PAS Web-Based Curriculum

2011 ◽  
pp. 670-681
Author(s):  
Christal Pritchett
Keyword(s):  
Teaching And Learning ◽  
Authentic Learning ◽  
The Internet ◽  
Traditional Curriculum ◽  
Web Based ◽  
School Settings ◽  
Life Long Learning ◽  
Web Based Learning ◽  
Different Levels ◽  
The Web

Web-based learning provides many new and potentially integrated educational capabilities to support diverse educators’ and learners’ needs via technology. The growing development of the Internet and increasing web-based technologies are influencing the dynamics of teaching and learning on many different levels. This chapter focuses on the implementation of the Ford Partnership for Advanced Studies web-based curriculum in two local high school settings. It includes data from the students’ perceptions of the program and how they feel about the web-based curriculum in relation to a traditional curriculum. In addition, this chapter examines other authentic learning methods and how these methods affect students’ learning. Other aspects of web-based learning are analyzed and presented in the chapter. Web-based technology is not about replacing education as we know it; it is about combining contextual applications with life-long learning.

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