Multimedia Integration in Active Online Learning Environments

2009 ◽  
pp. 569-575
Author(s):  
Holim Song ◽  
Terry T. Kidd
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Learning Environments ◽  
Information Technologies ◽  
Communication Technologies ◽  
Access To Education ◽  
Web Based ◽  
The World ◽  
Education Delivery ◽  
And Training

The terms distance learning, online learning, and Webbased instruction have become buzzwords and catch phrases for the new phenomenon of learning. These terms used to describe an ever-changing environment represent approaches that focus on opening the access to education and training provision for adult learners, freeing the adult learners from the traditional constraints of time and place. Online learning is one of the most rapidly growing fields of education around the world, and its potential impact on all education delivery systems has been greatly emphasized through the development of Web-based information technologies, multimedia, communication technologies, and, more importantly, the Internet.

Self-Directed/Community-Supported Learning

2020 ◽  
pp. 312-332
Author(s):  
Rebecca M. Quintana ◽  
Catherine S. Hearn ◽  
Donald J. Peurach ◽  
Kathryn Gabriele
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Workforce Development ◽  
Large Scale ◽  
The Self ◽  
Instructional Model ◽  
Web Based ◽  
New Knowledge ◽  
The World ◽  
The One

MOOC designers seeking to address evolving ambitions of MOOCs to support workforce development confront a fundamental design dilemma: on the one hand, the self-paced nature of online learning is efficient for busy learners working alone to acquire new knowledge and capabilities; on the other hand, the self-paced, often-isolated nature of online learning complicates designing MOOCs that motivate and sustain the type of engagement necessary to support learners in mobilizing new knowledge and capabilities in practice contexts and in collaboration with other professionals. The authors offer an account of their efforts to create opportunities for deep learning in large-scale, open-access learning environments through the creation and instantiation of a new instructional model called self-directed/community-supported learning. This model aims to draw diverse learners around the world into a community of discourse and practice through coordinated video content presentations, web-based enrichment activities, scenario-based team practice exercises, and community-wide discussion.

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation

2014 ◽  
pp. 237-255 ◽  
Author(s):  
Oladiran Stephen Olabiyi
Keyword(s):  
Information And Communication Technologies ◽  
21St Century ◽  
Technical Education ◽  
Communication Technologies ◽  
Vocational Education And Training ◽  
Information Communication ◽  
Knowledge Based ◽  
The World ◽  
Information And Communication ◽  
And Training

The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.

Internet-Based Remote Laboratories as a Part of a Blended Learning Environment

2012 ◽  
pp. 128-154 ◽  
Author(s):  
Miladin Stefanovic ◽  
Milan Matijevic ◽  
Vladimir Cvjetkovic
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Practical Training ◽  
Web Based ◽  
Face To Face ◽  
Remote Laboratories ◽  
The Right ◽  
And Training

Blended learning is a mixture of online learning and face-to-face activities. Online learning suffers from a lack of practical and laboratory work which is mandatory for learning in many specific fields. Adult training is also mainly focused on knowledge related to specific useful competencies and practical skills so practical training is an inseparable part of adult learning and training. Web laboratories with remotely controlled laboratory experiments should provide a necessary practical component in the concept of online learning. There are many different classifications, implementations and usages of web laboratories. This chapter deals with web laboratories, trying to define a framework for the development of web laboratories, to define pre-requests, architecture and software realization of web based laboratories and to find the right blend. This chapter also presents the contribution of web laboratories in blended learning and other possible benefits for the concept of blended learning for adults.

Adult Millennials

2018 ◽  
pp. 1898-1916
Author(s):  
Brian Bourke
Keyword(s):  
Online Learning ◽  
Secondary Education ◽  
Adult Learners ◽  
Learning Environments ◽  
Millennial Generation ◽  
Generational Status ◽  
Post Secondary Education ◽  
Online Learning Environments ◽  
Post Secondary ◽  
Distinct Subpopulation

Discussions about students in post-secondary education are often based on divisions of distinct subpopulations, which are in turn often based on demographics or generational status. In the context of adult learners who are also members of the Millennial generation, there exist no discussions of the overlaps between the two groups. In this chapter, the author provides an overview of the characteristics of both adult learners and members of the Millennial generation. Following a comparison of the characteristics of the two groups, the author offers a perspective of a distinct subpopulation: Adult Millennials. After offering strategies for working with Adult Millennials, with attention to online learning environments, the chapter concludes with suggestions for further research addressing Adult Millennials.

Telecommunications Sector and Internet Access in Africa

2008 ◽  
pp. 144-150
Author(s):  
Vanessa Phala
Keyword(s):  
Developing Countries ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Internet Access ◽  
Communication Technologies ◽  
African Continent ◽  
Technological Advances ◽  
The World ◽  
Information And Communication ◽  
Future Potential

The “information revolution” has not only transformed the world as we know it, but also its future potential. Information and Communication Technologies (ICT), with their major technological advances, have affected the lives and lifestyles of people across the globe, as well as the way institutions and organizations do business. However, not all outcomes of the spread of information technologies have been positive. A majority of the world’s population, especially those who live in poverty, have been largely bypassed by this revolution. The gap between them and the rest of the world has expanded precisely as a result of the facilitation capacity of these technologies for those who have access to them (Figueres, 2003). The majority of these people are situated in the African continent and other developing countries.

GIS for E-Planning in India

2013 ◽  
Vol 2 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Falguni Mukherjee ◽  
Rina Ghose
Keyword(s):  
Public Administration ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Communication Technologies ◽  
Spatial Knowledge ◽  
Information Storage ◽  
New Era ◽  
The World ◽  
Information And Communication ◽  
The Government

With increasing globalization and the integration of various economies, public finance and fiscal policy have acquired a new dimension in countries around the world, including India. This new era has witnessed a massive proliferation of various information and communication technologies (ICTs) the world over opening novel prospects for information storage, retrieval and analysis. Such novel prospects are not only being used for decision making by private sector industries but also more interest has been demonstrated in investing in technologies for public administration purposes. In the Indian context, the driving force behind an increasing use of ICTs for public administration include such objectives as improving and simplifying governance, instilling transparency and eliminating corruption and bureaucracy. The massive proliferation of ICTs in India has led to a transformation from traditional governance to e-governance. Several planning projects have been launched under the rubric of e-governance and have witnessed novel use of various information technologies, GIS being one of them. This study focuses on the Nirmala Nagara project (NNP), a programme launched by the Government of Karnataka to address issues of urban development using GIS with municipal e-governance being one of its key agendas. This is one of the most ambitious Municipal e-Governance projects in the country encompassing 213 urban local bodies. This article is an initial effort towards a larger project that will focus on the process of GIS spatial knowledge production situated in contemporary India.

Telecommunications Sector and Internet Access in Africa

2005 ◽  
pp. 687-691
Author(s):  
Vanessa Phala
Keyword(s):  
Developing Countries ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Internet Access ◽  
Communication Technologies ◽  
African Continent ◽  
Technological Advances ◽  
The World ◽  
Information And Communication ◽  
Future Potential

The “information revolution” has not only transformed the world as we know it, but also its future potential. Information and Communication Technologies (ICT), with their major technological advances, have affected the lives and lifestyles of people across the globe, as well as the way institutions and organizations do business. However, not all outcomes of the spread of information technologies have been positive. A majority of the world’s population, especially those who live in poverty, have been largely bypassed by this revolution. The gap between them and the rest of the world has expanded precisely as a result of the facilitation capacity of these technologies for those who have access to them (Figueres, 2003). The majority of these people are situated in the African continent and other developing countries.

scholarly journals Information technologies in the use of innovative teaching methods - as a tool for socio-economic development

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
V. Nemchenko ◽  
T. Markova ◽  
G. Pchelianska ◽  
O. Volodina
Keyword(s):  
Information And Communication Technologies ◽  
Teaching Methods ◽  
Information Technologies ◽  
Communication Technologies ◽  
Educational Process ◽  
Innovative Teaching ◽  
The World ◽  
Information And Communication ◽  
Independent Work

The article considers the role and importance of information technology in the field of educationalservices and innovative teaching methods. It has been determined that the use of information and communication technologies in the teaching process in higher education institutions is a necessity that has been accompanied by challenges of the world space, in particular in recent years. It has been determined that therole and mission of the teacher in the educational process is transformed into an organizer, consultant, leader and expert of independent work of students. The importance of modern information and communicationtechnologies in the process of teaching and educational process has been substantiated. The advantagesand disadvantages of distance learning, which is caused by the requirements for the adaptation of the worldspace have been identified. The essence of the concept of "innovation" and systematized modern innovativeteaching methods have been studied. The classification of innovations in the field of education and classification of pedagogical technologies has been given. Modern innovative teaching methods have been systematized.

scholarly journals Hybrid Dialog

2010 ◽  
pp. 314-331 ◽  
Author(s):  
Tobias Zimmermann ◽  
Karen-Lynn Bucher ◽  
Daniel Hurtado
Keyword(s):  
Online Learning ◽  
Behavioral Skills ◽  
Web Based ◽  
Hybrid Course ◽  
Learning Platform ◽  
Large Lecture ◽  
Learning Success ◽  
University Of Zurich ◽  
The University ◽  
And Training

Attendance at classical lectures usually leads to rather poor learning success. A wide variety of studies show that while lectures are as effective as any other method for transmitting information, they are inferior in many other dimensions. Lectures are not as effective as discussion methods in promoting thought and they are ineffective at teaching behavioral skills and subject-related values as well as at awakening interest in a subject. Still ex-cathedra teaching is a favored way to cope with a high student-to-teacher ratio. To solve this conflict between organizational and pedagogical requirements, a group of researchers at the Institute of Teacher Education at the University of Zurich has developed a hybrid course setting using an online learning platform. Their setting incorporates a dialog among students within a large lecture class. Furthermore a feedback loop enables the lecturer to continuously adjust the content of the lecture to the learning process of the students. In this article, the authors first present the structure of this setting and then illustrate how to implement it by the web-based open source learning management system OLAT (Online Learning and Training). Based on their research, they focus on key components for the success of their hybrid dialog. They show how individual and group learning can be fostered with corresponding assignments, assessments, and assigned roles such as moderators. Thus, the authors will define their position that the challenge of a large lecture class can be met while successfully implementing social learning and process-oriented assessments of academic achievement.

scholarly journals Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

2021 ◽  
Author(s):  
Kudakwashe Keche
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Teaching And Learning ◽  
World Order ◽  
Virtual Learning Environments ◽  
Second Republic ◽  
Face Model ◽  
Face To Face ◽  
The World ◽  
And Training

Through face-to-face interviews with lecturers, this research explored the relevancy of new higher education approaches in Zimbabwe particularly Education 5.0 and virtual learning environments (VLEs). The main finding suggests that the five missions of Education 5.0 are not new in higher education and training in the country. However, they being nigh on greased following the outbreak of the coronavirus disease (COVID 19) is exceptional and unplanned for up take. Education 5.0 charges that turned to be virtually oiled have already been cherished under the auspices of Education 3.0. Thus, lecturers do not perceive it as new. But, only the means and ways upon which it is delivered to learners in the COVID 19 era. The hype around it coming from the ‘Second Republic’ government is factory-made and politically calculated. Besides, it is difficult to underpin the development given the economic problems the country is currently facing. This research also finds out that VLEs are just more than a saga in Zimbabwe since she still lags behind the world order of internet of things. A few of the interviewees were of the view that teaching and learning though virtual means and ways is not different from the old face-to-face model.

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