Researching Distance Education and E-Learning

2011 ◽  
pp. 191-200
Author(s):  
Fanuel Naidu
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Educational Practice ◽  
Human Cognition ◽  
Distance Learners ◽  
Learning And Teaching ◽  
Study Guides ◽  
Descriptive Research ◽  
E Learning

An overview of the distance learning (DE) literature from the past few decades shows a great deal of attention being focused on “descriptive” research, which was work that aimed to describe the DE phenomenon. This focus led to some interesting and groundbreaking work on defining the nature of distance education, and theorizing about learning and teaching at a distance (see Keegan, 1996). With more experience, both in the practice of DE and its study, there has been growing interest on evaluating the quality of learning and teaching at a distance, and on the influences of various forms of technology in this regard. This research has drawn from what we know about human cognition, learning, and teaching, and about the effects of educational technology, including how to go about ascertaining their effects validly and reliably. One of the most noteworthy contributions to educational practice of distance education has been the awareness and interest in learning and instructional design processes, and course design and development more generally. Mostly because of the need to pay greater attention to distance learners, educators have come to realize that “shoveling” lecture notes and class schedules (known as “shovel ware”) into printed study guides and online learning environments is not going to be enough. A lot more is necessary to engage learners and support them in their learning.

Researching Distance Education and E-Learning

2011 ◽  
pp. 1564-1572 ◽  
Author(s):  
Som Naidu
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Educational Practice ◽  
Human Cognition ◽  
Distance Learners ◽  
Learning And Teaching ◽  
Study Guides ◽  
Descriptive Research ◽  
E Learning

An overview of the distance learning (DE) literature from the past few decades shows a great deal of attention being focused on “descriptive” research, which was work that aimed to describe the DE phenomenon. This focus led to some interesting and groundbreaking work on defining the nature of distance education, and theorizing about learning and teaching at a distance (see Keegan, 1996). With more experience, both in the practice of DE and its study, there has been growing interest on evaluating the quality of learning and teaching at a distance, and on the influences of various forms of technology in this regard. This research has drawn from what we know about human cognition, learning, and teaching, and about the effects of educational technology, including how to go about ascertaining their effects validly and reliably. One of the most noteworthy contributions to educational practice of distance education has been the awareness and interest in learning and instructional design processes, and course design and development more generally. Mostly because of the need to pay greater attention to distance learners, educators have come to realize that “shoveling” lecture notes and class schedules (known as “shovel ware”) into printed study guides and online learning environments is not going to be enough. A lot more is necessary to engage learners and support them in their learning.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals UNA VISIÓN SOBRE LA CALIDAD DE LA ATENCIÓN A LAS PERSONAS CON DISCAPACIDAD EN LA UNED.

2015 ◽  
Vol 6 (1) ◽  
pp. 269-288
Author(s):  
Adrián Solano-Castro ◽  
Jorge Zeledón-Solano
Keyword(s):  
Distance Education ◽  
Costa Rica ◽  
Special Needs ◽  
Present Article ◽  
People With Disabilities ◽  
Quality Of Education ◽  
State University ◽  
Descriptive Research ◽  
Management Quality

Este artículo trata sobre la capacitación del personal docente de la Universidad Estatal a Distancia de Costa Rica en la atención de personas con discapacidad. Esta investigación se basa en una encuesta de carácter descriptivo y su objetivo es diagnosticar la actitud y la experiencia de los profesores y las profesoras de la UNED con relación a la población estudiantil que presenta alguna discapacidad. Se concluye que para lograr una atención de calidad se debe incrementar la especialización de los profesores y las profesoras en la atención a estudiantes con discapacidad.AbstractThe present article deals with training to professors at Distance State University of Costa Rica in the topic of adequate attention to people with special needs. A descriptive research was carried out. The objective of the research was to diagnose UNED professors’ attitude as well as experience related to students with any kind of impairment. It was concluded that in order to give quality attention, it is necessary to increase the expertise of professors when it comes to deal with students with disabilities.Keywords: Management, Quality of education, people with disabilities, training, distance education

scholarly journals A Model for Discussing the Quality of Technology-Enhanced Learning in Blended Learning Programmes

2017 ◽  
Vol 9 (4) ◽  
pp. 1-20 ◽  
Author(s):  
Diogo Casanova ◽  
António Moreira
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Technology Enhanced Learning ◽  
Learning And Teaching ◽  
Grounded Theory Method ◽  
Use Of Technology ◽  
Face To Face Learning ◽  
Enhanced Learning

This paper presents a comprehensive model for supporting informed and critical discussions concerning the quality of Technology-Enhanced Learning in Blended Learning programmes. The model aims to support discussions around domains such as how institutions are prepared, the participants' background and expectations, the course design, and the learning process. The research that supported the design of this model was framed by a Grounded Theory method, combining different approaches to empirical data collection with a review of evaluation models on aspects of the quality of Online and Distance Learning. Throughout the paper, arguments are made that Higher Education institutions need to be more critical with regard to the use of Technology-Enhanced Learning, and to support it as a counterpart to face-to-face learning and teaching. The model provides a framework for teachers in Higher Education to reflect and discuss the quality of Technology-Enhanced Learning in their Blended Learning programmes.

scholarly journals Quality, enhancement and on-line distance education courses and programmes

2008 ◽  
Vol 5 ◽  
Author(s):  
Peter Knight
Keyword(s):  
Distance Education ◽  
Quality Enhancement ◽  
Course Quality ◽  
Education Practice ◽  
Quality Signals ◽  
E Learning ◽  
On Line ◽  
Quality In Higher Education ◽  
Learning Conceptions

As quality assurance systems become embedded, competitive institutions are seeing their futures in quality enhancement, in a continued commitment to improvement. This paper discusses quality signals that may be used to enhance course quality in on-line distance education. Analysis proceeds under five headings: pedagogies; promoting complex achievements; changing concepts of quality; designs for re-use; and new partnerships. Recurrent themes are: A rich and differentiated view of learning leads to a rich and differentiated view of quality; Quality courses are associated with the quality of affordances for learning; Conceptions of quality have been changing; e-learning is creating new conceptions of quality; Quality in higher education practice in a decade’s time is likely to be different again. Universities that cling to established views will be at risk from their global commercial competitors.

scholarly journals Factors Affecting the Quality of E-Learning During the COVID-19 Pandemic from the Perspective of Higher Education Students

10.28945/4628 ◽  
2020 ◽  
Vol 19 ◽  
pp. 731-753
Author(s):  
Kesavan Vadakalu Elumalai ◽  
Jayendira P Sankar ◽  
Kalaichelvi R ◽  
Jeena Ann John ◽  
Nidhi Menon ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Support ◽  
Administrative Support ◽  
Course Design ◽  
Educational Institutions ◽  
Learner Characteristics ◽  
Course Content ◽  
E Learning ◽  
Instructor Characteristics

Aim/Purpose: The objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during the COVID-19 pandemic. Further, the study analyzes the moderating effect(s) of gender and level of the course on the quality of e-learning in higher education during the COVID-19 pandemic. objective of the research was to study the relationship of seven independent factors: administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technical support on quality of e-learning in higher education during COVID-19 pandemic. Background: The COVID-19 pandemic situation has impacted the entire education system, especially universities, and brought a new phase in education “e-learning.” The learning supported with electronic technology like online classes and portals to access the courses outside the classroom is known as e-learning. This study aimed to point out the variables influencing the quality of e-learning, such as administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support. Methodology: An inferential statistics cross-sectional study was conducted of the students of higher education institutions in India and the Kingdom of Saudi Arabia with a self-administered questionnaire to learn the students’ perception of e-learning. All levels of undergraduate and postgraduate students took part in the study with a sample size of 784. Ultimately, this study used a Structural Equation Modelling (SEM) approach to find the positive relationship between the quality of e-learning and the seven independent variables and two moderating variables in the higher education sector. Contribution: The study aims to explore the quality of e-learning in higher education from the students’ perspective. The study was analyzed based on the student’s data collected from the higher educational institutions of India and Saudi Arabia. The study will support the top management and administrators of higher educational institutions in decision making. Findings: The findings revealed that there is a positive relationship between the set of variables and the quality of e-learning in the higher education sector. Also, there is a significant difference in the perception of the students between gender, level of the course, and quality of e-learning in the higher education sector during the COVID-19 pandemic. Recommendations for Practitioners: The results of the study can help top management and administrators of higher educational institutions to improve their actions. Higher educational institutions need to concentrate on the study outcomes related to administrative support, course content, course design, instructor characteristics, learner characteristics, social support, and technological support to enhance the quality of e-learning. The study revealed that there should be a difference in the procedure of providing e-learning based on the level of the course and gender of the students. Recommendation for Researchers: The results were examined and interpreted in detail, based on the perspective of the students, and concluded with a view for future research. The study will be beneficial for academic researchers from different countries with a different set of students and framework. Impact on Society: The study revealed that the positive results of the students’ perspective on the quality of e-learning would help the policy-makers of the country in providing the learning process during the COVID-19 pandemic. Also, the result explored the importance of the quality aspects of e-learning for improvement. Future Research: There is a need for future studies to expose the quality of e-learning in higher education in the post-COVID-19 pandemic. Further researchers will bring the performance level of e-learning during the COVID-19 pandemic.

scholarly journals The Patras Blended Strategy Model for Deep and Meaningful Learning in Quality Life-Long Distance Education

2019 ◽  
Vol 17 (2-June 2019) ◽  
Keyword(s):  
Distance Education ◽  
Research Evaluation ◽  
Meaningful Learning ◽  
Metacognitive Skills ◽  
Long Distance ◽  
Learning Methods ◽  
Life Long Learning ◽  
Quality Life ◽  
E Learning

Life-long learning is currently being embraced as a central process that could disrupt traditional educational paths. Apparently, the (ideal) type of learning often promoted is deep and meaningful learning, though it is not always required to be so. Deep learning goes beyond superficial knowledge assimilation of unlinked facts; it aims at developing deep disciplinary understanding, transformative knowledge, personal meaning, emotional intelligence, critical thinking, creativity and metacognitive skills. Meaningful learning occurs when learning is active, constructive, intentional, authentic, and cooperative. Technology enhanced teaching and learning methods should prove their potential to transform life-long learning provision and facilitate the achievement of deep and meaningful learning. In the context of distance education inlife-long learning, one important challenge is the design of versatile quality assurance strategies for e-training. Based on the experiences in distance lifelong learning programmes in the University of Patras’ Educational Center for Life-Long Learning (KEDIVIM) the authors present how the principles and attributes of deep and meaningful learning can be combined with project management in practice and be incorporated in an e-Learning quality strategy. We present i) the methods used to assess the quality of the e-Learning programmes, ii) key findings of the evaluation process and iii) first research evaluation results on the quality of learning. This research study on learning process quality was conducted by using an online questionnaire, which aimed at estimating the level of participants’ satisfaction while using interactive learning methods such as collaborative learning. Some results of the evaluation indicate that the e-Learning quality strategy led to e-Learning programmes that used active learning methods to achieve high learners’ satisfaction towards deep and meaningful learning.

scholarly journals ANNOTATIONS IN E-LEARNING

2014 ◽  
Vol 12 (9) ◽  
pp. 3852-3859
Author(s):  
Anjali Jindia ◽  
Sonal Chawla
Keyword(s):  
Word Processing ◽  
Electronic Publishing ◽  
Learning Opportunities ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
E Learning ◽  
On Line ◽  
Electronic Annotation

Web-based learning has become an important way to enhance learning and teaching, offering many learning opportunities. A limitation of current Web-based learning is the restricted ability of students to personalize and annotate the learning materials. Providing personalized tools and analyzing some types of learning behavior, such as students’ annotation, has attracted attention as a means to enhance Web-based learning. There has been a sharp increase in the volume and quality of electronic publishing on the web in the past few years. Many research journals are going on-line. The advantages of pelectronic publishing are obvious and enormous: instantaneous access to archives, paperless media and fast document search to name a few. However, annotation of documents in electronic form has been surprisingly underdeveloped. Existing word processing software offers some tools for electronic document annotation. But as of today, these annotation features are so modest and limited, that they lose out to the convenient common practice of working with paper versions of documents [1]. The results of a surveys conducted came as no surprise: the absolute majority of researchers and students prefer to print out an electronic paper before reading and annotating it. Our claim is that electronic annotations can not only be as convenient as their paper counterparts, but they are superior in terms of the additional advanced capabilities they can offer. This claim makes the basis of our Annotation Technology (AT). AT is a set of principles that form a foundation for development of advanced and successful electronic annotation systems.

scholarly journals An elaborated model of student support to allow for gender considerations in Asian distance education

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Insung Jung ◽  
Seongyoun Hong
Keyword(s):  
Distance Education ◽  
Online Survey ◽  
Student Support ◽  
Distance Learners ◽  
Learner Support ◽  
Support Provision ◽  
Distance Learner ◽  
Hong Kong Sar ◽  
And Gender

<p align="left">Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed. <br /><strong></strong></p>

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