LOLA

2010 ◽  
pp. 1-12
Author(s):  
Patricia Lupion Torres
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Concept Maps ◽  
Methodological Approach ◽  
Review Of The Literature ◽  
Convenience Sample ◽  
Subsequent Research ◽  
First Results ◽  
Phd Thesis

The Online Learning Laboratory, LOLA, is a collaborative learning methodology for classroom-based and distance learning that was defended in a PhD thesis and used in several subsequent research studies. In this chapter the author describes the first results of a case study undertaken with students on a postgraduate course in education. A further activity (the construction of a concept map) was added to the six activities in LOLA, and its inclusion was the object of this study. The methodological approach used in this research was a case study with an exploratory objective. To answer the questions raised in the study, a new review of the literature related to the following subjects was carried out: restructuring, implementing and following up the online learning laboratory methodology using concept maps; drawing up and applying a questionnaire; and analysis and discussion of the data obtained. A nonprobabilistic convenience sample was used. Their analysis and preliminary considerations focus on the data gathered from the students.

Using Web for Delivery of Open and Distance Learning Programmes

2013 ◽  
pp. 239-265
Author(s):  
Kumar Sunil ◽  
M. K. Salooja
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Foreign Students ◽  
Open Educational Resources ◽  
Policy Framework ◽  
Delivery Mode ◽  
Valuable Insight ◽  
Initial Stage ◽  
Open And Distance Learning

This case study focuses on the usage of Web as a delivery mode for open and distance learning programmes in India. It describes the designing and delivering of a postgraduate level academic programme at Indira Gandhi National Open University. The university has been struggling with teething problems tied to the initial stage of acquisition of an online learning platform. It is a bit of an extensive chapter, as it documents academic and administrative policies being practiced by the largest university in the world to overcome these problems. The objective of this case study is to reflect on the evolution process and to identify conducive factors for successful delivery of online programmes. The interpretative case study methodology also facilitates distinguishing the evidence-based best practices. Access to technology and its robustness are the main constraints in delivery of education through online platforms for any developing country. The online programmes are able to attract a good number of foreign students. The institution has to concurrently put in place a policy framework covering aspects like: friendliness to the online interface; standardization of design, delivery, and assessment of the online programmes; recognition to the teachers and administrative staff involved in online programmes; and the use of open educational resources. This case study provides valuable insight for foreign universities ready to plunge into the vast higher education market in India and other developing countries without crossing political borders. It is also very helpful for universities, which are either planning or in the initial stage of acquiring online learning platforms.

scholarly journals Engaging students in online learning: technology-integrated distance learning for Chinese students at partner institutions in China

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Xiaowen Gao
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Community ◽  
Important Implication ◽  
Chinese Students ◽  
Learning Technology ◽  
Educational Tools ◽  
Online Delivery ◽  
Online Platforms

To mitigate the problems of lack of preparedness and lack of a sense of learning community associated with online learning, this case study illustrates how a range of technologies including online platforms and educational tools may be integrated to assist purposeful engagement with learners for active learning to ensue. This case is based on an undergraduate module delivered virtually to three TNE partner institutions in China. Zoom, Mentimeter and WeChat were adopted to help with cognitive and affective engagement by the students. While this design is focused on online delivery, there is also an important implication for classroom-based teaching in achieving purposeful engagement with students.

scholarly journals Guidelines towards the facilitation of interactive online learning programmes in higher education

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Lydia Mbati ◽  
Ansie Minnaar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Observational Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Methodological Approach ◽  
Education Institution ◽  
Curriculum Planning ◽  
Open And Distance Learning

The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. <br /><br />Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.

scholarly journals Measuring Students’ Perceptions of Quality Online Learning in the Era of COVID-19 – A Case Study of Students in the Accounting Department at Taif University –: قياس اتجاهات الطلبة نحو جودة التعليم الالكتروني أثناء فترة جائحة كورونا (COVID19) – دراسة ميدانية على طلبة قسم المحاسبة بجامعة الطائف –

2021 ◽  
Vol 5 (19) ◽  
pp. 155-137
Author(s):  
Rasha Abdulrhman Fallatah Rasha Abdulrhman Fallatah
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Positive Relationship ◽  
Descriptive Analysis ◽  
Analysis Approach ◽  
Quality Of Education ◽  
Accounting Courses ◽  
Students Attitudes

This study aimed to identify students' attitudes about distance learning in accounting courses. The study used a descriptive analysis approach, and a sample of 470 students from Taif University’s Accounting Department was selected. The results indicated that there was a positive relationship between students and their levels of satisfaction with distance learning due to their communication with each other and their teachers and the quality of education and its outcomes.

Stories from my PhD journey: rewriting my methodology chapter

2015 ◽  
Vol 6 (1) ◽  
pp. 93-104 ◽  
Author(s):  
Penelope Goward
Keyword(s):  
Knowledge Creation ◽  
Iterative Process ◽  
Design Methodology ◽  
Methodological Approach ◽  
Unexpected Event ◽  
Content Type ◽  
The World ◽  
Phd Thesis

Purpose – This paper aims to describe a case study of how an unexpected event created an opportunity to reconsider and rewrite the methodology chapter in the author’s PhD thesis. Design/methodology/approach – The approach that the author used that assisted her to change her methodology involved a combination of reflective and reflexive reading, thinking and writing. It was a slow and thorough process through which the author considered widely the choices that she was making. Through an iterative process of writing, reading and talking, and then re-writing, the author was able to establish a position or standpoint from which she felt confident about the underpinnings of her study. Findings – The author came to understand herself ontologically in a new way. The author could see how she had moved significantly from a positivist view of static bodies of knowledge creation to a paradigm involving a more dynamic knowledge creation. Correspondingly, the author was able to revise and focus her methodology, and in the course of the process, she learnt and grew as a person and as a researcher. The author understood her values, assumptions and beliefs about the world much more clearly. The author also became much more aware of her own PhD journey, how she was developing personally and how her identity was evolving. Originality/value – This paper will be useful for those who are embarking on their PhD journey and attempting to critique and/or rethink their methodological approach in the qualitative or interpretivist paradigm.

scholarly journals The Impact of the Coronavirus Pandemic on Medical Education: A Case Study at a Public University in Romania

2022 ◽  
Vol 14 (1) ◽  
pp. 542
Author(s):  
Kamer-Ainur Aivaz ◽  
Daniel Teodorescu
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Online Course ◽  
Clinical Experiences ◽  
Convenience Sample ◽  
Course Quality ◽  
Course Content ◽  
Faculty Teaching ◽  
The Impact

The spread of COVID-19 in 2020 forced universities around the world to transfer on-site education to a virtual environment. The main goal of this study was to compare the experiences regarding online learning of students in programs that require clinical experiences with those of students in programs that do not require such experiences. The authors hypothesized that the switch to online instruction has affected medical students more profoundly than other students. Using a convenience sample of students at a Romanian university, the researchers explored differences between the two groups related to technical and personal problems, course quality, and instructional strategies used by faculty. The results indicate that medical students who could not participate in clinical experiences were significantly less satisfied with the transition to online learning than students in other programs. One implication of these results is that faculty teaching in medical schools need to improve in three areas related to online course quality: pedagogy, course content, and course preparation.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

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