Distance Education

Professional Education ◽

New Technology ◽

Electronic Communications ◽

E Learning ◽

Face To Face Learning ◽

Education Delivery

The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Technology and electronic communications are becoming exponentially more embedded in every facet of daily life, including business, the professions, and education, a normalization which continues to facilitate and enhance distance education delivery. Ubiquitous advertisements for online courses and degree programs are a testament to an expanded audience and increasing enrollments. Components of e-learning first adopted by distance education have since been adopted by the traditional education community. So pervasive are the application of new information and communication technologies to education delivery that the terms distance education, e-learning, and blended learning have become conflated. It is important that the clear distinctions between them are understood. Distance education represents an environment where the student and the instructor are separated; blended learning is any combination of electronic media or tools that supplement but do not replace face-to-face learning; e-learning is the application of technology to an instructional module or lesson. The relationship between these approaches is dynamic and may further blur, but distinctions will always remain. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.

Distance Education Delivery

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch120 ◽

2011 ◽

pp. 1488-1495

Author(s):

Carol Wright

Keyword(s):

Distance Education ◽

Professional Education ◽

New Technology ◽

Education Programs ◽

Educational Initiatives ◽

Correspondence Study ◽

Education Delivery

MEANING-CENTERED MANAGEMENT OF THE VIRTUAL EDUCATIONAL ENVIRONMENT IN THE ACADEMIC TRAINING OF PEDAGOGICAL SPECIALISTS

ГОДИШЊАК ЗА ПЕДАГОГИЈУ ◽

10.46630/gped.1.2020.05 ◽

2020 ◽

Vol 1 ◽

pp. 73-80

Author(s):

Sofia Dermendjieva

Keyword(s):

Distance Education ◽

Educational Environment ◽

Academic Preparation ◽

Face To Face ◽

Educational Environments ◽

Teachers And Students ◽

Face To Face Learning ◽

The University

As the last institution at the end of the education system, the university is committed to preparing competent professionals for each field of expertise, including future teachers. An essential goal in the training of pedagogical specialists is to get to know the potential of the personality and to enhance its development at all key levels. The situation with Covid-19 has highlighted its growing importance, given the urgent need to transition from face-to-face learning to distance education. In the course of the rapidly spreading epidemic, the role of ICT in education became clear. It has been proven that in the conditions of global crisis it is the information and communication technologies that successfully mediate the learning process. It was found that digital competencies are vital for the subjects in the pedagogical interaction, because they ensure the dialogue in the virtual educational environment. Undoubtedly, the foundation of its qualitative implementation affects the motivation for selfactualization of interacting between teachers and students. After identifying the need to improve the quality of distance education, this article presents the advantages of meaning-centered management of virtual educational environments in the academic preparation of pedagogical specialists. The following questions become relevant: (1) What is the meaning?; (2) What will develop?; (3) How will it be formed?, which respectively constitute the conceptual, personal and activity aspect of the pedagogical interaction from a distance.

Distance Education Delivery

Encyclopedia of Multimedia Technology and Networking ◽

10.4018/978-1-59140-561-0.ch031 ◽

2011 ◽

pp. 219-225

Author(s):

Carol Wright

Keyword(s):

Distance Education ◽

Professional Education ◽

New Technology ◽

Education Programs ◽

Educational Initiatives ◽

Correspondence Study ◽

Education Delivery

Using Innovations Effectively in a Distance Learning Programme

Developments in Engineering Education Standards ◽

10.4018/978-1-4666-0951-8.ch001 ◽

2012 ◽

pp. 1-22

Author(s):

Richard Blanchard ◽

Sheryl Williams

Keyword(s):

Distance Education ◽

Distance Learning ◽

Student Experiences ◽

The Internet ◽

Learning Tools ◽

Distance education is not new. Correspondence courses date back over 150 years. Advances in information and communication technologies, particularly the Internet, open up a host of possibilities to study at a distance, making use of the latest advances in e-learning tools. However, it must be stressed that e-learning has to focus on the learning pedagogy and not just the technology. This chapter examines the role of learning in e-learning by reviewing state-of-the-art developments and innovations to support distance learning students and academics. It identifies strategies for successful learning through the evaluation of student experiences and considers methods and practices that can be employed for delivering a successful learning programme.

ICT Competencies for Academic E-Learning. Preparing Students for Distance Education - Authors’ Proposal

International Journal of Information and Communication Technologies in Education ◽

10.1515/ijicte-2017-0012 ◽

2017 ◽

Vol 6 (3) ◽

pp. 14-25 ◽

Cited By ~ 1

Author(s):

Barbara Kołodziejczak ◽

Magdalena Roszak

Keyword(s):

Distance Education ◽

Content Management ◽

Learning Content ◽

Secondary School Graduate ◽

Teachers And Students ◽

E Learning ◽

Ict Competencies

ABSTRACT Deployment of distance education (especially e-learning) at universities requires university teachers and students to have adequate ICT (Information and Communication Technologies) competencies. Schools usually provide training for their staff in operating e-learning portals and creating courses, which is the necessary minimum for conducting distance education. On the other hand, schools do not offer any courses for students to improve their competencies necessary for e-learning, as they assume that the students’ ICT competencies acquired during the three levels of schooling (elementary, lower secondary and upper secondary) are sufficient. The authors’ observations demonstrate that this assumption is not necessarily true, particularly for students at faculties related to humanities and other specializations not of technical nature, such as medicine. The article presents an overview of ICT competencies necessary for e-learning study, comparing them with competencies of a secondary school graduate. On the basis of a research project conducted at three medical universities in Poland, the authors present the level of knowledge and practical skills in the field of ICT among students who participated in e-learning or blended learning. As a result of the project, a proposal has been presented for modifying ICT education contents for students, as well as a draft course carried on the university’s LCMS (Learning Content Management System) portal to bridge the ICT competence gaps for effective distance education.

ҐЕНЕЗА ТА СУЧАСНИЙ ЗМІСТ ПОНЯТТЯ ЗМІШАНОГО НАВЧАННЯ В ЗАРУБІЖНІЙ ПЕДАГОГІЧНІЙ ТЕОРІЇ І ПРАКТИЦІ

Information Technologies and Learning Tools ◽

10.33407/itlt.v65i3.2138 ◽

2018 ◽

Vol 65 (3) ◽

pp. 1

Author(s):

Oksana V. Danysko ◽

Larysa A. Semenovska

Keyword(s):

Online Education ◽

Blended Learning ◽

Educational Practice ◽

Educational Programme ◽

Educational Process ◽

Full Time ◽

Adaptive Models ◽

Genesis and modern content of the concept «blended learning» in the foreign pedagogical theory are grounded in the article based on modern approaches. The components (traditional full-time education, distance learning (independent and collaborative) and e-learning (synchronous and asynchronous) education) are distinguished. The levels (activity, course, educational programme, university) of practical realization of the blended learning in educational practice are defined. It was determined, that the concept evolved from understanding blended learning as combination of traditional education elements, distance and e-learning with facilities of information and communication technologies to its awareness as synergetic concept of enriching educational experience of educational process subjects. It is realized by means of integration of different strategies and levels of direct and computer-mediated pedagogical cooperation. Conceptual principles of blended learning are distinguished based on generalization and systematization of foreign researchers’ scientific works. First, it can be realized only within the frames of the formal educational programme. Second, it is done under teacher’s control in conditions when one part of educational cooperation takes place in the training room in the process of direct communication (face-to-face); the other part is realized in the mediated virtual environment. It can be individual or group work in the training room, or independent distant work with educational materials, for example, at home; in its turn, it creates possibility for the students of determining time, place, way and/or their pace of learning. Third, such educational cooperation results in forming student’s individual cognitive experience where components of traditional and interactive online-education supplement each other, and are characterized by differentiated, integrative, open, accessible, flexible and adaptive models of physical and virtual interaction.

Learning styles preferences and e-learning experience of undergraduate dental students

Revista de Odontologia da UNESP ◽

10.1590/1807-2577.05118 ◽

2018 ◽

Vol 47 (3) ◽

pp. 175-182 ◽

Cited By ~ 5

Author(s):

Ana Cláudia DALMOLIN ◽

Giselle Ariana Otto MACKEIVICZ ◽

Márcia Thaís POCHAPSKI ◽

Gibson Luiz PILATTI ◽

Fábio André SANTOS

Keyword(s):

Learning Styles ◽

Blended Learning ◽

Learning Experience ◽

Dental Students ◽

Lower Percentage ◽

Learning Material ◽

Abstract Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

Integrated Approach to Modeling IC Competence in Students

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.38.24321 ◽

2018 ◽

Vol 7 (4.38) ◽

pp. 60 ◽

Cited By ~ 1

Author(s):

V. A. Belevitin ◽

S. A. Bogatenkov ◽

V. V. Rudnev ◽

M. L. Khasanova ◽

A. I.Tyunin

Keyword(s):

Information Security ◽

Computational Modeling ◽

Professional Education ◽

Integrated Approach ◽

Professional Activity ◽

Highly Qualified ◽

Proper Training ◽

A strong correlation of the problem of guaranteed information security provision with the human factor and the escalation of threats to information security for professional activity in information society prove the importance of the relevant proper training of highly qualified personnel.The theoretical justification of the integrated approach to modeling students’ information and communication competence (IC competence), including new structure and content of students' preparation under integration of the classical system and e-learning with the development of adequate forms and methods of teaching, promotes the high level of professional competence.The scope of research is represented by the principles of computational modeling of IC competence, formed as a result of continuous staged personnel training in "Professional Education (by Industries)" based on the Federal State Educational Standard of Russia.The research offers an integrated approach to computational modeling of students’ IC competence based on the classification of competencies demonstrating the projection of a professional competency vector on a plane of information and communication technologies (ICT plane) acting as a model of students’ IC competence. Here, any ray of the ICT plane may act as a model of IC competence in a certain specialization of proper training of highly qualified personnel in any industry. Such an approach to IC competence of a graduate of an educational organization is determined by respective aims and fields of professional activity corresponding to IC competencies.The methodology of content design has been developed for educational disciplines in continuous information and academic training of graduates under e-learning, as well as an algorithm based on the competence approach, making it possible to explicitly determine the generation path of IC competence of professional education organization graduates having different basic training, which eliminates the threat of insufficient or excessive content of the intended study materials.

Benchmarking between e-learning and blended learning for the Algerian university

The Journal of Quality in Education - The improvement of Quality in Education ◽

10.37870/joqie.v3i3.95 ◽

2012 ◽

Vol 3 (3) ◽

Author(s):

Razika Tahi

Keyword(s):

Blended Learning ◽

Human Material ◽

Gradual Introduction ◽

E Learning ◽

License System ◽

Training Courses ◽

Ministry Of Higher Education

In Algeria, the gradual introduction of the Master Doctorate License system, mainly focused on the employability of the graduate, began in 2004. This system was supposed, theoretically, to use the Approaches By Competence methods for its establishment. But what about in practice? Was the CPA methodology applied and prepared for it? Is this adapted and adaptable to the socio-economic environment in which the Algerian University evolves? Is there a match between the objectives set by the Ministry of Higher Education and Scientific Research and the results obtained? It is to these questions that we will try to answer in this article based on the instructions for ministerial reforms concerning distance education and two training experiments using Information and Communication Technologies in Education. The first experiment concerns e-learning and the second blended learning. A comparative critical analysis from feedback will highlight all the strengths and weaknesses of these two training courses, while taking into account the human, material and budgetary environment of the Algerian University. This analysis will lead us to make concrete proposals for a better integration of the LMD system by the APC and while using the CTBTs.

La Universidad Estatal a Distancia de Costa Rica (UNED) y la virtualización de su oferta académica. Un análisis reflexivo de su puesta en práctica

Revista Electrónica Educare ◽

10.15359/ree.21-3.23 ◽

2017 ◽

Vol 21 (3) ◽

pp. 1

Author(s):

Arnaldo Rodríguez-Espinoza

Keyword(s):

Distance Education ◽

Costa Rica ◽

Rural Areas ◽

Digital Technologies ◽

E Learning ◽

Access And Quality ◽

Urban And Rural Areas ◽

Quality In Education

This article analyses the virtualization process of university courses implemented in the four schools of the National Distance Education University (UNED, for its acronym in Spanish). Primarily, the objective is to determine whether the virtualization of the courses should be the only alternative for students, or if it should be another tool to integrate into the pedagogic model of distance education in the context and reality of Costa Rica, in regards to the viability of access to digital technologies. Thus, an analysis of the Information and Communication Technologies (ICT) was done through virtualization and e-learning, explaining its implementation in UNED, a setting where there is still a long way to go in terms of accessibility, mainly between urban and rural areas. Additionally, the ICTs are approached as an alternative, an option, or a tool within the distance education model, since their implementation depends on a pedagogic foundation (techniques, strategies, and methodologies in ICT), and above all, on the context. The conclusions state that the virtualization of the courses must be an alternative but not an imposition for the students, because consideration of the context is vital, in terms of accessibility to digital technologies in Costa Rica, meaning that the quality of education must prevail over the means (semi-virtual, hybrid, virtual, or distance). Virtualization is not a matter of being at the forefront by means of technical innovation, but its implementation must be based on a real need with suitable conditions (adequate logistic infrastructure). Finally, ICTs must depend on a clearly established pedagogical curriculum, without reducing the access and quality in education.