Learning Outcomes across Instructional Delivery Modes

2011 ◽  
pp. 1363-1368
Author(s):  
Bosede Aworuwa ◽  
Robert Owen
Keyword(s):  
Distance Learning ◽  
Social Networking ◽  
Virtual Communities ◽  
Instructional Delivery ◽  
Large Measure ◽  
Web Based ◽  
Delivery Modes ◽  
Wide Range ◽  
Technological Tools ◽  
Social Networking Tools

A discussion of distance learning usually entails a wide range of instructional and learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). The tools available for the delivery and access to learning materials contribute in large measure to the kind of experiences that learners have with distance learning. Distance-learning delivery and access tools have radically evolved in recent years with the advent of new and mostly Web-based technologies. Podcasting, virtual communities, and social networking tools, such as Facebook and MySpace, all have implications for how current and future learners access and even cocreate contents of instruction locally and at a distance (Appel, 2007).

Instructional Delivery and Learning Outcomes in Distance Learning

2011 ◽  
pp. 1117-1122
Author(s):  
Bosede Aworuwa ◽  
Robert Owen
Keyword(s):  
Distance Learning ◽  
Learning Outcomes ◽  
Instructional Delivery ◽  
Learning Activities ◽  
Community Center ◽  
Learning Materials ◽  
Large Measure ◽  
Wide Range ◽  
Technological Tools ◽  
Learner Interactions

Distance learning describes a wide range of instructional-learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). Learners can interact with instruction at any time and in any place, such as the workplace, school, a community center, or in their homes (Presby, 2004; Simonson, Smaldino, Albright & Zvacek, 2003). The tools available for the delivery and access of learning materials contribute in large measure to the kind of experiences that learners have with distance learning.

Virtual Communities as Tools to Support Teaching Practicum

2011 ◽  
pp. 233-247 ◽  
Author(s):  
Rebecca English ◽  
Jennifer Howell
Keyword(s):  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Virtual Communities ◽  
Virtual Community ◽  
Student Cohorts ◽  
Educational Applications ◽  
The Impact ◽  
Social Networking Tools ◽  
Digital Capital

The impact of Web 2.0 and social networking tools such as virtual communities, on education has been much commented on. The challenge for teachers is to embrace these new social networking tools and apply them to new educational contexts. The increasingly digitally-abled student cohorts and the need for educational applications of Web 2.0 are challenges that overwhelm many educators. This chapter will make three important contributions. Firstly it will explore the characteristics and behaviours of digitally-abled students enrolled in higher education. An innovation of this chapter will be the application of Bourdieu’s notions of capital, particularly social, cultural and digital capital to understand these characteristics. Secondly, it will present a possible use of a commonly used virtual community, Facebook©. Finally it will offer some advice for educators who are interested in using popular social networking communities, similar to Facebook©, in their teaching and learning.

scholarly journals Subtitlers on the Cloud: The Use of Professional Web-based Systems in Subtitling Practice and Training

2021 ◽  
pp. 1-21
Author(s):  
Alejandro Bolaños García-Escribano ◽  
Jorge Díaz-Cintas ◽  
Serenella Massidda
Keyword(s):  
Distance Learning ◽  
Rapid Evolution ◽  
Academic Institutions ◽  
Web Based ◽  
Technological Gap ◽  
Technological Advances ◽  
Wide Range ◽  
Potential Benefits ◽  
Audiovisual Translation ◽  
And Training

The bourgeoning and rapid evolution of cloud-based applications has triggered profound transformations in the audiovisual translation (AVT) mediascape. By drawing attention to the major changes that web-based ecosystems have introduced in localisation workflows, we set out to outline ways in which these new technological advances can be embedded in the AVT classroom. Along these lines, the present study sets out to explore the potential benefits of cloud platforms in AVT training curricula by exploring ways in which this technology can be exploited in subtitling training. An analysis of current subtitling practices and tools, localisation workflows, and in-demand skills in the AVT industry will be followed by an experience-based account on the use of cloud-based platforms in subtitler training environments to simulate and carry out a wide range of tasks. Our study pivots around the idea that cloud subtitling might prove useful to bridge the technological gap between academic institutions and the profession as well as to enhance the distance-learning provision of practice-oriented training in subtitling.

scholarly journals Adoption Of Social Networking In Education: A Study Of The Use Of Social Networks By Higher Education Students In Oman

2014 ◽  
Vol 10 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Elham M. Al-Mukhaini ◽  
Wafa S. Al-Qayoudhi ◽  
Ali H. Al-Badi
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Learning Styles ◽  
Web 2.0 ◽  
Social Networking ◽  
Teaching And Learning ◽  
Education Students ◽  
Wide Range ◽  
The Impact ◽  
Social Networking Tools

The use of social networks is a growing phenomenon, being increasingly important in both private and academic life. Social networks are used as tools to enable users to have social interaction. The use of social networks (SNs) complements and enhances the teaching in traditional classrooms. For example, YouTube, Facebook, wikis, and blogs provide a huge amount of material on a wide range of subjects. This research aims to explore the need to change the traditional style of teaching and learning after the innovation of Web 2.0. The main objectives of this research are to discover the motives for the use of social networks by higher education students in Oman, to recognize the impact of social networking tools in learning and education generally, to analyse the problems that students might face when using social networks, and to determine whether the traditional learning methods need to be changed in the era of Web 2.0 technologies? In order to achieve the objectives of this research, the research methodology is to conduct a survey amongst Omani students at different universities, colleges, and other higher education institutions and to explore the social networking tools that might have an influence on teaching and learning styles. The type of data collected will be both quantitative and qualitative. This study is based mainly on the student's perspective - the impact on students of using social networking tools and what effect it has on the traditional style of learning and teaching. This study highlights the benefits of using social networks as tools for developing a new style of learning, and the negative impacts that can affect the process of learning, in order to provide a justification for using social networks in higher education.

Psychiatric Illness and Personal Narrative

2011 ◽  
pp. 328-334
Author(s):  
Edward Kim
Keyword(s):  
Social Networking ◽  
Information Acquisition ◽  
Psychiatric Illness ◽  
Virtual Communities ◽  
Personal Narratives ◽  
Ethical Challenges ◽  
Scientific Review ◽  
Web Based ◽  
Residual Symptoms ◽  
Core Symptoms

Psychiatric illness is perhaps the richest and most challenging narrative for consumers to develop because core symptoms of disease may distort perceptual and interpretative brain functions. These distortions may fragment and disrupt personal narratives of wellness, illness, and recovery. Advances in psychopharmacology enable better management of core symptoms, while evidence-based psychotherapies help consumers manage residual symptoms and reduce relapse risk. So-called recovery-oriented treatments that focus on improving functioning and success in life, relationships, and work enable consumers to pursue goals that are not limited to managing their disease. These advances in the management of psychiatric illness create opportunities and needs for greater social awareness and integration. As Internet access becomes more common among all strata of societies, the use of the Web-based social networking may accelerate the development of new models of recovery. Social networking may expand the consumer’s understanding of their past and present through web-based shared discussions with other consumers and professionals. Online psychiatric-related activity generally falls into several categories related to information acquisition, treatment facilitation, and social networking. Professional and consumer education are available on the Internet, though the quality of information may be variable depending on whether or not the material undergoes scientific review. Virtual communities (VCs) may range from professional communities of practice to peer-based support networks comprised of consumers alone or consumers and professionals. The tension between confidentiality and transparency, and the potential for deception due to anonymity are ethical challenges that must be addressed as VCs and social networking evolve in health care.

Investigating the Efficacy and Cost-Effectiveness of a Web-based Self-help Program for People With Adjustment Problems After an Accident (SelFIT): Protocol for a Randomized Controlled Trial (Preprint)

2020 ◽  
Author(s):  
Julia Hegy ◽  
Noemi Anja Brog ◽  
Thomas Berger ◽  
Hansjoerg Znoj
Keyword(s):  
Health Care ◽  
Psychological Distress ◽  
Cost Effectiveness ◽  
Well Being ◽  
User Friendliness ◽  
Adjustment Problems ◽  
Health Care Consumption ◽  
Web Based ◽  
Self Help ◽  
Wide Range

BACKGROUND Accidents and the resulting injuries are one of the world’s biggest health care issues often causing long-term effects on psychological and physical health. With regard to psychological consequences, accidents can cause a wide range of burdens including adjustment problems. Although adjustment problems are among the most frequent mental health problems, there are few specific interventions available. The newly developed program SelFIT aims to remedy this situation by offering a low-threshold web-based self-help intervention for psychological distress after an accident. OBJECTIVE The overall aim is to evaluate the efficacy and cost-effectiveness of the SelFIT program plus care as usual (CAU) compared to only care as usual. Furthermore, the program’s user friendliness, acceptance and adherence are assessed. We expect that the use of SelFIT is associated with a greater reduction in psychological distress, greater improvement in mental and physical well-being, and greater cost-effectiveness compared to CAU. METHODS Adults (n=240) showing adjustment problems due to an accident they experienced between 2 weeks and 2 years before entering the study will be randomized. Participants in the intervention group receive direct access to SelFIT. The control group receives access to the program after 12 weeks. There are 6 measurement points for both groups (baseline as well as after 4, 8, 12, 24 and 36 weeks). The main outcome is a reduction in anxiety, depression and stress symptoms that indicate adjustment problems. Secondary outcomes include well-being, optimism, embitterment, self-esteem, self-efficacy, emotion regulation, pain, costs of health care consumption and productivity loss as well as the program’s adherence, acceptance and user-friendliness. RESULTS Recruitment started in December 2019 and is ongoing. CONCLUSIONS To the best of our knowledge, this is the first study examining a web-based self-help program designed to treat adjustment problems resulting from an accident. If effective, the program could complement the still limited offer of secondary and tertiary psychological prevention after an accident. CLINICALTRIAL ClinicalTrials.gov NCT03785912; https://clinicaltrials.gov/ct2/show/NCT03785912?cond=NCT03785912&draw=2&rank=1

scholarly journals Epidemiological modeling in StochSS Live!

2021 ◽  
Author(s):  
Richard Jiang ◽  
Bruno Jacob ◽  
Matthew Geiger ◽  
Sean Matthew ◽  
Bryan Rumsey ◽  
...  
Keyword(s):  
Stochastic Model ◽  
Epidemiological Model ◽  
Supplementary Information ◽  
Supplementary Data ◽  
Web Based ◽  
Epidemiological Modeling ◽  
Modeling Simulation ◽  
Wide Range ◽  
Biochemical Systems

Abstract Summary We present StochSS Live!, a web-based service for modeling, simulation and analysis of a wide range of mathematical, biological and biochemical systems. Using an epidemiological model of COVID-19, we demonstrate the power of StochSS Live! to enable researchers to quickly develop a deterministic or a discrete stochastic model, infer its parameters and analyze the results. Availability and implementation StochSS Live! is freely available at https://live.stochss.org/ Supplementary information Supplementary data are available at Bioinformatics online.

The Effects of Personality Type on Web-Based Distance Learning

2007 ◽  
Vol 35 (4) ◽  
pp. 491-506 ◽  
Author(s):  
Cathy Bishop-Clark ◽  
Beth Dietz-Uhler ◽  
Amy Fisher
Keyword(s):  
Distance Learning ◽  
Personality Type ◽  
Web Based

Encouraging millennials to collaborate and learn on the job

2015 ◽  
Vol 14 (4) ◽  
pp. 118-123 ◽  
Author(s):  
Lauren Trees
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Social Networking ◽  
Age Groups ◽  
Lessons Learned ◽  
Retention Rates ◽  
Direct Access ◽  
Content Type ◽  
Business Outcomes ◽  
Wide Range

Purpose – The purpose of this paper is to present enterprise social networking and gamification as two potential tools to help organizations engage Millennial employees in collaboration and learning. Design/methodology/approach – The research provides general descriptions of enterprise social networking and gamification approaches, shares data on adoption of these approaches from APQC’s “2015 Knowledge Management Priorities Data Report” (based on a January 2015 survey of 524 knowledge management professionals) and includes four company examples adapted from APQC’s Connecting People to Content and Transferring and Applying Critical Knowledge best practices studies. The methodology for APQC’s best practices studies involves screening 50 or more organizations with potential best practices in a given research scope area and identifying five or six with proven best practices. APQC then conducts detailed site visits with the selected organizations and publishes case studies based on those site visits. Findings – Enterprise social networking platforms are in place at 50 per cent of organizations, with another 25 per cent planning to implement them by the end of 2015. By providing near-immediate access to information and answers, enterprise social networking helps Millennials learn the ropes at their new workplaces, gives them direct access to more knowledgeable colleagues who can assist and mentor them, and helps them improve their business outcomes by reusing knowledge and lessons learned across projects. Younger workers can also harness the power of social networking to create a sense of belonging and build their reputations in large, dispersed firms, where it is particularly difficult for them to gain visibility. A recent APQC survey indicates that 54 per cent of organizations either currently employ gamification to encourage collaboration or expect to implement it within the next three years. The rush to gamify the enterprise is, at least in part, a reflection of employers’ desire to satisfy Millennials and make them feel connected to a community of co-workers. Although games appeal to a wide range of age groups, Millennials grew up with digital interaction and tend to prefer environments that emphasize teamwork, social learning and frequent feedback – all of which can be delivered through gamification. Originality/value – The value of this paper is to introduce the value of and relationship between enterprise social networking and gamification platforms to human resource (HR) professionals looking to increase engagement and retention rates for Millennial employees.

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