Case Study in E-Learning

2009 ◽  
pp. 331-341
Author(s):  
Patricia A. Young
Keyword(s):  
Distance Education ◽  
Mobile Phones ◽  
Teaching Practices ◽  
Colleges And Universities ◽  
Student Enrollment ◽  
Instructional Content ◽  
Growth Area ◽  
E Learning ◽  
Education Courses

The future of e-learning is wide open in terms of innovations in software, hardware, instructional content, and teaching practices. Recent innovations in software have been instrumental in the development of rapid e-learning that allows the creation of podcasts and vodcasts (video podcasts) in 2 to 3 weeks versus 4 to 5 months (Weekes, 2007). Hardware such as PDAs, mobile phones, and pocket PCs provide new avenues in mobile e-learning. Businesses view e-learning as a way to train employees locally and worldwide. Student enrollment in distance education courses in U.S. colleges and universities increased from 2.3 million in 2004 to 3.2 million in 2006 (Allen & Seaman, 2006). It appears that the delivery of instructional content through elearning will continue to be another growth area in the new millennium.

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

From Learning Management System to Internet-Based Research in Mathematics Education

2015 ◽  
pp. 62-85
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

From Learning Management System to Internet-Based Research in Mathematics Education

2018 ◽  
pp. 746-770
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

Distance Education and E-Learning across Cultures

2011 ◽  
pp. 186-215 ◽  
Keyword(s):  
Distance Education ◽  
Target Audience ◽  
Cultural Expectations ◽  
E Learning ◽  
Rhetorical Traditions ◽  
Education Courses ◽  
Target Culture

This chapter examines distance education and e-learning across cultures. It first reviews the standards of distance education from five countries, UNESCO, and industry. Next, it shows how the curriculum in distance education must match the cultural and rhetorical traditions of the target culture. It prepares curriculum writers to understand how to adapt and develop distance education courses to the appropriate rhetoric and cultural expectations of the target audience

From Learning Management System to Internet-Based Research in Mathematics Education

2016 ◽  
pp. 1500-1523
Author(s):  
Tianxing Cai
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Management System ◽  
Learning Management System ◽  
Mathematical Practice ◽  
Mathematical Education ◽  
Software Application ◽  
E Learning ◽  
Learning Management ◽  
Education Courses

A Learning Management System (LMS) is a software application for the administration, documentation, tracking, reporting, and delivery of e-learning education courses or training programs. The traditional distance education for mathematics has heavily relied on the application of LMS. However, the Standards for Mathematical Practice have provided the requirements to mathematics educators at all levels for the students' development. This chapter presents the introduction of the transformation from LMS to Internet-based research in the mathematical education. This is the viewpoint of the patterns, developments, changes, or phenomena within their respective fields with regards to distance education of mathematics. It also creates a broad, multidisciplinary understanding of online education across educational boundaries and demonstrates the unique future trajectories that online education has within these mathematics.

scholarly journals Should we be Allowing Technology to Remove "Distance" from "Distance Education"?

2008 ◽  
Author(s):  
Richard Fisher
Keyword(s):  
Distance Education ◽  
Rapid Evolution ◽  
Learning Technologies ◽  
Education For Sustainability ◽  
Geographical Separation ◽  
Teachers And Students ◽  
Special Value ◽  
E Learning ◽  
Learning Policies

Some researchers suggest that the rapid evolution of increasingly sophisticated e-learning technologies, in combination with synchronous delivery, have resulted in the death of distance education. This paper distinguishes traditional distance education from e-learning, on the basis of geographical separation of teachers and students, no online access requirements, and the historical rationale for distance education. These and other factors, including relative costs, point to longevity, rather than an early demise for this form of distance education. Education for sustainability (EFS) is used as a cautionary case study to illustrate the ways in which e-learning may not adequately serve the goals of EFS as well as traditional distance education. Caution is urged in the further development of e-learning policies to ensure that they distinguish traditional distance education on the basis of its ongoing, special value to learners.

scholarly journals Applying E-learning Technologies to Library Information Literacy Instruction

2010 ◽  
pp. 227-243
Author(s):  
Jamie Ward
Keyword(s):  
Information Literacy ◽  
Teaching Styles ◽  
Learning Technologies ◽  
Academic Librarians ◽  
Instructional Content ◽  
Learning Techniques ◽  
E Learning ◽  
Learning Platforms ◽  
Instructional Interaction

Academic libraries have adopted and adapted the e-learning technologies for delivery of their Information Literacy programmes. This chapter describes some of the ways in which academic librarians have been very inventive in using emerging technologies to enhance their instructional content. By using a case study of DkIT the chapter details how information literacy and the e-learning technologies emerged together. E-learning platforms like the virtual learning environments (VLE) are the natural place for libraries to use as portals for their IL instruction. This chapter argues that using the VLE (with the inherent instructional interaction made possible by this technology), and adopting some amalgam of the newer teaching styles like problem-based learning and blended learning techniques completes the IL circle for librarians. Librarians now have the tools at their disposal to finally fulfil the promises we undertook when we embarked on our information literacy programmes.

Enhancing Education in the UAE through Blended Learning

2013 ◽  
pp. 194-207
Author(s):  
Rana Tamim
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Technological Development ◽  
Course Delivery ◽  
University Professors ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Instruction

The advent of technology has changed the landscape in post-secondary academic institutions and technology-enhanced university courses are becoming the norm. While Distance Education was previously restricted to traditional correspondence having limited options for student interaction with the instructor and no interaction with other learners, technology’s progression changed the context drastically. One of the emerging delivery modes is blended learning which combines the advantages of technology enhanced face-to-face instruction and electronic supported learning. The chapter offers a general overview of the influence of technological development on the post-secondary Distance Education sector and presents the advantages of the blended learning approach. Insights are offered from a UAE e-learning University case study while discussing implications for university professors and faculty members pertinent to instructional design and course delivery.

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