Use “hhh” Technology in the Transformative Models of Online Education

2011 ◽  
pp. 340-351 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Learning Environments ◽  
Team Members ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Collaborative Spaces ◽  
Online Spaces ◽  
Online Distance ◽  
Hybrid Distance

All People Internet University (“hhh”) technology is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This chapter defines this online distance education approach, outlines an “hhh” framework, and showcases an “hhh” archetype. In “hhh” environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. The “hhh” online spaces are collaborative spaces where students, teachers, subject experts, and “hhh” team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students’ roles transform due to the flexibility and design of the “hhh” learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

scholarly journals Unbundling faculty roles in online distance education programs

2010 ◽  
Vol 11 (2) ◽  
pp. 20 ◽  
Author(s):  
Jan Tucker ◽  
Patricia Neely
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ibrahim Al-Hussein ◽  
Aidah Mohammad ◽  
Mona Al-Zahrani
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Online Education ◽  
Primary School ◽  
Primary School Children ◽  
Online Distance Education ◽  
Online Distance ◽  
Teachers And Parents ◽  
High Level ◽  
The Impact

The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers.  The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.

Unbundling Faculty Roles In Online Distance Education Programs

2010 ◽  
Vol 3 (6) ◽  
pp. 17 ◽  
Author(s):  
Patricia W. Neely ◽  
Jan P. Tucker
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment.  Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration which is often overlooked.  As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

2021 ◽  
Author(s):  
Helena Kovacs ◽  
Caroline Pulfrey ◽  
Emilie-Charlotte Monnier
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Digital Tools ◽  
Educational Levels ◽  
Online Distance Education ◽  
Depth Analysis ◽  
Online Distance

AbstractIn this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

scholarly journals Using Online Photovoice (OPV) to Understand Youths’ Perceptions of Distance Education during COVID-19

2021 ◽  
Vol 9 (4) ◽  
pp. 45
Author(s):  
Songül Tümkaya ◽  
Bilge Kuşdemi̇r Kayiran ◽  
Ahmet Tanhan ◽  
Ümüt Arslan
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Prospective Teachers ◽  
Community Based Participatory Research ◽  
General Information ◽  
Study Data ◽  
Online Distance Education ◽  
Support Resources ◽  
Important Barrier ◽  
Online Distance

In this study we aimed to investigate young college students’ experienced problems and support resources regarding online or distance education during the COVID-19 pandemic. We used an innovative technique, Online Photovoice (OPV) method to collect data. The research includes the theoretical framework created to understand the factors that facilitate and complicate online/distance education processes for prospective teachers in the COVID-19 pandemic. Therefore, the framework consisted of Ecological Systems Theory (EST), Community-Based Participatory Research (CBPR), and OPV. In the analysis of the data, we used Online Interpretive Phenomenological Analysis (OIPA). The study sample consisted of 153 young university students in three universities in the south and southeast of Turkey. The data collection tool was created as an online form consisting of four parts: introduction, general information, and consent form; questions on the most important facilitator and the most important barrier in your life for your online/distance education during the COVID-19 process using OPV; and demographic questions section. When the facilitating factors obtained from the study data were examined, 11 main themes emerged. These main themes were having online or distance education (37%), technology, computer, internet, and helpful course programs (30%), and private space (10%). On the other hand, 16 complicating main themes have emerged including insufficient technology (32%), problems with online education (15%), and financial issues (12%). The participants attributed facilitators and barriers to EST levels, respectively: individual/intrapsychic factors (47%, 43%), microsystem (19%, 48%), exosystem (36%, 37%), and macrosystem (26%, 34%).

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

Adoption of Online Courses in Higher Education

2011 ◽  
pp. 164-188
Author(s):  
Anita Borja Enriquez
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Business Education ◽  
Business Students ◽  
Business Faculty ◽  
Education Students ◽  
Online Distance Education ◽  
Education Delivery ◽  
Online Distance ◽  
Undergraduate Business Students

This chapter examines the state of readiness towards adopting online distance education (DE) courses between undergraduate business students and business faculty at the University of Guam (UOG). The study was timely, given the infancy planning stage of online education delivery at UOG. Preferences among business student respondents, based on generation groups, ethnicity and occupation status, were reviewed. The following research questions were posed to guide this study: (1) At what stage of the undergraduate program do undergraduate business students recognize the importance of using the Internet for online education use?; (2) What factors explain the rate of adoption towards Internet use by undergraduate business education students and business faculty at UOG?; and (3) Are there significant differences between undergraduate business education students and UOG business faculty in the perceived state of readiness of adoption of online distance education? Overall, business students expressed willingness to pursue this delivery format.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

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 Student Self-Responsibility in the Indonesian Distance Education System

2018 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Daudi Lazarus
Keyword(s):  
Distance Education ◽  
Education System ◽  
Teaching And Learning ◽  
Independent Study ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education.  The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability.  The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility.  The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes.  To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

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