The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

scholarly journals Online programs in school library education: Preparing librarians to support twenty-first century learners

2021 ◽  
Author(s):  
Dianne Oberg
Keyword(s):  
School Library ◽  
The United States ◽  
First Century ◽  
School Librarians ◽  
Online Programs ◽  
University Of Alberta ◽  
Online Distance Education ◽  
Library Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning (TL-DL), was developed and implemented at the University of Alberta, Canada beginning in the late 1990s. In this paper, TL-DL is used as an example to explore: how an online program was established and maintained and how the challenges facing the program have been and are being addressed. TL-DL‟s approach to preparing school librarians to support student access to new and emerging technologies was compared and found to be similar to the approaches used in two other types of programs identified through recent research conducted in the United States and Australia. Emerging from the research are questions about the need for shifts in curriculum content and pedagogy to engage digital age learners.

scholarly journals Athabasca University: Conversion from Traditional Distance Education to Online Courses, Programs and Services

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Alan Davis
Keyword(s):  
Distance Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Online Delivery ◽  
Online Distance Education ◽  
Information And Communication ◽  
Online Distance ◽  
Undergraduate Programs ◽  
The University

In its 30 years of operation, Athabasca University has witnessed the full impact of the growth of online distance education. Its conversion from mixed media course production and telephone/mail tutoring to a variety of electronic information and communication technologies has been heterogeneous across disciplines and programs. Undergraduate programs in business, computing, and some social science programs have largely led the conversion, and all graduate programs have, since their inception, employed various features of online delivery. The parallel conversion of student services has been equally important to the effectiveness of these processes. The implications of this approach for the quality of offerings, support systems, costing, and the primary mandate of the University (which is to remove barriers, not create them) are discussed.

scholarly journals On Systems of Systems Engineering: Online Distance Education Systems Key Challenges

2020 ◽  
pp. 1-9
Author(s):  
Arwa A. Al Shamsi
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Education System ◽  
World Health ◽  
Educational Institutions ◽  
Systems Of Systems ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

Technology development have affected educational delivery around the world. The utilization and implementation of online learning is rising at a staggering manner. Online Distance learning has become an urgent need recently. The use of distance learning has appeared in the past ten years, the learning has been extended by the technology from classrooms in the schools into online learning. Online Learning adopted in various universities, educational institutions and schools worldwide. Recently, with the emergency situations due to the epidemic of COVID -19, and according to the recommendations by World Health Organization for social distance, most of the educational institutions worldwide tend to utilize the online learning instead of traditional learning. Although the online learning has been implemented years ago, still it faces challenges. The author of this research paper aim to explore the key challenges that reported while implementing Online Distance Education System as Systems of Systems. The author then outlines research agenda that identifies 11 research themes that can be considered as a solution for the current Online Distance Education System implementations challenges.

scholarly journals Copyright protection and the new stakeholders in online distance education: The Play’s the Thing

First Monday ◽  
2008 ◽  
Author(s):  
Bruce L Mann
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Copyright Protection ◽  
Copyright Law ◽  
Theatrical Production ◽  
Online Distance Education ◽  
Current Climate ◽  
Web Course ◽  
Online Distance ◽  
The University

This paper analyzes the university as an Internet intermediary in the current climate of online distance education, classifies the stakeholders associated with the university in Web course management, and explores the need for an “Instructional Design Copyright Law”. The situation is likened to a theatrical production, with front-of-house preparations, backstage operations, and tragic characters.

DISTANCE LEARNING AND INFORMATION SECURITY

2021 ◽  
pp. 51-65
Author(s):  
Andrei V. Gavrilenko ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information Security ◽  
Learning System ◽  
Learning Problems ◽  
Security Assessment ◽  
Critical Nodes ◽  
Distance Learning System ◽  
Principal Directions ◽  
The University

The article considers an issue of information security of the distance education systems. It analyzes the functions and architecture of the typical distance education system. With considering the requirements of information security it also discusses the university information system for solving the distance learning problems. The author defines valuable assets and information resources and describes the existing security threats. The subjects of interaction in the distance learning mode are presented. There is a consideration of the principal directions of the university’s activity in the distance learning system, requiring constant monitoring of information security. A threat model is worked out and the main security vulnerabilities are highlighted. The analysis of the causes and consequences of information security violation in the distance learning system is carried out and most vulnerable and critical nodes were identified. The hardware and software requirements for the remote mode work are regarded. A recommended list of hardware and software tools that ensure compliance with safety requirements is presented. The major lines of protection for distance learning systems are highlighted. The article proves the necessity of conducting a regular security assessment as a means for monitoring an effectiveness of the protection system.

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 The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Cheuk Fan Ng
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Conceptual Model ◽  
Physical Environment ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Online Distance Learning ◽  
Online Distance

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

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.

scholarly journals Individual Differences in Perceptions of Social Presence: Exploring the Role of Personality in Online Distance Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 188-201
Author(s):  
Joshua Weidlich ◽  
Karel Kreijns ◽  
Theo J. Bastiaens
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Social Presence ◽  
Big Five Personality ◽  
Education Students ◽  
Online Distance Education ◽  
Trait Level ◽  
Online Distance Learning ◽  
Online Distance

Abstract Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, constituting a gap in our understanding. In a sample of 201 online distance education students, the merits of a trait-level view of social presence were investigated. To this end, personality was assessed using the Big Five personality inventory, exploring both a dimensional and a typological approach. Results suggest that specific personality typologies may be more prone to perceptions of social presence, thus calling for an extension of our theoretical modeling of the construct.

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