Visions, Voices, and Virtual Journeys

2011 ◽  
pp. 269-289
Author(s):  
Tony L. Talbert ◽  
Adeline Meira
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Real Time ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Teaching And Learning Environment ◽  
The Future ◽  
Task Oriented

The future of distance education is certainly promising but frenetic as well. With the aid of technologies easily accessible to students and teachers alike the geographic barriers that once allowed only the few to engage in educational opportunities are now geographic bridges that promote distance learning where students and teachers from diverse latitudes and attitudes are able to engage in real time teaching and learning interactions. This teaching and learning environment is called “Viral Education,” where the process of education can be symmetrical or asymmetrical in the teaching and learning process as well as multi-task oriented in both product and idea development. This chapter looks at the future of distance education and provides a brief survey of emerging technologies that are just moments or months away from reality. In addition, this chapter explores the notion of customized education which is a continuation of democratic movements within and outside the classroom.

scholarly journals Converting to Online Course and Program Delivery: The University of South Australia Case Study

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Bruce King ◽  
Holly McCauslan ◽  
Ted Nunan
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Large Scale ◽  
Low Cost ◽  
South Australia ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
The University

The University of South Australia's (UniSA) approach to converting its distance education programs to online delivery is to manage it as a part of establishing an online teaching and learning environment for all of its programs. UniSA's move to online teaching and learning derives from a clear vision of its future, is informed and directed by a comprehensive framework for teaching and learning, and enabled by appropriate structures, processes and resources. The institution has chosen to develop a relatively low-cost, easy to use online teaching and learning environment that has facilitated large-scale conversion to the online mode for all teaching and learning, including traditional distance education.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

scholarly journals Pedagogical ethics in distance education

2021 ◽  
Vol 127 ◽  
pp. 01003
Author(s):  
Irina Valerievna Chernova ◽  
Veronika Viktorovna Katermina
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Traditional Education ◽  
Learning Processes ◽  
Educational Process ◽  
Online Classes ◽  
The Relationship

2020 was a truly revolutionary year in terms of education – from the paradigm of predominantly traditional education, we had to rapidly “step” into a distance format, regardless of our desire and readiness. In 2020 two tectonic shifts happened at once: the shift from synchronous offline classes (education) to synchronous online and then from synchronous formats to asynchronous and mixed. In addition to issues related to the technical support of the educational process, the issue related to the development of new professional and pedagogical principles and rules that would contribute to the highly moral behavior and activities of the teacher in creating a comfortable environment for all participants of distance learning process, emphasizing that ethical requirements must reflect the relationship between teachers and learners. We conducted a research aimed at revealing the principles and values the teachers consider crucial to follow when conducting online classes, the skills they think they need master in order to raise the level of their professional expertise, improve the effectiveness of teaching and learning processes, and make their students self-confident and independent. The results of the survey can be used in designing special courses devoted to professional or pedagogical ethics in online learning.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2021 ◽  
pp. 1557-1579
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

scholarly journals UniFlex - Collaborative on-line learning environment tool

2004 ◽  
Vol 2 (2) ◽  
Author(s):  
Ole Borch
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Learning Process ◽  
Teaching And Learning ◽  
Project Work ◽  
Special Significance ◽  
Flexible Learning ◽  
Use Of Services ◽  
On Line ◽  
On Line Learning

<p>F&oslash;rste gang publiceret i UNEV nr. 2: E-l&aelig;ringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518.</p><p>Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in distance education, a web site named UniFlex (University Flexible learning) has been developed and brought into use. The site is a comprehensive set of bookmarks including course taking, upload/download, and - of special significance - collaborative on-line project work. UniFlex has been developed to meet the requirement for a simple and cheap personalized interactive site, supporting problem oriented and project organized study form, which has characterized Aalborg University for more than 27 years.</p>

scholarly journals KONVERGENSI MEDIA DI ERA DIGITAL (EKSPLOITASI MEDIA KOMUNIKASI DALAM PROSES BELAJAR MENGAJAR DI ERA DIGITAL)

2018 ◽  
Vol 19 (1) ◽  
pp. 52-57
Author(s):  
Sri Sediyaningsih
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Interpersonal Communication ◽  
Learning Process ◽  
Teaching And Learning ◽  
Private Higher Education ◽  
Ministry Of Education ◽  
Public And Private ◽  
Education Platform

The issuance of the Law No. 20 of 2003 concerning the National Educational System further strengthened the existence of the Distance Education System which was regulated further through Ministry of Education and Culture Regulation No. 24 of 2012 and Ministry of Education and Culture Regulation No. 109 of 2013. The issuance of both regulations also provided opportunities for public and private higher education institutions to administer distance higher education platform, so that universities in Indonesia had many opportunities to provide their learning services through distance learning. Accompanied by technological advancements, the distance learning process got the opportunity to meet the community’s expectations for the reach of higher education. Serious management was needed in managing the teaching and learning process in distance education. Each media had its own characteristics and capabilities in reaching its audience. Therefore, it was necessary to observe what media that should be used in the teaching and learning process. To answer this problem, through ethnomethodology methods based on constructivist thinking, and based on the theory of diffusion-innovation, media interpersonal communication, and decontextualisation of messages, the results of this study provided an overview of how media selection and media utilization in the teaching and learning process in the distance education method.

scholarly journals A Multiple Criteria Analysis of Customers Satisfaction of Distance Education in Ghana: Evidence from Bolgatanga Centre of University of Cape Coast

2020 ◽  
pp. 72-80
Author(s):  
Joseph Akanyako ◽  
Simon Akumbo Eugene Mbilla ◽  
Redruth Nyaaba Ayimpoya ◽  
Baba Blonch Adombilla
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Decision Analysis ◽  
Teaching And Learning ◽  
Multiple Criteria ◽  
Multiple Criteria Decision Analysis ◽  
Cape Coast ◽  
Teaching And Learning Environment ◽  
Education In Ghana ◽  
Students Satisfaction

Distance education continues to be very popular among workers and students who want to further their education. It is particularly popular among workers because they can still work while schooling to add value to themselves and progress in their career. Disaggregation in Multiple Criteria Decision Analysis was employed in the study. The assessment of students’ satisfaction with service at the centre was done using tuition, administration, examination, teaching and learning environment. Students in general were satisfied with the tuition they received and the way examinations were conducted. The nature of examinations was found to be acceptable to the students, a majority of the students agreed that questions were normally set within syllabus and that the results they obtained actually reflected their own performance. Most students expressed dissatisfaction with the learning centre, students were generally dissatisfied with the classrooms, furniture, serenity of the environment and security at the learning centre.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2018 ◽  
pp. 154-176
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

Distance Learning Specialists

2011 ◽  
pp. 254-258
Author(s):  
Victor X. Wang
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Innovative Technology ◽  
Physical Separation ◽  
Advanced Technologies ◽  
The Way

As Rhoda (2005) notes, “advances in technology have transformed the way in which the academy offers its curricula” (p. 149). Further, the proliferation of advanced technologies for teaching and learning has been said to help provide better access, convenience, and flexibility as a way to support learners’ educational opportunities (Conceicao, 2006). Nowadays, simple physical separation between the teacher and learner is no longer an effective way of describing distance education. Scholars try to define distance education from every imaginable angle they can think of due to the nature of innovative technology.

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