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

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.

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.

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.

Instructional Support for Distance Education

2011 ◽  
pp. 2072-2077
Author(s):  
Bernhard Ertl
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Time Management ◽  
Instructional Support ◽  
General Question ◽  
Web Pages ◽  
Discussion Boards ◽  
E Learning ◽  
Broad Variety ◽  
Education Courses

During the late ‘90s, distance education and e-learning were believed to be able to solve almost every problem associated with the further qualification of employees in organizations. Distance education was credited with saving costs for companies, by reducing time and expenses for traveling and with flexible time management. Consequently, many companies started programs for distance education. However, after this initial euphoria, several organizations experienced problems with their programs (e.g., Haben, 2002). The costs for distance education courses exploded, employees refused the new style of learning, and the general question arose as to the effectiveness of distance education (see, e.g., Bernard et al., 2004). Looking at the range of distance education courses at this time, one could see that they used a broad variety of technologies to deliver learning contents to the learners, for example, videos, Web pages, dedicate software for learning, Weblogs, wikis, collaboration tools, videoconferencing, chat, and discussion boards. However, in contrast to the variety of technologies available, the instructional design of these courses was elementary and traditional (see Ertl, Winkler, & Mandl, 2007). Many courses offered recorded classroom lectures and streamed them to participants, or they just presented texts or slides in the style of a book. Such courses experienced a lack in acceptance and thus several efforts of distance education failed because the instructional design of these courses was not able to take advantage of the innovative technologies.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

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>

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