Distance Education and ICT-Supported Learning in Lesotho

Teaching And Learning ◽

Education Programme ◽

Mediated Learning ◽

Policy Makers ◽

Human Resource Capacity ◽

Computer Mediated ◽

Information and Communication Technologies (ICT) are regarded as a major contributor to the transforming of distance learning. The researcher assumed that education practitioners in developing countries like Lesotho, have limited, or no access at all to ICT for supporting instruction, since they still rely heavily on print and tutor/learner meetings as their distance mode of course delivery. The study assessed the feasibility of introducing ICT-mediated education for tutors and learners on a Distance Education Programme in Lesotho. The paper specifically focused on issues relating to the place of ICT in teaching and learning at a distance, ICT policy initiatives and challenges of infrastructure, human resource capacity, and cost as they affect provision of, and access to computer-mediated learning. Interventions critical to alleviating the situation are also discussed. Policy-makers and distance education practitioners require this type of feedback to be able to effect meaningful improvements in ODL programmes.

Distance Education and ICT-Supported Learning in Lesotho

Cases on Assessment and Evaluation in Education ◽

10.4018/978-1-4666-2621-8.ch023 ◽

2012 ◽

pp. 568-587

Author(s):

Angelina Khoro

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Education Programme ◽

Mediated Learning ◽

Policy Makers ◽

Human Resource Capacity ◽

Computer Mediated ◽

Computer-Mediated Learning

Handbook of Research on Practices and Outcomes in E-Learning ◽

10.4018/978-1-60566-788-1.ch001 ◽

2010 ◽

pp. 1-18

Author(s):

Chien Yu ◽

Wei-Chieh Wayne Yu ◽

Chun Fu Lin

Keyword(s):

Teaching And Learning ◽

Mediated Learning ◽

Attitudes Toward Learning ◽

Perceptions And Attitudes ◽

Computer Mediated ◽

E Learning ◽

Instruction And Learning

Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become the undeniable trend for both secondary and higher education. This chapter provides readers with an overview of e-learning computer technologies within the teaching and learning, an examination of current research studies in related areas, and a discussion of the paradigm shift as well as on the trends and issues pertinent to the development of computer-mediated instruction/learning and e-learning. Furthermore, this chapter will explore how students perceived the effectiveness of computer-mediated instruction and learning and their perceptions and attitudes toward learning using computer technology.

Developing Technology Mediation in Learning Environments - Advances in Educational Technologies and Instructional Design ◽

Learning Leadership and Technology Enhanced Learning

10.4018/978-1-7998-1591-4.ch001 ◽

2020 ◽

pp. 1-22

Author(s):

Celia O'Hagan

Keyword(s):

Teaching And Learning ◽

Educational Leaders ◽

Technology Enhanced Learning ◽

Mediated Learning ◽

Technology In The Classroom ◽

Whole School ◽

Enhanced Learning

The development of technology in the classroom has gone through significant change in the last two decades. Inevitably there is a shift in vision within schools and colleges, requiring educational leaders to advance both tools for information and communication technologies as aids in the classroom and creative multimedia to offer a more comprehensive teaching and learning environment. This is particularly true where a strategy for whole school pertains. Effective leadership in education is also viewed in this light as integral to the advancement of technology enhanced learning both strategically and operationally. This chapter, in keeping with the theme of 'mediated learning', will advance the discussion for readers around the concept of teaching and learning-focused design and offers practical models for consideration both for leaders in education and for teachers in the classroom.

Using Public Relations Process in Setting up Websites

Project Management Approaches for Online Learning Design ◽

10.4018/978-1-4666-2830-4.ch010 ◽

2013 ◽

pp. 204-218 ◽

Cited By ~ 1

Author(s):

Berrin Özkanal

Keyword(s):

Distance Education ◽

Public Relations ◽

Support Services ◽

Teaching And Learning ◽

Student Support Services ◽

Educational Institutions ◽

The Public ◽

Information and communication technologies play a key role in public relations applications in creating an effective communication between institutions and target audiences and student support services of distance education institutions. The necessity of making use of new communication technologies by educational institutions is because they obtain and spread information. While distance education provides students an opportunity of independent and individual study, it also should make teaching and learning process easier and more interesting for students. The aim of this study is to propose a model for open and distance education universities in using public relations process in setting up websites. It can be put forward if the public relations process is applied in public relations applications carried out on the Web.

Virtual Networking as an Essence of the Future Learners

Encyclopedia of Distance Learning ◽

10.4018/978-1-59140-555-9.ch301 ◽

2011 ◽

pp. 1972-1976 ◽

Cited By ~ 1

Author(s):

Hakikur Rahman

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Support Systems ◽

Student Support ◽

Face To Face ◽

Compact Disks ◽

E Mail

Distance education may be defined as a set of practices to plan and implement educational activities where there is a separation between teaching and learning. This separation may result from distance, time, or other barriers. Distance education offers a way to overcome this separation, chiefly through its learning materials, the use of information and communication technologies (ICTs) to provide tutoring, linking learners to the system and each other, and the use of feedback and student support systems. The technologies used in distance education systems include mail, face-to-face sessions, radio, television, audio and video, compact disks, e-mail and other computer connections, and teleconferencing systems (Murphy, Paud, Anzalone, Bosch & Moulton, 2002, p. 3).

Adaptation for a Changing Environment: Developing learning and teaching with information and communication technologies

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v7i2.294 ◽

2006 ◽

Vol 7 (2) ◽

Cited By ~ 24

Author(s):

Adrian Kirkwood ◽

Linda Price

Keyword(s):

Professional Development ◽

Distance Education ◽

Teaching And Learning ◽

Environmental Changes ◽

Continuing Professional Development ◽

Changing Environment ◽

Learning And Teaching ◽

This article examines the relationship between the use of information and communication technologies (ICT) and learning and teaching, particularly in distance education contexts. We argue that environmental changes (societal, educational and technological) make it necessary for Higher Education in general, and distance education in particular, to adapt those systems and practices that are not appropriate for the changing environment. However, the need to adapt is often perceived by academic and support staff to be primarily technology-led and with a requirement for them to develop their technical skills in using ICT. We provide a critique of continuing professional development (CPD) in respect of using ICT for teaching and learning that does not address these wider environmental changes. In particular, we oppose CPD that concentrates on the individual teacher and their use of ICT. Instead, we contend that professional development should focus upon the scholarship of teaching and learning and a concern for understanding the characteristics and needs of learners. Further, CPD should reflect the organisational context within which ICT is managed and produced and so it must involve institutional managers as well as individual academics and associated staff members.

REFLEXÕES SOBRE OS MULTILETRAMENTOS E AS TICS: CONTRIBUIÇÕES PARA A EDUCAÇÃO A DISTÂNCIA

Revista X ◽

10.5380/rvx.v2i0.34781 ◽

2013 ◽

Vol 2 ◽

Author(s):

Edna Marta Oliveira Da Silva ◽

Adriana Cristina Sambugaro De Mattos Brahim

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Learning Processes ◽

Contemporary World ◽

Theoretical Assumptions ◽

Language Communication ◽

The Impact

Resumo: O objetivo deste trabalho é apresentar algumas reflexões sobre as contribuições do conceito de multiletramentos e do uso das tecnologias de informação e comunicação (TICs) na modalidade de Educação a Distância (EAD). Para a apresentação dessas reflexões pretende-se considerar os pressupostos teóricos advindos das teorias de letramento, mais especificamente dos multiletramentos. A associação de imagens, áudio e vídeo, com ou sem textos escritos, especialmente com as TICs, passam a exigir novas formas de letramento dos seus usuários, uma vez que a construção de significados ocorre por meio de modos variados (multimodais). Em outras palavras, as TICs conduzem as reflexões sobre letramento, ampliando o conceito para os multiletramentos, considerados fundamentais para os processos de ensino e de aprendizagem na contemporaneidade em todos os níveis, justamente por considerar o impacto advindo da utilização dos recursos tecnológicos que têm desencadeado novos olhares para o espaço da educação a distância. PALAVRAS-CHAVE: educação a distância; multiletramentos; TICs; linguagem; comunicação. Abstract: This paper aims to present some reflections on the contributions of the multiliteracy concept and the use of information and communication technologies ( ICTs) in the distance education modality. For the presentation of these reflections, it is intended to consider the theoretical assumptions originated from literacy theories, more specifically from multiliteracies. The association of images, audio and video, with or without written texts , especially with the ICTs, new ways of literacy of their users are required, once the construction of meanings begins to happen by means of varied modes (multimodalities). In other words, the ICTs lead to reflections on literacy, expanding the concept to the multiliteracies regarded as fundamental to the teaching and learning processes in the contemporary world at all levels, precisely by considering the impact resulting from the use of technological resources that has triggered new visions for the distance education area. KEY WORDS: distance learning; multiliteracies; ICTs; language;communication.

Handbook of Research on Engaging Digital Natives in Higher Education Settings - Advances in Higher Education and Professional Development ◽

Tips Towards Tackling Distance Education Modules

10.4018/978-1-5225-0039-1.ch015 ◽

2016 ◽

pp. 328-342

Author(s):

Lúcia Pombo ◽

António Moreira

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Course Design ◽

Methodological Approach ◽

Teaching Methodologies ◽

Innovative Teaching ◽

Current information and communication technologies, including the internet and its services (web 2.0, email, conferences at a distance, etc.) have opened new perspectives in the field of education, by promoting communication and interaction between all participants at a distance. It is not the technology itself that will define the quality of teaching and learning in distance education, but the methodological approach that supports it. This paper aims to propose a methodological framework to implement in distance education modules supported by online pedagogy elements linked to innovative teaching methodologies. Its goal is to bring some contributions to those who are in charge of course design, providing a useful framework to improve active and technology enhanced collaborative learning in similar environments.

The Changing Nature of Distance Education in New Zealand 1992-93: Some Strategic Considerations

The New Zealand Annual Review of Education ◽

10.26686/nzaroe.v0i3.1081 ◽

1993 ◽

Author(s):

Ken Stevens ◽

Ormond Tate

Keyword(s):

Distance Education ◽

New Zealand ◽

Teaching And Learning ◽

Open Learning ◽

Recent Developments ◽

New Zealanders

Throughout 1992-1993 New Zealand educationalists have become increasingly aware of the significance of developments in information and communication technologies for teaching and learning as well as the changing nature of distance education. Increasingly, distance education methods, materials and technologies have moved into the mainstream of New Zealand education, opening new possibilities for inter-school cooperation both within this country and overseas. Recent developments in distance education open new possibilities for enhancing the provision of education and for linking schools and industry. Above all, changes in distance education over the last two years have made open learning a possibility for New Zealanders.

Comparative Study of the Impact of Instructional Materials and Technology on Traditional and Distance Education Systems.

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol4.iss2.519 ◽

2016 ◽

Vol 4 (2) ◽

pp. 71-78

Author(s):

Onyilagha Joseph Chuks ◽

Nnajiofor Francisca Nebechi

Keyword(s):

Distance Education ◽

Teaching And Learning ◽

Traditional Classroom ◽

Instructional Materials ◽

Educational Systems ◽

Doing Business ◽

The Impact

Recent changes in information and communication technologies have significantly impacted teaching and learning processes. Methods of doing business have also changed. Many experts now recommend that students’ educational experiences be reformed to better prepare students for their future, which entails incorporating technology in the teaching process. The objective of this study is to assess the importance of technology and good instructional materials on two educational systems – distance and traditional systems. We conclude, among others, that good instructional materials should be clear, precise, and must deliver accurate message as were initially designed to do irrespective of traditional or distance educational system. We further conclude that whereas technology may have greater influence on distance education than on the traditional classroom system, however, when applied appropriately, technology will also enhance learning in the traditional classroom system. Students will comprehend faster, and it will make the teaching task less difficult. Education planners and instructors must ensure that application of technology; especially in distance education does not jeopardize the quality of learning.