The Importance of Synchronous Sessions in Online Asynchronous Classes

Management Systems ◽

Handheld Devices ◽

The Internet ◽

Online Classes ◽

Video Teleconferencing ◽

High Bandwidth ◽

Mobile Computers

When online classes began being developed and made available in higher education approximately 20 years ago, the vast majority of the online classes and programs were asynchronous, meaning that instructors did not meet with students in real-time or synchronously. There were few synchronous courses, and this was due to the high expense of video teleconferencing systems and the inability of many computers to handle the high bandwidth and memory required to participate in such synchronous sessions. Now, there has been a significant revolution in video teleconferencing systems and in the computers used to access them. Systems are now affordable and most learning management systems (LMS) even have them embedded. While mobile computers, including handheld devices such as iPhones, Androids, and tablets, can access the synchronous sessions from anywhere they can access the Internet. It is time to reassess the value and effectiveness of having synchronous sessions in online classes that are primarily asynchronous.

Disability and eLearning: Opportunities and Barriers

Disability Studies Quarterly ◽

10.18061/dsq.v35i1.3815 ◽

2015 ◽

Vol 35 (1) ◽

Cited By ~ 11

Author(s):

Mike Kent

Keyword(s):

Higher Education ◽

Social Networks ◽

Online Learning ◽

Social Environment ◽

Management Systems ◽

The Internet ◽

Digital Campus ◽

Learning And Teaching ◽

The Impact

<p><span>This paper explores the current rising rates of online learning in higher education. It examines how disability is activated differently online and the impact of this on learning and teaching through the internet and the accessibility of two of the most popular learning management systems, Blackboard and Moodle, and the different approaches, benefits and problems associated with each system. It then explores the eLearning environment beyond the structure of a LMS to a broader digital campus that includes social networks, video hosting sites and micro blogging, where students and staff are increasingly expanding the learning and social environment in higher education. It also questions the legal and moral responsibilities of universities to make all their online activities accessible to all students, regardless of disability.</span></p>

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

International Journal of Community Development and Management Studies ◽

10.31355/42 ◽

2019 ◽

Vol 3 ◽

pp. 065-077

Author(s):

Agyei Fosu

Keyword(s):

Higher Education ◽

21St Century ◽

Teaching And Learning ◽

Management Systems ◽

Eastern Cape ◽

Next Generation ◽

Web Based ◽

Web Based Learning ◽

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Internet-based Online Higher Education in Nepal Amidst COVID-19

10.35542/osf.io/r85bc ◽

2020 ◽

Author(s):

Ashis Acharya ◽

Nabaraj Poudyal ◽

Ganesh Lamichhane ◽

Babita Aryal ◽

Bibek Raj Bhattarai ◽

...

Keyword(s):

Higher Education ◽

Human Life ◽

The Internet ◽

Online Classes ◽

Traditional Concept ◽

Digital Platforms ◽

Factors Affecting ◽

Online Higher Education ◽

Alternative Means ◽

The Government

The COVID-19 global pandemic has affected all aspects of human life, with education, not an exception. In an attempt to stop the SARS-CoV-2 spreading like wildfire, the Government of Nepal has implemented nationwide lockdowns since March 24, 2020, that have enforced schools and universities to shut down. As a consequence, more than four hundred thousand students of various levels in higher education institutions (HEIs) are in a dilemma about restoring the situation. Several HEIs, nationwide, have leaped forward from the traditional concept of learning—limited within the boundary of the classroom—to choosing digital platforms as an alternative means of teaching because of the pandemic. For this research, the descriptive and inferential analysis was carried out to investigate the effects and challenges of learning via digital platforms during this pandemic. Data were collected from students and faculty at various levels of higher education and analyzed statistically with different factors using t-test and ANOVA, and variables were found to be approximately normally distributed. The study revealed that 70% of the respondents had access to the Internet, but 36% of the Internet accessed did not continue online classes due to unexpected disturbance in Internet and electrical connectivity. Likewise, 65% of students did not feel comfortable with online classes, and among attendees of online classes, 78% of students want to meet the instructor for a better understanding of course matters. According to the analytic hierarchy process (AHP) model, three factors, such as institutional policy, internet access, and poverty, are found to be significant factors affecting the online higher education systems in Nepal. On the brighter side, this outbreak has brought ample opportunities to reform the conventional teaching-learning paradigm in Nepal.

Using learning management systems in business and economics studies in Hungarian higher education

Education and Information Technologies ◽

10.1007/s10639-014-9360-6 ◽

2014 ◽

Vol 21 (4) ◽

pp. 897-917 ◽

Cited By ~ 5

Author(s):

Judit T. Nagy

Keyword(s):

Higher Education ◽

Management Systems ◽

International Journal of Innovative Technology and Exploring Engineering - Special Issue ◽

Teaching and Learning in Higher Education: E-Learning as a Tool

10.35940/ijitee.a4188.119119 ◽

2019 ◽

Vol 9 (1) ◽

pp. 458-463 ◽

Cited By ~ 1

Keyword(s):

Higher Education ◽

Teaching And Learning ◽

The Internet ◽

Full Time ◽

Online Classes ◽

New Paradigm ◽

Education Students ◽

Communication Tools ◽

Modern Education ◽

E Learning

Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

Handbook of Research on Emerging Priorities and Trends in Distance Education - Advances in Mobile and Distance Learning ◽

Major Trends, Issues, and Challenges with Learning Management Systems

10.4018/978-1-4666-5162-3.ch022 ◽

2014 ◽

pp. 318-331 ◽

Cited By ~ 1

Author(s):

Betul Özkan Czerkawski ◽

Dawn Panagiota Gonzales

Keyword(s):

Higher Education ◽

Online Instruction ◽

Management System ◽

Teaching And Learning ◽

Management Systems ◽

Profound Impact ◽

Blended Courses ◽

E Learning ◽

A Learning Management System (LMS) offers a set of tools for e-learning delivery and management. For institutions offering online or blended courses, an LMS has a profound impact on teaching and learning because it is the main technology used in higher education e-learning courses. This chapter discusses major trends, issues, and challenges with the LMS in the context of online instruction for higher education. The chapter ends with a discussion of new trends with LMSs.

Mobile Learning Management Systems in Higher Education

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch608 ◽

2012 ◽

pp. 1249-1264

Author(s):

Demetrios G. Sampson ◽

Panagiotis Zervas

Keyword(s):

Higher Education ◽

Management Systems ◽

Educational Services ◽

Learning Material ◽

Educational Organizations ◽

Mobile Web ◽

Educational Institute ◽

Learning Management Systems (LMS) are widely used in Higher Education offering important benefits to students, tutors, administrators and the educational organizations. On the other hand, the widespread ownership of mobile devices has lead to educational initiatives that investigate their potential as the means to change the way that students interact with their tutors, their classmates, the learning material, the administration services and the environment of their educational institute. This mainly aims to support the continuation of these interactions not only outside the classroom, but also beyond desktop restrictions, towards to a truly constant and instant access from anywhere. As a result, the development of mobile LMS (mLMS) is important for the deployment of feasible mobile-supported educational services in Higher Education. In this book chapter, we address the issue of designing mLMS for Higher Education by studying and applying the W3C Mobile Web Best Practices 1.0 to a widely used existing LMS, namely, the Moodle.

Distance Learning Courses

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch102 ◽

2012 ◽

pp. 17-32

Author(s):

Kelley Walters ◽

Melanie Shaw ◽

David Long

Keyword(s):

Higher Education ◽

Distance Learning ◽

Blended Learning ◽

Online Courses ◽

Online Classes ◽

Instructional Efficacy ◽

Online Assessments ◽

Available Technology ◽

Key Terms

Drawing on current literature and a survey of online students and instructors from online institutions, the researchers explored the different types of assignments and assessments required for completion of online courses, the Learning Management Systems utilized, and differences between undergraduate and graduate tasks assigned, according to field of study. While there is a significant amount of available research on instructional efficacy in online classes, there are few studies that account for the types of course activities students must complete in distance learning courses. This study details the variety of online assessments and activities assigned to students attending institutions of higher education that are either fully online or utilizing a blended learning format. Recommendations are made for diverse instructional tasks, which can be assigned based on available technology and curricular flexibility. Key terms used in the study are defined at the end of this chapter.