Measuring Student Satisfaction Level Regarding Aesthetic and Instructor Dimensions of Web-Based Distance Learning Programs

2021 ◽  
pp. 95-112
Author(s):  
Serhat Koca ◽  
Murat Aytaş
Keyword(s):  
Distance Learning ◽  
Student Satisfaction ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Web Based ◽  
Guidance Program ◽  
Learning Programs ◽  
The Aesthetic

Today, many educational institutions provide their content to their recipients through web-based distance learning applications. While providing this education method to the recipients through communication technologies, the aesthetic design and the instructor dimension of the content are of utter importance. In this framework, the study measured the level of student satisfaction regarding the aesthetic and instructor dimension in web-based distance learning programs within the case of the Spiritual Guidance program. Accordingly, the study of distance learning programs in terms of aesthetic and instructive dimensions will contribute to the research that will be conducted in this direction.

Measuring Student Satisfaction Level Regarding Instructional Design and Technical Dimension in Web-Based Distance Education Programs

2021 ◽  
pp. 202-219
Author(s):  
Serhat Koca ◽  
Birol Gulnar ◽  
Murat Aytas
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Public Education ◽  
Student Satisfaction ◽  
Spiritual Guidance ◽  
Satisfaction Level ◽  
Education Programs ◽  
Web Based ◽  
Guidance Program ◽  
Private And Public

Web-based distance education method (WBDE) is used by many private and public education institutions today. Through this educational application, instructors can deliver training content to students or participants from all over the world, synchronously and asynchronously. Within the scope of WBDE applications, trainings are carried out through websites with many different structures and interfaces. In this direction, in the process of conveying the said training method to the recipients, the way the education is provided in terms of instructional design and technical dimension becomes very important for the satisfaction of the recipients. In this context, the measurement of student satisfaction level regarding instructional design and technical dimension in web-based distance education programs has been studied on the example of Spiritual Guidance program. In this direction, it is thought that the study of distance education programs in terms of instructional design and technical dimension will contribute to the researches to be put forward in this direction.

scholarly journals Acid Test of Ghana’s Educational Institutions Operating Distance Learning Programs

2020 ◽  
pp. 10-17
Author(s):  
William K Koomson ◽  
Naa Kai Amanor-Mfoafo
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Online Teaching ◽  
Learning Technologies ◽  
Educational Institutions ◽  
Learning Platform ◽  
Proposed Model ◽  
Learning Programs ◽  
Operating Distance ◽  
Acid Test

The outbreak of the COVID-19 pandemic is an unprecedented blow to the Ghanaian Educational System. Following the closure of all educational facilities in Ghana in March 2020, the country’s President ordered for the adoption of distance learning. This poses the question: how prepared are Ghanaian institutions to carry out distance learning using online teaching approaches? Most institutions in Ghana offering distance learning programs currently adopt the usage of the tutorial method where there is minimal or no usage of online learning technologies. This article discusses the potential usage of mobile learning by Ghanaian Educational Institutions operating distance learning programs in the wake of combating the COVID-19. It proposes a model to support the use of WhatsApp Messenger as an online tool to support distance learning programs. The proposed model is a summary comparison between a typical Learning Management System (LMS) using Jurado’s classification and the proper application of the use of WhatsApp Messenger as a mobile learning platform in a Ghanaian context.

Web-Based Distance Learning and the Second Digital Divide

2011 ◽  
pp. 83-97 ◽  
Author(s):  
Sheryl Burghstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Digital Divide ◽  
People With Disabilities ◽  
Individuals With Disabilities ◽  
Web Based ◽  
Learning Programs ◽  
Learning Options

Web-based distance learning programs promise learning options anywhere, anytime, to anyone. However, some individuals with disabilities are locked out of these opportunities when courses are designed in such a way that they are inaccessible to individuals using assistive technology. This chapter provides an overview of access challenges for people with disabilities; suggestions for course developers on creating accessible courses; and suggestions for administrators on developing accessiblity policies, guidelines, and procedures.

Stanford CyberLab

2011 ◽  
pp. 2400-2415 ◽  
Author(s):  
Lambertus Hesselink ◽  
Dharmarus Rizal ◽  
Eric Bjornson ◽  
Sandy Paik ◽  
Raj Batra ◽  
...  
Keyword(s):  
Distance Learning ◽  
Data Acquisition ◽  
Data Acquisition System ◽  
Acquisition System ◽  
Stanford University ◽  
Web Based ◽  
System A ◽  
Research And Teaching ◽  
Analysis Tools ◽  
Learning Programs

Cyberlab is a fully automated, Internet accessible laboratory for use in research and teaching, developed at Stanford University since 1996. Cyberlab is a completely self-contained system including a web-based scheduler, analysis tools, a data acquisition system, a digital notebook, extensive collaboration tools including simultaneous access to the equipment by multiple students, extensive security features, including firewall compliance without the need for IT intervention. The system is easily scalable and can be integrated with other distance learning programs.

Understanding Different Categories of Attrition in Distance Education Program

2011 ◽  
pp. 1917-1925
Author(s):  
Seung Youn (Yonnie) Chung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internet-delivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

scholarly journals DEVELOPMENT OF DISTANCE LEARNING AND WAYS OF ITS IMPROVEMENT

2020 ◽  
Author(s):  
L. Lomakina ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Scientific Literature ◽  
Communication Technologies ◽  
Educational Institutions ◽  
Advantages And Disadvantages ◽  
Quality Of Higher Education ◽  
Information And Communication ◽  
Effective Organization

The study highlights the relevance of the organization of distance learning in quarantine conditions. The theoretical analysis of normative educational documents, scientific literature on the use of information and communication technologies in the distance education system, as well as directions for solving issues in ensuring the quality of higher education is carried out. The current state of implementation of distance learning in educational institutions is considered, the experience in the organization of distance learning is studied, and the necessary means for the effective organization of distance learning are identified. A theoretical and methodological analysis of scientific literature on the problem of determining the advantages and disadvantages of distance education was carried out. Much attention is given to the prospects for the development of distance education in Ukraine. The directions for further improvement of distance learning are proposed.

Understanding Different Categories of Attrition in Distance Education Programs

2011 ◽  
pp. 2177-2186
Author(s):  
Seung Youn (Yonnie) Chyung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internetdelivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

Heuristic Evaluation of Web-Based ODL Programs

2003 ◽  
pp. 88-109 ◽  
Author(s):  
Athanasis Karoulis ◽  
Andreas Pombortsis
Keyword(s):  
Distance Learning ◽  
Educational Evaluation ◽  
Heuristic Evaluation ◽  
Web Based ◽  
Initial Form ◽  
Learning Programs ◽  
Overall Evaluation ◽  
Open And Distance Learning ◽  
Theoretical Issues ◽  
The Web

In this chapter we describe the evaluation of Web-based open and distance learning programs in a more technical manner. First of all we discuss some general theoretical issues that are of importance regarding Web-based ODL environments, such as the communication channel between the participating entities, the issue of learnability and the overall evaluation of such an environment. Then we introduce the principles of educational evaluation, of interface evaluation in general and of expert-based approaches in particular, and we compare the empirical and expert-based methodologies. Finally we present the heuristic evaluation, in its initial form as well as in its Web-adapted variation. The main objectives of the chapter are to prove the applicability of the method in the Web in general and in ODL environments in particular and to investigate the appropriate heuristic list, which can assess the usability and the learnability of such an environment.

Enabling Electronic Teaching and Learning Communities with MERLOT

2005 ◽  
pp. 328-348
Author(s):  
Gerard L. Hanley ◽  
Sorel Reisman
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Academic Programs ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Learning Programs ◽  
Library Resources ◽  
Electronic Teaching ◽  
Learning With Technology

Educational institutions have made significant progress in enabling student success in distance learning by delivering academic programs utilizing course management systems, accessing electronic library resources, and through a wealth of student services that use help desks and campus portals. Enabling instructor success in researching and designing curricula for teaching in distance learning programs is an area where institutions still face significant challenges. This chapter presents a number of these challenges and describes how MERLOT (Multimedia Educational Resource for Learning and Online Teaching), an international consortium, can facilitate successful teaching and learning with technology.

scholarly journals Education during a State of Emergency

TEM Journal ◽  
2021 ◽  
pp. 401-404
Author(s):  
Radoslava Topalska
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
World Order ◽  
Communication Technologies ◽  
Educational Institutions ◽  
State Of Emergency ◽  
Electronic Survey ◽  
Information And Communication ◽  
The Republic ◽  
Short Time

The accessing changes in the world order provoke fields such as education, work, and in general human lives. The pandemic caused by the spread of Covid-19 affected an extremely large part of the Earth, including the Republic of Bulgaria. Pupils and students had to switch to distance learning, being more precise go-to distance learning in an electronic environment. This was unexpected for us all - parents, students, and especially teachers. The teachers are the ones who have extremely difficult task of dealing in a very short time with the selection of (and possibly acquaintance with) appropriate software, as well as to master information and communication technologies, in most cases, and they may have never been trained in. This situation also provoked the study, which found a place in this report. It was targeted at the very beginning of the forced isolation, including the closure of educational institutions, in the Republic of Bulgaria - in the period from March 18 to April 10, 2020. A logical choice in this state of emergency was the way of conducting it - an electronic survey.

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