Defining Multimedia

2021 ◽  
pp. 95-107
Author(s):  
Caran Kennedy
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Learning Styles ◽  
Multimedia Systems ◽  
Communication Education ◽  
Online Classroom ◽  
Process Information ◽  
Multimedia Tools

Multimedia systems have revolutionized the traditional means of communication that have ultimately enhanced the learning styles in online education. With the advancement of technology, online education has become available to students who would like to pursue a higher education. It has also played an important role in how humans consume, transmit, and process information to one another in the online classroom. This chapter analyzes the importance of integrating multimedia in online education and how it can create students to pursue media entrepreneurship. Consequently, this chapter will show its support of the integration of multimedia tools in communication education by discussing the benefits of these systems and how they are used as a stepping stool to the phenomenon, entrepreneurship.

The Development, Design, and Pedagogical Implications of Blackboard

2015 ◽  
pp. 196-210
Author(s):  
Mary-Lynn Chambers
Keyword(s):  
Online Education ◽  
Learning Styles ◽  
Minority Students ◽  
21St Century ◽  
Target Audience ◽  
Online Classroom ◽  
Field Independent ◽  
Field Dependent ◽  
The Status ◽  
Online Software

In the 1980s, during the emergence of the online software called Blackboard, the academic target audience was filled with field independent learners. With the growing success of Blackboard, the availability of the new software broadened and eventually claimed the status as the number one choice of software for online education. With the acceptance of online education as an effective tool for learning, the online classroom demographics began to shift with a growing representation of field-dependent minority students. This shift in demographics also meant a shift in learning styles. This chapter highlights elements regarding the development of Blackboard and the design shift within Blackboard. It also provides practical suggestions that can be incorporated into an online instructor's pedagogy so that the 21st century online class will be more attentive to the needs of the minority, field-dependent students.

scholarly journals Evaluation of Online Graduate Epidemiology Instruction and Student Outcomes

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Jacqueline Knapke ◽  
Erin Haynes ◽  
Julie Breen ◽  
Pierce Kuhnell ◽  
Laura Smith ◽  
...  
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Online Education ◽  
Learning Styles ◽  
Learning Style ◽  
Online Course ◽  
Theoretical Frameworks ◽  
Graduate Course ◽  
Learning Style Inventory ◽  
Education Model

In the last two decades, online learning has transformed the field of higher education. Also during this time, institutions of higher education have seen increases in their adult learner populations. The flexibility and accessibility of an online education model is often particularly appealing to adult learners, who bring unique needs, expectations, and learning styles to their educational experiences. Using Kolb’s Learning Style Inventory and Knowles’ andragogy model as theoretical frameworks, this study evaluates an online graduate course in epidemiology in terms of the demographics, learning styles, satisfaction, and achievement of students. Comparing the online course to the same, land-based course that was offered concurrently, we found no differences between students’ learning styles, satisfaction, and overall achievement. However, students in the land-based class were more likely to be matriculated into a degree program (p

The Proliferation, Pitfalls, and Power of Online Education

2010 ◽  
pp. 28-50
Author(s):  
Leah Blakey
Keyword(s):  
Online Education ◽  
Learning Styles ◽  
Online Teaching ◽  
Electronic Mail ◽  
Internet Access ◽  
Course Evaluation ◽  
Instructional Designers ◽  
Online Classroom ◽  
Teaching Pedagogy

Accreditation, Assessment, Asynchronous Discussion, Bloom’s Taxonomy, Case Study, Classroom Instruction, Continuing Studies, Course Evaluation, Course Objectives, Curriculum Designers,Distance Education, Electronic Mail (Email), Faculty, Higher Education,instructional designers, Interactive Assignments, Internet Access, Learning Management System (LMS), learning styles, Online Classroom, Online Course,online education, Online Teaching,Pedagogy, Synchronous Tools, Virtual World

ICT and Gender Issues in the Higher Education of Entrepreneurs

2010 ◽  
Vol 1 (1) ◽  
pp. 42-59 ◽  
Author(s):  
Ambika Zutshi ◽  
Andrew Creed
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Learning Styles ◽  
Gender Issues ◽  
Technological Innovations ◽  
Collaborative Approach ◽  
The People ◽  
And Gender ◽  
Equitable Outcomes ◽  
Competitive Forces

Rapid technological innovations are currently occurring in higher education with differential effects on academics, students and ICT. This article, through literature review and author experiences, highlights the potential misperceptions of gender and related learning styles resulting from increased adoption of ICT in higher education. The authors emphasise the need for a collaborative approach between educators, learners, and the people and organisations that drive technological innovation, which contrasts the competitive forces that now abound. The authors also acknowledge the implied positions in dialogues about gender. One response is to initiate understanding at the strategic level and utilise the advances in ICT technologies that enhance connectedness in the educational experience. To improve the education of entrepreneurial managers and leaders, future policies must address the effects and accessibility of online education to meet employer and global technological requirements with equitable outcomes.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

Effects and Risks of Distance Learning in Higher Education

2020 ◽  
pp. 61-73
Author(s):  
Yu. M. Tsygalov
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
New Technology ◽  
Negative Consequences ◽  
Higher Education System ◽  
First Results ◽  
Spread Of Infection ◽  
The Cost

The forced work of Russian universities remotely in the context of the pandemic (COVID-19) has generated a lot of discussion about the benefits of the new form of education. The first results were summed up and reports were presented, the materials of which showed that the main goal of online education — the prevention of the spread of infection, - has been achieved. Against this background, proposals and publications have appeared substantiating the effectiveness of the massive introduction of distance learning in Russia, including in higher education. However, the assessment of such training by the population and students in publications and in social networks was predominantly negative and showed that the number of emerging problems exceeds the possible benefits of the new educational technology. Based on the analysis of the materials of publications and personal experience of teaching online, the potential benefits and problems of distance learning in higher education in Russia are considered. It is proposed to consider the effects separately for the suppliers of new technology (government, universities) and consumers (students, teachers, society). It is substantiated that the massive introduction of online education allows not only to reduce the negative consequences of epidemics, but also to reduce budgetary funding for universities, optimize the age composition of teachers, and reduce the cost of maintaining educational buildings. However, there will be a leveling / averaging of the quality of education, and responsibility for the quality of training will shift from the state/universities to students. The critical shortcomings of online education are the low degree of readiness of the digital infrastructure, the lack of a mechanism for identifying and monitoring the work of students, information security problems, and the lack of trust in such training of the population. The massive use of online education creates a number of risks for the country, the most critical of which is the destruction of the higher education system and a drop in the effectiveness of personnel training. The consequences of this risk realization are not compensated by any possible budget savings.

ДЕЯКІ АСПЕКТИ РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ З НЕФОРМАЛЬНОЇ ОСВІТИ ПРИ ПЕРЕХОДІ В ОНЛАЙН-ФОРМАТ

2020 ◽  
pp. 5-15
Author(s):  
Зоя Гаркавенко
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Vocational Education And Training ◽  
Research Review ◽  
Review Journal ◽  
New Paradigm ◽  
Digital Competence ◽  
Information Technology Education

У статті презентовані результати емпіричного вивчення проблеми адаптації професійної освіти до онлайн-режиму в ситуації вимушеного карантину. Мета дослідження полягала в створенні моделі компетенцій викладача / тренера для забезпечення освітньої діяльності онлайн. Обставини гостро актуалізували нагальну потребу забезпечення безперервності освітньої діяльності в нових умовах, показали реальний стан психологічної готовності фахівців освітянської галузі до діяльності в умовах невизначеності. Ключовими ознаками цього стану можна вважати певну фахову та психологічну дезорієнтацію, яка поставила під загрозу якість і сталість результатів освітньої діяльності. Фахівці формальної й неформальної освіти були змушені швидко адаптуватися до нових умов, в основі яких – цифрова трансформація. Фокус уваги нашого дослідження зосереджено на фахівцях, які працюють у сфері післядипломної освіти. Важливим аспектом досліджуваного питання є певна плутанина щодо сутності онлайн-навчання. Це стосується різнотлумачення у середовищі фахівців поняття «дистанційне навчання», зокрема розрізнення синхронного (в режимі реального часу) і асинхронного (у відкладеному часі) режимів освітнього процесу. Принципові відмінності у підходах до методів та психологічних технологій їх застосування вимагають особливої підготовки відповідних фахівців. Результати презентованого дослідження розкривають ряд психологічних труднощів, з якими зіткнулись фахівці післядипломної освіти в ситуації необхідності переведення діяльності в онлайн-режим. В першу чергу, це навчальна діяльність із питань підвищення кваліфікації, проведення навчальних курсів для дорослої аудиторії. Важливим завданням для викладачів / тренерів постало збереження сутнісних ознак і результатів такого навчання: інформація, інструментарій і досвід, які наявні в офлайн-режимі навчання. Основним результатом дослідження можна вважати визначення ключових напрямів психологічної підготовки фахівців до роботи в онлайн: психологічна готовність до управління груповою динамікою та обмеженими комунікаційними інструментами, цифрова компетентність – володіння специфічними цифровими навичками (платформи, програми, окремі інструменти роботи в онлайн), методична компетентність – здатність добирати та поєднувати прийоми й техніки роботи з інформацією, адаптовані до онлайн-середовища. Література Василенко, О.В. (2014). Розвиток системи неформальної освіти дорослих в умовах соціально-економічної кризи. Актуальні проблеми професійної орієнтації та професійного навчання в умовах соціально-економічної нестабільності, 2(2), 138– Ващенко, Л.І. (2019). Підготовка фахівців для роботи з дорослими у сфері неформальної освіти. Імідж сучасного педагога, 4(187), 24– Корбут, О.Г. (2017). Дистанційне навчання: моделі, технології, перспективи. Режим доступу: http://confesp. fl. kpi. ua/ru/node/1123. Плинокос, Д.Д., & Коваленко, М.О. (2016). Неформальна освіта: теоретичні аспекти і наукові підходи. Наукові праці Кіровоградського національного технічного університету. Економічні науки, 29, 53–60. Сисоєва, С.О., & Осадча, К.П. (2019). Стан, технології та перспективи дистанційного навчання у вищій освіті України. Інформаційні технології і засоби навчання: електронне наукове фахове видання, 70(2), 271– Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41– Iordache, C., Mariën, I., & Baelden, D. (2017). Developing digital skills and competences: A quick-scan analysis of 13 digital literacy models. Italian Journal of Sociology of Education, 9(1), 6– Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4– Latchem, C. (2014). Informal learning and non-formal education for development. Journal of Learning for Development, 1(1). Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15, 157– Lischewski, J., Seeber, S., Wuttke, E., & Rosemann, T. (2020). What influences participation in non-formal and informal modes of Continuous Vocational Education and Training? An analysis of individual and institutional influencing factors. Frontiers in psychology, 11, 2821. doi: 10.3389/fpsyg.2020.534485 Rodríguez, M.U., Cantabrana, J.L.L., & Cervera, M.G. (2020). Validation of a tool for self-evaluating teacher digital competence. Educación XX1, 24(1), 353–373. doi: 10.5944/educXX1.27080 Perez-Lopez, E., Atochero, A.V., & Rivero, S.C. (2020). Distance Education in COVID-19: An Analysis from the perspective of university students. Ried-revista iberoamericana de educacion a distancia, 24(1), 331–350. doi: 10.5944/ried.24.1.27855

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

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