The Challenges Behind the Development of an E-Mentoring Model for Online Distance Education

2022 ◽  
pp. 363-376
Author(s):  
Lina Morgado ◽  
Ana Paula Afonso ◽  
Nathalie Ferret ◽  
Marta Gomes
Keyword(s):  
Distance Education ◽  
Learning Communities ◽  
Community Of Inquiry ◽  
Academic Community ◽  
Cognitive Presence ◽  
Online Distance Education ◽  
New Students ◽  
Continuous Support ◽  
Online Distance ◽  
Mentoring Model

Different higher education institutions (HEI) have broadly adopted peer mentoring as a strategy to provide initial and continuous support for new students, to promote their academic inclusion. In Distance Education HEI, peer e-mentoring assumes a crucial role in the promotion and maintenance of social and cognitive presence and in the creation of a sense of belonging to the academic community. Thus, it is assumed as a crucial support for the overcoming of online students' specific difficulties and as a factor for his success. After a theoretical framework, this chapter presents the case of a pilot e-mentoring project implemented in a European open university based on the paradigms of virtual learning communities and the model of the community of inquiry (CoI). To conclude, it presents a set of assumptions for the construction of an e-mentoring model adapted to online DE and further research to be conducted.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

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>

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals Student Self-Responsibility in the Indonesian Distance Education System

2018 ◽  
Vol 1 (2) ◽  
pp. 69
Author(s):  
Daudi Lazarus
Keyword(s):  
Distance Education ◽  
Education System ◽  
Teaching And Learning ◽  
Independent Study ◽  
Independent Learning ◽  
Learning Needs ◽  
Learning Approaches ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

An ongoing concern in the distance education system in Indonesia is students’ lack of commitment to ‘independent study’. The purpose of this paper is to review conceptual frameworks that could empower Indonesian students to accept responsibility for their learning at a level to address the learning challenges of distance education.  The review shows that to meet quality and equity expectations in online distance education, independent study modes should promote students’ self-responsibility based primarily on both autonomy and capability.  The findings have the potential to add new perspective to education through supporting teaching and learning approaches in an online distance education class to enhance self-responsibility.  The paper suggests that students would take more control of independent learning if they accepted primary responsibility to determine their learning needs, resources, activities and outcomes.  To do this they need to view themselves as active agents with power to take independent choices that can result in creating their own approaches to resolve their learning limitation.

The Effect of Online Distance Education on LIS Programs

2013 ◽  
pp. 229-237
Author(s):  
Robert M. Ballard ◽  
Yingqi Tang
Keyword(s):  
Distance Education ◽  
Rapid Growth ◽  
Classroom Instruction ◽  
Traditional Education ◽  
Quality Education ◽  
Academic Institutions ◽  
Online Distance Education ◽  
Emerging Issues ◽  
Online Distance

Distance education is experiencing rapid growth in academic institutions. Faculty and students accept Distance Education (DE) as an alternative to classroom instruction. In this chapter, the authors discuss emerging issues concerning DE and how they have affected traditional education in the LIS school. Regardless of the form of education delivered, the essential purposes of instruction remain unchanged: disseminating knowledge and providing quality education for students.

The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada

2011 ◽  
pp. 78-90
Author(s):  
Dianne Oberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Elementary Education ◽  
Emerging Technologies ◽  
Framework Analysis ◽  
University Of Alberta ◽  
Certificate Programs ◽  
Online Distance Education ◽  
Online Distance ◽  
The University

The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.

Use “hhh” Technology in the Transformative Models of Online Education

2011 ◽  
pp. 340-351 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Learning Environments ◽  
Team Members ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Collaborative Spaces ◽  
Online Spaces ◽  
Online Distance ◽  
Hybrid Distance

All People Internet University (“hhh”) technology is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This chapter defines this online distance education approach, outlines an “hhh” framework, and showcases an “hhh” archetype. In “hhh” environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. The “hhh” online spaces are collaborative spaces where students, teachers, subject experts, and “hhh” team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students’ roles transform due to the flexibility and design of the “hhh” learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

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