The Challenge of Teaching Effectively from a Distance

2011 ◽  
pp. 93-107
Author(s):  
Valerie E. Polichar ◽  
Christine Bagwell
Keyword(s):  
Distance Learning ◽  
Spacing Effect ◽  
Psychological Research ◽  
Chat Rooms ◽  
Instructional Tools ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Learning Reinforcement ◽  
Conventional Classroom ◽  
Development Course

Distance learning has the potential to be as powerful at successful instruction as conventional classroom learning. To take advantage of this potential, planners and educators should apply known principles of perception and learning gleaned from cognitive, behavioral, educational, and perceptual psychological research. These principles include those of elaborative encoding, interactive learning, reinforcement and the spacing effect. These principles and their relationship to human learning are presented. Applications of these principles in conventional distance learning packages are discussed, including Web page development, course-in-a-box software, chat rooms, MUD/MOO environments, bulletin boards and real-time online lectures. Suggestions are provided to guide the course designer in developing effective instructional tools.

General Didactic Principles About University Education in Music in the Midst of a Pandemic

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Bojin Nedialkov ◽  
Nadia Nedialkova
Keyword(s):  
Distance Learning ◽  
Music Education ◽  
Learning Process ◽  
University Education ◽  
Office Work ◽  
Home Office ◽  
Online Lectures ◽  
Preliminary Preparation ◽  
University Level ◽  
The University

This article discusses some of the most important prerequisites for building and organizing the didactic structure of music education at the university level in the midst of a pandemic. The emphasis is on the methodology in designing online learning. The principles of carrying out the preliminary preparation for the transition to the new synchronous1 and asynchronous2 training are described. The basic rules for building and organizing online lectures in the conditions of distance learning are systematized. Models for asynchronous lectures according to already established principles are presented. An analysis of the difficulties and dangers of constant home office work has been performed. The authors of this article share their pedagogical experience regarding the specifics of conducting individual and group music disciplines in the context of distance learning, giving basic recommendations on the structuring of the learning process, which can be used not only in a pandemic situation, but also in the future for more flexible, modern and effective education related to constantly improving technologies.

Practical Aspects of Distance learning in Graphic Disciplines at a Technical University During the Pandemic Period

2021 ◽  
pp. 80-89
Author(s):  
Elena Borisovna Ertskina ◽  
◽  
Svetlana Petrovna Oreshcova ◽  
Keyword(s):  
Distance Learning ◽  
Temporal Order ◽  
Course Design ◽  
Engineering Graphics ◽  
Online Lectures ◽  
Initial Stage ◽  
Complex Engineering ◽  
Machine Parts ◽  
Graphic Program ◽  
The University

The article deals with the most important aspects to organize distance learning on the base of the Sayano-Shushenskaya branch of the Siberian Federal University, the experience of using MOODLE digital platform is described. Such a platform the possibility and peculiarities to conduct online lectures and practical classes, coursework, examinations of graphic disciplines are considered. The purpose of this article is to analyze the problems and effectiveness of distance learning in the study of graphic disciplines of students of the Sayano-Shushenskaya branch of SFU in the period of the coronavirus pandemic. Research methodology and methods. When performing and testing graphical works in a remote format, there were certain difficulties, which required the leadership of the university to change the curriculum, where the study of ACAD must be moved earlier in the term from the third semester to the second and combined with a parallel study of engineering graphics. Results of the study. The organization. and introduction of distance learning in the pandemic period allows to analyze adequately the possibilities of working in MOODLE platform just with graphical documents, on such disciplines as “Engineering Graphics”, “Technical Mechanics”, “Machine Parts”. To build the learning process in such a way as to prepare students to perform complex engineering tasks, such as course design. To increase motivation and information component in the study of graphic disciplines. The temporal order of studying the disciplines is determines and the study of the AutoCAD graphic program exactly in the period of engineering graphics learning is provided. The conclusion it is concluded that, the successful learning of graphic disciplines in distance learning will contribute to the mastery of AutoCAD by students at the initial stage, to perform individual graphic tasks and check the correctness of their solutions.

Intelligent and Adaptive Web-Based Instruction

2011 ◽  
pp. 482-505
Author(s):  
Beverly Woolf ◽  
Mia Stern
Keyword(s):  
Critical Thinking ◽  
Web Sites ◽  
Theoretical Foundation ◽  
Web Based ◽  
Effective Learning ◽  
Online Lectures ◽  
Bulletin Boards ◽  
Data Points ◽  
Based Instruction ◽  
The Web

This chapter describes Web-based instructional tutors that support active and engaging learning. Towards that end, a theoretical foundation for designing such tutors is proposed and two Web-based tutors described. The tutors reason about a student’s knowledge and their own teaching strategies while taking advantage of the possibilities of the Web, by being open to other resources (Web sites) and other people (online communities). One tutor, Rashi, provides problem-based activities and tracks a student’s critical thinking in biology and geology, and the second, iMANIC, uses hypermedia to customize online lectures for individual students based on learning need. This work provides promising data points for the development of authentic and effective learning that can take advantage of the possibilities of the Web, without being rooted in extensions of what already exists in the classroom, such as lectures or bulletin boards.

Students' Experiences in Using Chat Rooms as Virtual Classrooms

2017 ◽  
pp. 242-256
Author(s):  
Rhoda K. Gitonga ◽  
Elizaphan Maina
Keyword(s):  
Distance Learning ◽  
Distance Learners ◽  
Chat Room ◽  
Chat Rooms ◽  
Virtual Classrooms ◽  
Distant Learning ◽  
Learner Centered ◽  
Course Work ◽  
Class Room ◽  
Students Success

This chapter shares experiences from a group of students who were using the chat rooms as part of instruction in their course work. It also attempts to explain the lessons learnt when one exposes the distant learning students to a different method of facilitation. The respondents were 51 university distance learning students from Kenyatta university in Kenya whose lecturer had created chat rooms as virtual classrooms in their coursework during the May to August 2012 semester. The lecturer's availability at all times was vital to students' success in using the chat room. Using chat rooms as virtual classrooms gave every student in the class room an equal voice as students engaged the lecturer and each other on a common playing ground. This chapter underscores the importance of chat rooms as environments that supports virtual learning for distance learners and encourages learners' participation hence enhancing learner-centered learning.

Antecedents of Trust in Online Communities

2005 ◽  
pp. 127-130
Author(s):  
Catherine M. Ridings ◽  
David Gefen
Keyword(s):  
World Wide ◽  
Virtual Communities ◽  
The Internet ◽  
Bulletin Board ◽  
Natural Consequence ◽  
Chat Rooms ◽  
Common Location ◽  
Bulletin Boards ◽  
Common Interests ◽  
E Mail

Online virtual communities have existed on the Internet since the early 1980s as Usenet newsgroups. With the advent of the World Wide Web and emphasis on Web site interactivity, these communities and accompanying research have grown rapidly (Horrigan, Rainie, & Fox, 2001; Lee, Vogel, & Limayem, 2003; Petersen, 1999). Virtual communities arise as a natural consequence of people coming together to discuss a common hobby, medical affliction, or other similar interest, such as coin collecting, a devotion to a rock group, or living with a disease such as lupus. Virtual communities can be defined as groups of people with common interests and practices that communicate regularly and for some duration in an organized way over the Internet through a common location or site (Ridings, Gefen, & Arinze, 2002). The location is the “place” where the community meets, and it can be supported technologically by e-mail listservs, newsgroups, bulletin boards, or chat rooms, for example. The technology helps to organize the community’s conversation, which is the essence of the community. For example, messages in a community supported by a listserv are organized in e-mails, sometimes even grouping together several messages into an e-mail digest. In bulletin board communities, the conversation is organized into message threads consisting of questions or comments posted by members and associated replies to the messages.

Using Games in an Open and Distance Learning Environment

2021 ◽  
Vol 5 (2) ◽  
pp. 70
Author(s):  
Anealka Aziz Hussin ◽  
Mazura Anuar ◽  
Nadiah Thanthawi Jauhari ◽  
Laura Christ Dass ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Distance Learning ◽  
Best Practices ◽  
Online Survey ◽  
Visual Basic ◽  
Semantics And Pragmatics ◽  
Distance Learning Environment ◽  
Open And Distance Learning ◽  
Research In Education ◽  
Conventional Classroom ◽  
And Linguistics

Research in education has been conducted over the decades to find the best practices in learning. Although there is no one size that fits all, gamification is one element in learning that has been proven to carve a niche for itself in many aspects in education. This has led to the creation and development of various types of games to suit various needs in education. Funlinguistics is a linguistics game for students taking Language and Linguistics course. It covers topics like morphology, syntax, semantics, and pragmatics. It adopts structural gamification approach that uses Microsoft PowerPoint as the main platform with Visual Basic Applications (VBA). The game consists of questions set at different difficulty levels based on Bloom’s Taxonomy. The game can be used to in a conventional classroom as well as during synchronous Open Distance Learning (ODL) environment. It is also well received by students who indicated their liking for it through an online survey.

The integration of distance learning courses as a solution for the objective of education quality improvement in the system of professional training in tourism

10.12737/6477 ◽  
2014 ◽  
Vol 8 (4) ◽  
pp. 68-74
Author(s):  
Александра Афанасьева ◽  
Aleksandra Afanaseva ◽  
Лариса Дручевская ◽  
Larisa Druchevskaya
Keyword(s):  
Distance Learning ◽  
Professional Training ◽  
General Scheme ◽  
Regional Studies ◽  
Online Lectures ◽  
Open Courses ◽  
Online Assignments ◽  
Distance Courses ◽  
Independent Work ◽  
Guided Tours

Modern realities of tourism development and education in Russia are characterized by high demands for future professionals in the field of service and tourism. Therefore, the problem of integration of distance learning in the process of training in the field of tourism today is very relevant. In this paper we propose a technique for distance courses «Tourist Regional Studies», combining elements of distance and e (open) courses for the training of specialists in the field of tourism. In the paper the steps of creating the course are identified and characterized, the peculiarities of elective courses in distance learning are established, and a general scheme of the distant course «Tourist Regional Studies» is developed. Fulfilled the task of identification and description of the main structural elements and forms of presentation: online lectures and webinars, electronic lecture, test and professionally oriented online assignments, discussions on forums, etc. Analised are specific forms of work for the course «Tourist Regional Studies» such as video and 3D-guided tours which ensure the visibility and effectiveness of learning. An important feature of the course is the possibility of converting all materials created by the students during the study course «Tourist Regional Studies» (with retaining the copyright) in educational tools that can be used as illustrations of standard products or information sources. The authors highlight the importance of implementing distance learning forms of independent work, as well as motivational blocks, such as «A metaphor for the course», «I wonder», etc. Attention is paid to the experience of creating the course «Tourist Regional Studies», tested in the course of training students of «Recreational geography and tourism» and identified are the functions of this course in the training of specialists in the field of tourism. The authors describe a pedagogical experiment of engaging tourism specialists and practitioners in the process of training in the field of tourism distance learning. Revealed that the introduction of an optional distant course «Tourist Regional Studies» in the traditional training improves the quality of knowledge of future specialists in tourism, as well as provides them with the skills of independent research and creative initiatives.

Addressing Stereotypes and Ageism in a Life Span Development Course

1998 ◽  
Vol 25 (4) ◽  
pp. 291-293 ◽  
Author(s):  
Jane P. Sheldon
Keyword(s):  
Older Adults ◽  
Life Span ◽  
Knowledge Base ◽  
Psychological Research ◽  
Student Response ◽  
Negative Stereotypes ◽  
Student Responses ◽  
Life Span Development ◽  
Class Period ◽  
Development Course

A primary purpose of teaching is to help students become able to critically evaluate their own knowledge base to see where biases and stereotypes exist. An activity that serves to structure a class period is to expand on Fried's (1988) exercise in which students generate positive and negative stereotypes about older adults. The instructor must prepare extensively beforehand by anticipating student responses and finding psychological research and theories that address each of the anticipated stereotypes. Thus, the stereotypes serve as a springboard for a lecture on aging as well as a discussion of ageism. Student response to the activity is positive.

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