Teleconference Sessions in Distance Learning Courses

2021 ◽  
Vol 11 (2) ◽  
pp. 1-15
Author(s):  
Stefanos Armakolas ◽  
Christos T. Panagiotakopoulos ◽  
Anthi V. Karatrantou
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Psychological Factors ◽  
Structured Interview ◽  
Learner Satisfaction ◽  
Research Tools

A teleconferencing learning environment has the potential to increase interaction between educators and learners. Interaction must be designed and continuously supported by the educator. When using teleconferencing in distance education, there is a set of psychological factors which may impact learner involvement. Τhe objective of this study was to identify what psychological factors influence the learner involvement in distance learning courses during teleconferencing sessions. A questionnaire and a semi-structured interview were used as the research tools. The results show that anxiety, learner satisfaction, and expectation of success affect learners and educators in teleconferencing learning environments. Finally, concerning the interconnection of the psychological factors and the effectiveness in teleconferencing sessions as it appears, the main premise of a successful teleconferencing session is laying down the groundwork for adequate planning and preparation taking into account all the influencing psychological factors.

Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

2014 ◽  
Vol 6 (4) ◽  
pp. 47-66
Author(s):  
Tülay Görü Doğan ◽  
Gülsün Eby
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Theory Building ◽  
Flow Chart ◽  
Learning Approach ◽  
Flexible Learning ◽  
Technical Theory ◽  
Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

Synchronous and Asynchronous Learning Environments

2011 ◽  
pp. 815-822
Author(s):  
Moti Frank
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Knowledge And Skills ◽  
Asynchronous Learning Environments

This paper discusses the organizational and pedagogical aspects, benefits, and disadvantages of synchronous and asynchronous technologies as platforms for creating distance learning environments. By comparing the advantages and challenges of the two learning environments, teachers will be able to match the appropriate learning environment and its teaching strategy to their learning goals. These two learning environments involve distance learning. Distance education (or what is commonly termed “distance learning”) is a method of education in which the learner is physically distanced from both the teacher and the institution providing the instruction. Learning may be undertaken either individually or in groups. According to USDLA (2006), distance learning is: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.”

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

New Communication Technologies' Influence on Distance Education (DE) Environments

2015 ◽  
pp. 89-105
Author(s):  
Murat Ertan Dogan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
New Media ◽  
Learning Environment ◽  
Communication Technologies ◽  
Environment Design ◽  
Media Technology ◽  
Main Driver ◽  
Learning Environment Design ◽  
Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

scholarly journals Competency Based Approach: Modeling and Implementation

2020 ◽  
Vol 15 (02) ◽  
pp. 230 ◽  
Author(s):  
Malika Sedra ◽  
Samir Bennani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environments ◽  
Computer Networks ◽  
Business Process ◽  
Learning Systems ◽  
Educational Content ◽  
E Learning ◽  
Competency Based

The expansion of computer networks has at the same time given impetus to the distance learning environments. E-learning systems are also advanced and more efficient. However, these platforms offer such complex teaching functionalities that designers find themselves poorly equipped to succeed in their engineering processes. This article presents a tool that makes it easier for designers to produce educational content according to the Competency-Based Approach (CBA). We propose an implementation of the CBA after its modeling via ontology. Our module can be grafted to any author system oriented pedagogy based skills. We have advocated for Service for Oriented Architecture as a software solution to model our business process that consists of a set of interconnected services that are modeled and implemented. The proposed system is the result of a coordina-tion of, services, incorporating the order of competences explained by a distance education, which integrates and interacts according to an orchestration plan.

A Participação de Licenciandos de Pedagogia em um Fórum de Discussão Acerca de Conhecimentos Matemáticos

2018 ◽  
Vol 19 (1) ◽  
pp. 30
Author(s):  
Helenara Regina Sampaio Figueiredo ◽  
Rui Marcos de Oliveira Barros
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Content Learning ◽  
Research Participants ◽  
Doctoral Research ◽  
Mathematical Abilities

Este artigo apresenta uma análise acerca da participação dos licenciandos nos fóruns de duas disciplinas do curso de Licenciatura em Pedagogia, na modalidade de Educação a Distância, ofertado pela Universidade Estadual de Maringá - UEM. A pesquisa de doutorado concluída teve como objetivo geral investigar as habilidades matemáticas dos temas matemáticos “Espaço e Forma” e “Grandezas e Medidas”. Para responder aos problemas da pesquisa, foram analisados os materiais disponibilizados no Ambiente Virtual de Aprendizagem - AVA do curso, identifcando a frequência dos licenciandos quanto à participação nos fóruns das disciplinas observadas e a análise dos registros escritos dos licenciados ao resolverem questões de conhecimentos matemáticos semelhantes à Prova Brasil. Nos relatos das entrevistas respondidas por doze licenciandos voluntários, foi questionado sobre a baixa participação deles no fórum. Os resultados apontam para as difculdades sentidas pelos estudantes o que, provavelmente, afeta a aprendizagem dos conteúdos. Discutem-se as funções do fórum e a teoria que propicia suporte ao uso dessaferramenta, que favorece plenamente a interação na EaD.Palavras-chave: Educação a Distância. Formação Inicial. Ambiente Virtual de Aprendizagem. AbstractThis article aims to present an analysis about the participation of undergraduates in forums of two Pedagogy Degree course’s subjects, distance learning modality, offered by Universidade Estadual de Maringá - UEM. The doctoral research had as general objective to investigate the mathematical abilities of these students about the mathematical subjects “Space and Shape” and “Quantities and Measures”. In order to address the problems of the research, the material contents were analyzed available in the virtual learning environment (called AVA) of the course, identifying thus the undergraduates´ frequency regarding their participation in the forums of the disciplines which were observed, also the interactions of the research participants and the analysis of the written records of these undergraduate degree students in solving math questions similar to Prova Brasil. At the interviews reports answered by twelve volunteers , it was also questioned about their low participation in the forum. The results point out to the difculties experienced by the students in using the forums, which probably affects the content learning. It was discussed the forum functions and the theory that supports the use of this tool, which fully favors the interaction in distance learning.Keywords: Distance Education. Initial education. Virtual Learning Environment.

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

Addressing the higher education for sustainable development agenda at the College of Open and Distance Learning, St. Mary’s University, Ethiopia: opportunities and challenges

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Wondwosen Tamrat
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Distance Education ◽  
Distance Learning ◽  
Assessment Tool ◽  
Sustainability Assessment ◽  
Structured Interview ◽  
Content Type ◽  
Development Agenda ◽  
Open And Distance Learning

Purpose This study aims to assess the extent to which sustainable development practices are prevalent at the College of Open and Distance Learning (CODL), St. Mary’s University, Ethiopia. The assessment focused on identifying the college’s inclusion of the sustainable development agenda in its policy statements, various functions and practices. Design/methodology/approach The study adopted a mixed-method approach and used a case study in its design. Data were generated from a standard survey questionnaire, adopted from the unit-based sustainability assessment tool (Togo and Lotz-Sisitka, 2009), a semi-structured interview and documentary evidence. Findings The findings revealed that CODL has limited involvement in sustainability issues despite relevant policy directions set at national and institutional levels. Current engagement patterns are limited to teaching, course provision and a few areas of operations and management while a serious gap has been noted as regard the two core functional areas of research and community service which happen to be neglected. Research limitations/implications This study was based on a single CODL, albeit an institution with a long history of offering distance education in Ethiopia. Despite its contribution to an understanding of how sustainability issues are addressed in the context of Africa in general and Ethiopia in particular, the generalizability of the findings to other similar institutions is limited. Originality/value There is very little research in Africa as regard the involvement of higher education institutions in promoting the issues of sustainability in general and distance education providers in particular. In addition to addressing this gap, the study suggests the need for distance education institutions to improve their mapping strategies and respond to the greater concerns of sustainable development.

Visions, Voices, and Virtual Journeys

2011 ◽  
pp. 269-289
Author(s):  
Tony L. Talbert ◽  
Adeline Meira
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Real Time ◽  
Learning Process ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Teaching And Learning Environment ◽  
The Future ◽  
Task Oriented

The future of distance education is certainly promising but frenetic as well. With the aid of technologies easily accessible to students and teachers alike the geographic barriers that once allowed only the few to engage in educational opportunities are now geographic bridges that promote distance learning where students and teachers from diverse latitudes and attitudes are able to engage in real time teaching and learning interactions. This teaching and learning environment is called “Viral Education,” where the process of education can be symmetrical or asymmetrical in the teaching and learning process as well as multi-task oriented in both product and idea development. This chapter looks at the future of distance education and provides a brief survey of emerging technologies that are just moments or months away from reality. In addition, this chapter explores the notion of customized education which is a continuation of democratic movements within and outside the classroom.

A Futurist Approach for Open and Distance 21st Century Learners

2018 ◽  
pp. 281-291
Author(s):  
Aysun Güneş ◽  
Harun Bozna
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
21St Century ◽  
Face To Face ◽  
Wearable Technologies ◽  
Meaningful Information ◽  
Open And Distance Learning ◽  
21St Century Learners ◽  
Future Of Education

The future of education is being shaped today. The learners of 21st Century have many options to reach information. Accessing information is not that difficult as that of the past. Today's individuals can readily access meaningful information even from their wearable technologies like smart watches or glasses. A redefinition for education is inevitable in this age of technology and at this point open and distance education is one spearhead compared to face-to-face education. Open and distance learning gives the learners of 21st Century the chance to make use of the technologies of today as well. This chapter aims to draw an outline about the learners of the 21st century, their innate skills, the learning environment they are in and how to benefit from open and distance education in 21st Century.

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