scholarly journals ICT TOOLS FOR PROMOTING SELF-PACED LEARNING AMONG SANDWICH STUDENTS IN A NIGERIAN UNIVERSITY

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Appolonia O. Anurugwo
Keyword(s):  
Adult Learners ◽  
Round Table ◽  
College Of Education ◽  
Video Tape ◽  
Full Time ◽  
Web Based ◽  
Web Based Learning ◽  
Ict Tools ◽  
Nigerian University ◽  
E Mail

<p>Sandwich programmes are an innovation in teacher education geared towards the production of high-quality manpower. They are organized during school vacations so that teachers working full-time would also have the opportunity to advance academically and improve professionally. However, the intensive nature of the programme jeopardizes the actualization of its objectives. Sandwich students, as adult learners, are self-directed and self-paced learners. Self-paced learning is any kind of instruction that progresses according to the speed of the learner. It is a “teach-yourself” method that does not require on-the-spot feedback from instructors. Sandwich students, therefore, need ICT tools to encourage their self-paced learning. This study involved twenty-seven final year Guidance and Counselling sandwich degree students at Alvan Ikoku Federal College of Education Owerri, who brainstormed in a round table setting and concluded that ICT tools such as audio tapes, smart phones, e-mail, video tape, internet, and other web-based learning should be applied to promote self-paced learning among sandwich students in Nigerian Universities. Based on the findings, recommendations were made and conclusions drawn.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0666/a.php" alt="Hit counter" /></p>

scholarly journals E-Mail Usage in South Pacific Distance Education

2005 ◽  
pp. 1034-1039
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals E-Mail Usage in South Pacific Distance Education

2011 ◽  
pp. 2325-2332
Author(s):  
Jonathan Frank ◽  
Janet Toland ◽  
Karen D. Schenk
Keyword(s):  
Learning Styles ◽  
Research Area ◽  
Web Based ◽  
Group Interactions ◽  
Face To Face ◽  
Web Based Learning ◽  
Active Research ◽  
The Impact ◽  
E Mail ◽  
Active Research Area

The impact of cultural diversity on group interactions through technology is an active research area. Current research has found that a student’s culture appears to influence online interactions with teachers and other students (Freedman & Liu, 1996). Students from Asian and Western cultures have different Web-based learning styles (Liang & McQueen, 1999), and Scandinavian students demonstrate a more restrained online presence compared to their more expressive American counterparts (Bannon, 1995). Differences were also found across cultures in online compared to face-to-face discussions (Warschauer, 1996). Student engagement, discourse, and interaction are valued highly in “western” universities. With growing internationalization of western campuses, increasing use of educational technology both on and off campus, and rising distance learning enrollments, intercultural frictions are bound to increase.

scholarly journals Distance Learning and Teacher Education in Botswana: Opportunities and Challenges

2009 ◽  
Vol 10 (4) ◽  
Author(s):  
Anne L Sikwibele ◽  
Judith K Mungoo
Keyword(s):  
Adult Learners ◽  
College Of Education ◽  
Full Time ◽  
Ministry Of Education ◽  
Instructional Technologies ◽  
Primary School Teachers ◽  
Regular Customer ◽  
Younger Age ◽  
Customer Evaluations ◽  
Depth Interviews

This paper reports on a study at Molepolole College of Education (MCE) involving teachers and tutors in the Diploma in Primary Education (DPE) program by distance mode, an in-service program aimed at upgrading academic and professional qualifications of primary school teachers in Botswana. The study sought to understand the level of access and the challenges faced by teachers and tutors. Data was collected through in-depth interviews, survey, and document analysis. Findings showed that teachers should be enrolled in the program at a younger age, and issues that lead to delays in completion must be addressed. The paper recommends that the Ministry of Education (MOE) hire full-time tutors to support teachers at their bases, provide resources for practical subjects, organize workshops to familiarize tutors with appropriate strategies for adult learners, increase the duration of residential sessions, explore the use of alternative instructional technologies, and institute regular customer evaluations.

Self-directed learning readiness among web-based learners

2007 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Shireen Haron
Keyword(s):  
Adult Learners ◽  
Learning Environments ◽  
Quantitative Methodology ◽  
Self Directed Learning ◽  
Data Set ◽  
Learning Readiness ◽  
Web Based ◽  
Web Based Learning ◽  
Directed Learning ◽  
The Relationship

The purpose ofthis research is to explore the practice of self-directed learning in web-based learning environments. The main objectives ofresearch are: (I) to determine whether students following UNITAR and UiTM web-based learning models are ready as self-directed learners, (2) to establish the relationship between level of readiness to students' academic achievement. The research employed the quantitative methodology. Data were collected using the Self-Directed Learning Readiness Scale (SDLRS). SDLRS is developed and designed to measure the level of readiness for self-directed learning among adult learners. The data set comprised of 109 students responding to the SDLRS instrument. From the 109 students, 53 students are from UNITAR and 56 students arefrom UiTM.

Instructional Design Considerations, Challenges, and Best Practices on Cross-Cultural Adult Web-Based Learning Experiences in Higher Education

2019 ◽  
pp. 335-363
Author(s):  
Cyd W. Nzyoka Yongo
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Best Practices ◽  
Main Theme ◽  
Strategic Development ◽  
Teaching Methodologies ◽  
Web Based ◽  
Design Considerations ◽  
Web Based Learning ◽  
Research Recommendations

This chapter is about instructional design (ID), an area of instruction that is rooted on following a strategic development of customized teaching methodologies. It explores various facets of ID, with the aim of providing readers with an in-depth understanding of what ID entails. The topics discussed within this chapter include 1) exploring the considerations needed when engaging in ID, 2) challenges in ID, and 3) best practices (BP) in ID. All these are important in enabling interested parties to formulate teaching methods that befit their respective adult learners globally. To provide a holistic synopsis of the discussion, the author also compares and contrasts the past and present as it relates to the chapter's specific topic and the main theme of the book. The discourse concludes with highlighting research recommendations for ID and its implications into the future.

Instructional Design Considerations, Challenges, and Best Practices on Cross-Cultural Adult Web-Based Learning Experiences in Higher Education

2021 ◽  
pp. 407-435
Author(s):  
Cyd W. Nzyoka Yongo
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Best Practices ◽  
Main Theme ◽  
Strategic Development ◽  
Teaching Methodologies ◽  
Web Based ◽  
Design Considerations ◽  
Web Based Learning ◽  
Research Recommendations

This chapter is about instructional design (ID), an area of instruction that is rooted on following a strategic development of customized teaching methodologies. It explores various facets of ID, with the aim of providing readers with an in-depth understanding of what ID entails. The topics discussed within this chapter include 1) exploring the considerations needed when engaging in ID, 2) challenges in ID, and 3) best practices (BP) in ID. All these are important in enabling interested parties to formulate teaching methods that befit their respective adult learners globally. To provide a holistic synopsis of the discussion, the author also compares and contrasts the past and present as it relates to the chapter's specific topic and the main theme of the book. The discourse concludes with highlighting research recommendations for ID and its implications into the future.

scholarly journals Distance Learning at Ian Donald School

2013 ◽  
Vol 7 (3) ◽  
pp. 280-291
Author(s):  
Sanja Kupesic Plavsic
Keyword(s):  
Distance Learning ◽  
Adult Learners ◽  
Obstet Gynecol ◽  
Medical Ultrasound ◽  
Learning Program ◽  
Web Based ◽  
Ultrasound Education ◽  
Web Based Learning ◽  
Distance Learning Program ◽  
Global Conference

ABSTRACT Leadership and directors of Ian Donald Inter-University School of Medical Ultrasound are aware of the importance and complexity of ultrasound education. Web-based learning is perceived by adult learners as a better strategy of assimilating information, because it can be accessed anytime and anywhere. At the time of global conference an update about the progress of our distance learning program will be provided. How to cite this article Kupesic PS. Distance Learning at Ian Donald School. Donald School J Ultrasound Obstet Gynecol 2013;7(3):280-291.

A Case Study on Web-based Learning Environment Evaluation in Higher Education: Learner Perspectives in a Private University in Malaysia.

2020 ◽  
Vol 1 (2) ◽  
pp. 18-33
Author(s):  
Zarina Che Imbi ◽  
Tse-Kian Neo ◽  
Mai Neo
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Private University ◽  
Systematic Evaluation ◽  
Digital Learning ◽  
Mixed Method Research ◽  
Web Based ◽  
Web Based Learning ◽  
Kirkpatrick’S Model

In the era of digital learning, multimedia-based classroom has been commonly used in higher education including Malaysian higher education institutions. A case study has been performed to evaluate web-based learning using Level 1 to 3 of Kirkpatrick's model in a multi-disciplinary course at Multimedia University, Malaysia. In this study, mixed method research was employed in which triangulation was performed from multiple sources of data collection to give deeper understanding. Students perceived that learning with multimedia was enjoyable. They were also motivated in learning and engaged through the use of web module as multimedia was perceived to motivate them and make learning fun. Students showed significant improvements in their knowledge based on the pre-test and post-test results on learning evaluation. Students were perceived to transfer the learning from web-based learning into the learning outcome. The systematic evaluation can provide the feedback that educators and institution as a whole need to improve the learning environment and programme quality. This study contributes to the research field by adding another perspective in evaluations of web-based learning. It also provides empirical evidence on student perspectives, learning and behaviour in a private university. It demonstrated that the Kirkpatrick's model is useful as an evaluation tool to be used in higher education.

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

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