scholarly journals EVALUATION OF PLANNING AND MANAGEMENT OF DISTANCE EDUCATION. ACRITICAL LITERATURE REVIEW

2021 ◽  
Vol 1 (1) ◽  
pp. 14-28
Author(s):  
Cassan Kimani
Keyword(s):  
Distance Education ◽  
Empirical Literature ◽  
Access To Higher Education ◽  
Web Based ◽  
Face To Face ◽  
Planning And Management ◽  
Frequent Use ◽  
Bulletin Boards ◽  
Education Today ◽  
Distance Courses

Purpose: The rapid technological changes in education today have become paramount towards meeting our educational demands for the 21st century. The emerging trend in the use of Information Communication Technology has helped in bringing down the traditional barriers of access to higher education leading to access of quality education and training. This has provided learners with opportunities for lifelong learning and meaningful participation in the world of work and society as productive citizens through distance learning. The general objective of the study was to conduct an evaluation of planning and management of distance education. Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps. Findings: From the study findings, it is concluded that little difference was found in the community found in the web-based course in comparison with their traditional courses. With the special characteristics associated with distance education, special measures should be taken to see that communities are established. Choosing exercises or activities that are collaborative will increase the potential for developing a community of learners. In addition, frequent use of online discussion or bulletin boards will also assist with this endeavor. Professional development on how to build a community for traditional and web-based courses is needed. Recommendations: The study recommends that is a need for assessment of whether or not faculty are adequately prepared to teach at a distance, especially in light of the fact that faculty tend to teach in the same manner in which they were taught, is definitely warranted. A check list that would help identify the preparedness of the faculty member before they are responsible for distance student learning would help the students and program. Instructor training should be required before faculty are considered qualified to teach distance courses which necessitates the discovery of quality training programs. Support staff that is needed to assist faculty members when making the transition from a face-to-face to a virtual environment should be identified

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

Engineering Education for All

2018 ◽  
pp. 1280-1294
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

Engineering Education for All

2017 ◽  
Vol 7 (2) ◽  
pp. 35-47 ◽  
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

A Comparative Study of Diffusion of Web-Based Education (WBE) in Singapore and Australia

2008 ◽  
pp. 1176-1198
Author(s):  
Y. Y. Jessie Wong ◽  
R. Gerber ◽  
K. A. Toh
Keyword(s):  
Distance Education ◽  
Comparative Study ◽  
Meta Analysis ◽  
Cost Effective ◽  
The Other ◽  
Development Model ◽  
Web Based ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Web Based Education

Examined and compared in this chapter is the diffusion of WBE in Singapore and Australia. These two countries were chosen in this study because of the close educational collaborations and developments between them. A number of Australian universities have offshore bases in Singapore. It would be more cost-effective and profitable to use WBE instead of using the usual corresponding method, or flying professors into the country a few times a year for intensive residential studies. In this chapter, WBE at some selected institutions is reported in detail, because these institutions represent the more advanced developments of WBE in the respective country. Meta-analysis, using a modified Taylor’s model (Taylor, 2001), reveals that though Singapore and Australia are different in their approach and policies to education and technology, they share similar trends and achievements in the development of WBE. Tertiary institutions in both countries have generally achieved all the characteristics of Generations 4 and 5 of the development model of Distance Education, as described by Taylor. However, this is not to say that face-to-face teaching has been phased out. This study also indicates that WBE supports the development of distance education and e-universities in Australia. On the other hand, it is hard to say when Singapore will develop its first e-university.

Web-Based Learning

2011 ◽  
pp. 1084-1090
Author(s):  
James O. Danenberg ◽  
Kuanchin Chen
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Department Of Education ◽  
University Professors ◽  
Web Based ◽  
Face To Face ◽  
Web Based Learning ◽  
Training Courses ◽  
Audio Video ◽  
The U.S

Web-based learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education is delivered at a distance electronically. There seems to be many definitions, as well as terms, for distance learning, such as “distance education,” “distributed learning,” “remote education,” “online learning” and “Web-based learning,” which all may refer to the similar education deliverables. In the mid-1990s, the U.S. Department of Education defined distance education as “education or training courses delivered to remote off-campus location(s) via audio, video or computer technologies” (Lewis, Farris & Levin, 1999). Later in the 1990s, the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999).

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

Development of Web-Based Short Courses on Control, Diagnostics, and Instrumentation

2020 ◽  
Author(s):  
Ioanna Aslanidou ◽  
Valentina Zaccaria ◽  
Amare D. Fentaye ◽  
Konstantinos G. Kyprianidis
Keyword(s):  
Online Courses ◽  
Measurement Techniques ◽  
Real Life ◽  
Web Based ◽  
Face To Face ◽  
Learning Group ◽  
Life Problems ◽  
Challenges And Opportunities ◽  
Short Courses ◽  
Distance Courses

Abstract As a consequence of globalization and advances in digital tools, synchronous or asynchronous distance courses are becoming an integral part of universities’ educational offers. The design of an online course introduces more challenges compared to a traditional on campus course with face to face lectures. This is true especially for engineering subjects where problem or project-based courses may be preferred to stimulate critical thinking and engage the learners with real-life problems. However, realizing this with distance learning implies that a similar study pace should be kept by the learners involved. This may not be easy, since individual pace is often a motivation for choosing a distance course. Student engagement in group projects, collaborations, and the proper design of examination tasks are only some of the challenges in designing a distance course for an engineering program. A series of web-based courses on measurement techniques, control, and diagnostics were developed and delivered to groups of learners. Each course comprised short modules covering key points of the subject and aimed at getting learners to understand both the fundamental concepts that they do not typically learn or understand in the respective base courses and to build on that knowledge to reach a more advanced cognitive level. The experience obtained in the courses on what strategies worked better or worse for the learners is presented in this paper. A comparison between the courses provides an interesting outlook on how the learners reacted to slightly different requirements and incentives in each course. The results from the evaluation of the courses are also used as a base for discussion. The background and availability of the learners is closely linked to how a course should be designed to optimally fit the learning group, without compromising on the achievement of the learning outcomes. This series of courses is a good example of continuous professional development courses in the field of control, diagnostics, and instrumentation (CDI), and brings with it a number of challenges and opportunities for the development of online courses.

Open Source for Higher Conventional and Open Education in India

2013 ◽  
pp. 136-153
Author(s):  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Single Mode ◽  
Open Educational Resources ◽  
Web Based ◽  
Face To Face ◽  
Education In India ◽  
E Learning ◽  
Teaching Learning ◽  
Correspondence Courses

Distance Education in India has come a long way since the launch of correspondence courses in 1962 at the Delhi University. There have been many changes over the period of time, and thus, a transition was observed from print based correspondence courses to media supported distance education. With the advent of technology, expansion of telephone network, and lowering of tariff, there has been expansion of e-learning services, web based education, and mobile learning. Currently there are around 600 conventional (face-to-face) universities in India serving around 1.2 billion students. Starting with one Open University in 1982, now we have 15 open universities. There are single mode and dual mode distance education institutions. These provide instructions from print based to technology enabled means. All these developments transformed the teaching learning. Many of the institutions followed Open Educational Resources and Open Source movement. Reasons are varied for adopting open source. With the purpose to reduce the costs on software development, freedom to improve the software and freedom to redistribute to help neighbours has made individuals, institutions, and governments support open source. In this chapter, the author examines some of the initiatives of Open Source in the field of higher, open and distance education in India.

Engineering Education for All

2019 ◽  
pp. 714-728
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

A Comparative Study of Diffusion of Web-Based Education (WBE) in Singapore and Australia

2011 ◽  
pp. 347-370 ◽  
Author(s):  
Y. Y. Jessie Wong ◽  
R. Gerber ◽  
K. A. Toh
Keyword(s):  
Distance Education ◽  
Comparative Study ◽  
Meta Analysis ◽  
Cost Effective ◽  
The Other ◽  
Development Model ◽  
Web Based ◽  
Tertiary Institutions ◽  
Face To Face ◽  
Web Based Education

Examined and compared in this chapter is the diffusion of WBE in Singapore and Australia. These two countries were chosen in this study because of the close educational collaborations and developments between them. A number of Australian universities have offshore bases in Singapore. It would be more cost-effective and profitable to use WBE instead of using the usual corresponding method, or flying professors into the country a few times a year for intensive residential studies. In this chapter, WBE at some selected institutions is reported in detail, because these institutions represent the more advanced developments of WBE in the respective country. Meta-analysis, using a modified Taylor’s model (Taylor, 2001), reveals that though Singapore and Australia are different in their approach and policies to education and technology, they share similar trends and achievements in the development of WBE. Tertiary institutions in both countries have generally achieved all the characteristics of Generations 4 and 5 of the development model of Distance Education, as described by Taylor. However, this is not to say that face-to-face teaching has been phased out. This study also indicates that WBE supports the development of distance education and e-universities in Australia. On the other hand, it is hard to say when Singapore will develop its first e-university.

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