scholarly journals INFLUENCE OF TECHNOLOGY TYPE ON DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 60-74
Author(s):  
Hannah Njoki
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Blended Learning ◽  
Virtual Learning Environment ◽  
Instructional Materials ◽  
Empirical Literature ◽  
Learning Technology ◽  
E Learning ◽  
Technology Type

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to evaluate influence of technology type on development of instructional materials for 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 learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Therefore, the attitude and values are singled out as a separate category as well, linking together certain factors that influence them. Because of the manner of academic teaching process, the most commonly used is blended learning model where a course instructor chooses the e-learning technology based on certain elements. The practice has shown that creating a blended learning environment is not easy and that course instructors have problems in many stages of designing the virtual learning environment, from the analysis of the course requirements, analysis of the student requirements, application of instructional design model, e-learning technology use, not understanding the concept of the quality of e-learning process and many other factors.. Recommendations: The study recommends that is a need for more courses should be integrated in distance learning so as to cover all the courses offered to students. There is also need for students to enroll in practical classes for computer training. This will enable the less net savvy students to brace up so as to avoid being left behind by others. There is no doubt that a lot of pressures are facing our students when it comes to distance learning technology adoption, especially distance barrier. There is therefore, need for e-learning to be fully put in place to enable the group of students that their homes are far away from the school to participate in classes even when they are not able to make it to school. Finally, there should be availability of ICT infrastructure, the absence or inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online

Emerging E-Learning Technology (ELT) in Open Distance Learning (ODL)

2018 ◽  
pp. 191-203 ◽  
Author(s):  
C. Baskaran
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Relevant Literature ◽  
Electronic Media ◽  
Instructional Materials ◽  
Learning Technology ◽  
E Learning

Distance education is the most renowned descriptor used when referencing distance learning. It often describes the effort of providing access to learning for those who are geographically distant. During the last two decades, the relevant literature shows that various authors and researchers use inconsistent definitions of distance education and distance learning. As computers became involved in the delivery of education, a proposed definition identifies the delivery of instructional materials, using both print and electronic media.

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 Blended Learning of Physics in the Context of the Professional Development of Teachers

2019 ◽  
Vol 14 (23) ◽  
pp. 17 ◽  
Author(s):  
Lyubov Krasnova ◽  
Viktor Shurygin
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Blended Learning ◽  
Personality Development ◽  
Learning Technology ◽  
Full Time ◽  
Physics Teachers ◽  
Course Structure ◽  
Learning Modules ◽  
E Learning

In line with the improvement of traditional teaching methods, the new ones are intensively introduced at all levels of education. Usually, these are the methods tied with e-learning. Essentially, teachers must be able and ready to create an innovation-driven learning environment contributing to the effective individualization of the learning process. At the same time, each student should achieve the highest possible outcomes standing behind the personality development. This paper introduces the refresher courses designed for the physics teachers. These courses are based on the blended learning technology combining traditional full-time education with the elements of distance learning supported by LMS Moodle. The courses were tested at the Elabuga Institute of Kazan Federal University in 2016-2018. This paper describes the module-based course structure and methods for applying the e-learning modules. The distinctive feature of the course is that the content of the learning modules was designed to deliver different methods for teaching physics and to improve the general cultural competence of a teacher. The analysis of polling results (poll included 89 physics teachers) allowed assessing the efficiency of designed courses in the context of teacher’s professional development, his/her readiness to work in modern learning environment. The research outcomes will be also useful for foreign educational establishments implementing the teacher professional development programs.

scholarly journals Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography

Pedagogika ◽  
2013 ◽  
Vol 109 (1) ◽  
pp. 118-126
Author(s):  
Rimantas Kontvainas ◽  
Marina Radčenko
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Motivation For Learning ◽  
Information And Communication ◽  
E Learning ◽  
Teachers Attitudes ◽  
Almost All

XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools. We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education. In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2021 ◽  
pp. 1557-1579
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

scholarly journals Mobile Learning as a New E-Learning Strategy

2018 ◽  
Vol 7 (4.38) ◽  
pp. 876
Author(s):  
Yousef A.Baker El-Ebiary ◽  
Najeeb Abbas Al-Sammarraie ◽  
Ban Salman Shukur ◽  
Seita Almandeel ◽  
Areej Alshamasi
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Mobile Learning ◽  
Learning Strategy ◽  
Learning Technology ◽  
Learning Method ◽  
E Learning ◽  
Distance Learning Environment ◽  
New Phase

Mobile learning (M-learning) entails e-learning method. As a new phase of distance learning, M-learning assists the distance learning environment, decreasing the confines of the customary education. The present study discusses the presently employed devices and techniques for the accomplishment of the mobile learning target. It is concluded in this study that the use of wireless apparatus in Wi-Fi environment will consistently increase the desire to employ M-Learning technology.   

Tutors' Perspectives on Online Facilitation of ESL Courses in Distance Education

2018 ◽  
pp. 154-176
Author(s):  
Li Hsien Ooi ◽  
Lay Huah Goh ◽  
Arathai Din Eak ◽  
Cheng Teik Ong
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Online Facilitation

Online facilitation in distance education presents many challenges that involve both the learners and instructors. Through these challenges, the roles tutors' play and their best practices used in online facilitation should be looked into to improve the distance-learning experience. In view of this, this chapter attempted to examine the perspectives of experienced tutors engaged in the university's virtual learning environment, WawasanLearn. Based on the interview findings of eight tutors, several emergent findings highlighted the roles and challenges of effective online facilitation. As this research is based on the guidelines of the prominent Salmon's model, the findings also highlighted antecedents that substantiate best practices of online facilitation. Findings indicated that understanding the dynamics of online facilitation among relevant stakeholders is critical to improve the teaching and learning experience in distance education.

Virtual Learning Environment Blends

2011 ◽  
pp. 324-344
Author(s):  
Robert J. McClelland
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Action Learning ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Student Experiences ◽  
Learning Approaches ◽  
Digital Collections ◽  
E Learning ◽  
Learning Sets

This work is concerned with the evolution of blended learning supports for university students in moving from early Virtual Learning Environment (VLE) platforms and supports that were designed and facilitated by academics to those platforms designed commercially (particularly Blackboard) and developed using a mixture of commercial, collaborative and e-learning supports. The chapter is an examination of a range of issues including production of learning resources and student learning approaches. It concludes by highlighting the importance of innovation and variety in the learning blend with increased reliance on digital collections and for learning approaches student experiences were evaluated as positive when undergoing problem-based approaches and were seen as stimulated to engage with e-learning materials based on the structure and operation of action learning sets.

scholarly journals INFLUENCE OF INSTITUTIONAL RELATED ON CHOICE OF TECHNOLOGY FOR THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS FOR DISTANCE EDUCATION

2021 ◽  
Vol 1 (1) ◽  
pp. 29-44
Author(s):  
James Kimani
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Support Services ◽  
Learning Technologies ◽  
Instructional Materials ◽  
Learner Support ◽  
E Learning ◽  
Distance Learning Technologies ◽  
Ict Infrastructure ◽  
Choice Of Technology

Purpose: no one technology can support all types of teaching and learning at a distance – the most effective approach is to combine a range of technologies. Using multiple technologies ensure that all learning styles are catered for and that significant opportunities for interaction between the learner and the tutor are provided. The general objective of the study was to institutional related on choice of technology for the development of instructional materials for 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 most of learner support services offered to distant learners were not good enough to support the learners effectively. Secondly, the students and the administrators were of the view that there were learner support services that were very vital to distant learners. Thirdly, the students and the administrators were of the general view and in agreement that the learner support services offered were necessary. However, since the students indicated that majority of the services on offer were poor across the institutions under the study, there is need to improve and make them better. Learning through experience influences the creation of new values which become attitudes that have a strong impact on teacher's behavior towards e-learning technology. Recommendations: The study recommends that is a need availability of ICT infrastructure, the absence of inadequacy of which will totally hamper the idea of e-learning adoption in universities. There should be provision of computers and high bandwidth to enable the easy flow of classes online. If the high ICT infrastructure for e-learning is unavailable, the sequential use of predecessor distance learning technologies from correspondence courses to radio, TV, CD-ROM, Internet and World Wide Web is recommended. Such a sequential use of predecessor distance learning technologies is poised to leverage the experience into a significant use of learning

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