A gestão dos cursos EAD em Moçambique

The problem of developing distance learning in physical education and sports is relevant to the growing demand for flexible educational models and modern technologies. Even though distance education is developing rapidly in the context of intensive digitalisation of social processes, and physical education and sports specialists were among the first to use digital technologies, research in this area indicates a lack of structured approaches to developing distance courses that would meet modern needs. The practical orientation of activities, sometimes an increased level of danger and special requirements for logistical support create significant obstacles to education and training in a distance format, which is associated with the ambiguous practicality of distance courses in this area. Objective: to form the direction of development of the structure of distance learning in athletic training. Methods: analysis of scientific and methodological literature, survey, and modelling. Results: The study focused on the available types of athletic training to understand the possibilities of organising and implementing distance learning in this area. The key factors of structuring a distance course in athletic training were identified. They are presented as three main blocks: theoretical, practical and controlling. An algorithm for organising practical training in athletic training has been formed. It involves the use of e-learning tools. The possibilities of creating a full-fledged distance course in athletic training are substantiated. The survey results of 20 experts show a high level of support for the proposed structure and key elements of the distance course in athletic training. In particular, the experts mostly agreed with the logic and completeness of the course structure, the expediency of centralised content placement in the cloud environment, the optimality of the selected communication channels (email and cloud services), the clarity of the motor learning algorithm for remote performance by students, the adequacy of the proposed evaluation system and the presence of significant advantages in the use of tablets/smartphones in the educational process. In general, changes in the perception of obstacles to distance learning in physical education and sports can occur with the expansion of technological accessibility of innovative tools and modernisation of teaching methodology. Conclusions: Distance learning courses are a promising area for developing physical and sports education. The study was conducted to anticipate the possibilities of expanding education in this area by emphasising the issue of distance learning. Creating effective distance learning courses requires an integrated approach. This approach includes integrating modern technologies, adapting educational content to the audience's specifics, and providing proper feedback. The article provides substantiated evidence of the possibilities of creating full-fledged distance learning courses in physical education and sports training. Further research should improve distance learning methodology, develop specialised mobile applications for athletic training, and use modern tools to assess learning outcomes.

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.

The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit hours completed, and family status, whereas those which do not relate to performance in the same classes are semester load, age, TASP reading scores, previous distance learning courses, income, and number of dependents. Course characteristics have a significant effect upon success rate, but no effect upon completion and dropout rates.

The recording of lectures has become common as a way to produce video-based instructional material. Even though the material is often produced using more than one video source - the instructor and the slide, for instance - the result is usually a single video stream.
 We built a system prototype that allows the recording of several video streams associated with a lecture, including the instructor, projected slides, and information presented by the instructor via a computer (software or other videos, for instance). The several video streams, orchestrated using contextual and control information, are used to produce an interactive multi video object.
 The interactive nature of our novel multi video object offers students several alternatives for watching the lecture. When the multi video is used by students of traditional and distance learning courses, is opportune to investigate if there are differences in how students watch and interact with the multi video.
 We captured a problem solving lecture in the theme of Database Design our system. The resulting interactive multivideo object was offered to two groups of students as extra learning material, in preparation for exams. One of the groups attended a traditional, classroom-based course, and the other group attended a distance learning course. In this paper we first give a brief overview of our system, and then we present observations of how both groups of students interacted with the multi video multimedia learning object. We could observe, for instance, that students from the traditional course used the alternative views allowed by multi video more than students from the distance learning course, while students from the distance learning course spent more time watching and interacted more with the interactive multi video.

Distance Learning Education in Pakistan - Students’ Perceptions and Expectations

The European Commission established and has sponsored the EuroTraining project to serve the European knowledge market by providing a coherent and single entry point to an extensive training market. Through relevant training courses and through its management of a valued quality system and easy-to-use Web information service, the EuroTraining project has been successfully stimulating exploitation of state-of-the-art microsystems and microelectronics technologies and creating new opportunities for industry. EuroTraining is also aiming to create a comprehensive listing of distance learning courses and to develop essential missing ones, by encouraging course providers and centres of excellence to use the directory to promote their own distance learning training material (Illyefalvi-Vitez, 2003; Illyefalvi-Vitez and Gordon, 2004). The distance learning element of the directory was set up in response to the needs of those who require flexibility in the way they learn. Distance learning increases opportunities for all. In the paper we outline the results of an evaluating survey and gap analysis of distance learning (DL) courses, which were available in the EuroTraining course directory after a year that the section was set up. The information on the DL courses was collected, categorized and studied. The evaluators used a scoring system for each training course, covering: course title, language, venue, description, cost, contents and timetable, level/target audience, on-line contact with tutor, type of support, further information, course provider, access to the course provider Web site, access to the course, and course notes. In addition to the evaluation of the DL courses, three best practices initiated by the EuroTraining Project are also presented: 1) a distance learning course model, which illustrates how multimedia tools, knowledge base management and quiz-like self-test are combined in a high-level DL module of thick film technology, 2) a review of the five train-the-trainers courses provided during the EuroTraining project, and where Internet based electronic textbooks were successfully used, and 3) an introduction to EuroTraining course action, which includes more than 70 microsystem modules of master courses of ca 30 university professors, who are sharing their Internet based teaching tools with each others by this action.

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

This paper is an investigation into compensation practices for faculty developing and teaching distance learning courses. The research divides itself into two basic lines of inquiry: direct and indirect compensation (including royalties, training, and professional recognition). Also, economic models for distance learning are examined with a view towards understanding faculty compensation within attempts to reduce labor costs. The primary questions this research attempts to answer are: What are the current policies and practices in higher education for compensating faculty who develop and teach distance learning format courses? Will the increased use of distance learning format courses alter overall labor conditions for American faculty? If so, how? Although information is limited, it is found that faculty work in both developing and teaching distance learning format courses tends thus far in this early stage to be seen as work-for-hire under regular load with little additional indirect compensation or royalty arrangements.

The aim of this study is to design and implement the educational learning environment for international students’ studying in Ukrainian universities in the form of distance learning courses based on Moodle system. Objectives of the study is to analyze the existing approaches to constructing distance learning courses of training requirements in preparatory phase for foreigners in order to form a remote environment, experimental use of distance learning courses for foreigners in form of blended and distance learning during their preparation for entering universities in Ukraine. The object of research is the process of functioning of blended and distance learning for foreigners who plan to study in Ukrainian universities in Ukraine, Russian, Ukraine and English languages. The subject of research is the use of blended and distance learning for foreigners in organizational, scientific and educational activities of the Department of Natural Sciences of the Faculty of International Education of NTU "KhPI". In the work the analysis and systematization of research on the use of cloud-based ICT in education, research and organizational activities of the university, experimental implementation of the designed cloud-based environment for the subdivision of university using open source software. To assess the effectiveness of the use cloud-based learning environment created a separate department university planned to hold teaching experiment. In this work the analysis and systematization of use the blended and distance learning for foreign citizens in educational process was made, and the experimental introduction of advertising-course "Welcome to study!" developed on the basis of Moodle system in the distance learning courses NTU "KhPI" was fulfilled. To assess the efficiency of distance learning courses for international citizens’ preparatory phase of training according to the basic natural sciences, the pedagogical experiment will be done. Results of the study is planned to summarize the development of recommendations for the design of distance learning courses for foreigners with special courses for distance or blended learning in universities Ukraine.

PurposeThis paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and distance/open‐learning methods.Design/methodology/approachThe approach takes the form of an environmental audit, with data from surveys of 20 UK courses – 13 campus‐based, seven print‐based and online distance learning courses – covering travel, paper and print consumption, computing, accommodation, and campus site impacts. Results were converted into energy and CO2emissions per student per 100 hours of degree study.FindingsDistance learning HE courses involve 87 per cent less energy and 85 per cent lower CO2emissions than the full‐time campus‐based courses. Part‐time campus HE courses reduce energy and CO2emissions by 65 and 61 per cent, respectively, compared with full‐time campus courses. The lower impacts of part‐time and distance compared with full‐time campus courses is mainly due to a reduction in student travel and elimination of much energy consumption of students' housing, plus economies in campus site utilisation. E‐learning appears to offer only relatively small energy and emissions reductions (20 and 12 per cent, respectively) compared with mainly print‐based distance learning courses, mainly because online learning requires more energy for computing and paper for printing.Research limitations/implicationsAssumptions were made in order to calculate the energy and emissions arising from the different HE systems. For example, it was decided to include all the energy consumed in term‐time accommodation for full‐time campus students while part‐time campus and distance learning students live at home, only requiring additional heating and lighting for study. Future studies could include more distance and blended learning courses offered by institutions other than the UK Open University and impacts other than CO2emissions.Practical implicationsExisting HE sustainability programmes should be broadened beyond considering campus site impacts and “greening the curriculum”. Indeed, were HE expansion to take environmental impacts seriously, then part‐time and distance education should be prioritised over increasing full‐time provision. This appears compatible with the Leitch Review of Skills on continuing education and training for the UK workforce.Originality/valueThe paper represents the only existing quantitative study of this issue.

The makers’ markets are more effective and promising in the information society than the mediators’ markets are. The e-learning market is one of these future-oriented types of the most promising markets for Ukraine. So it is very important to start a process of commercialisation of the Ukrainian distance learning courses by the Ukrainian developers. The Ukrainian distance learning market is only on an introduction stage of its life-cycle. This stage needs to find out more effective ways of getting high profits. But there is no clear understanding how the Ukrainian developers of the distance learning courses have to commercialize their works. The article analyses the dynamics of the world-wide markets of e-learning to highlight effective marketing instruments to enter in the Ukrainian market of e-learning and more effective geographic markets for the Ukrainian distance learning courses to spread. In the article the three-step model of distance learning courses commercialisation was developed on the basis of the marketing research results of e-learning markets in the developed countries as effective analogy for Ukraine and other emerging countries in the future. The first step of distance learning courses commercialisation means sharing free access to the distance learning courses for the target audiences of potential customers. The second step of the three-step model of distance learning courses commercialisation means public-private partnership and different types of investments. The third step of the three-step model of distance learning courses commercialisation is characterized by forming the market relations between the distance learning courses developers and their customers. The article emphasizes that traditional commercialisation of distance learning courses is possible only on the third step in emerging countries.

In this paper, the primary objective of the research team was to find out the relationship between student satisfaction and the following variables of the distance learning environment: instructors' performance, course evaluation and studentinstructor interaction. The sample consisted of 245 students of Allama Iqbal Open University of Pakistan. The purpose of this study was to address the most recent problem of AIOU students relevant to their distance learning. The problem was that most of the people in Pakistan perceived distance learning as poorer quality. Therefore, the researchers conducted this study to find out whether it's only people perception or there is any thing in reality about the poorer outcome of the distance learning students as compare to traditional students. By using correlation, regression and descriptive analysis, it was found that just like the traditional education, in distance learning education at AIOU, enough interaction take place between students and their instructors, courses are up to date and well designed, instructors are devoted, motivated and equipped with the required skill and knowledge. Moreover, the faculty at AIOU is delivering distance learning courses that meet the students' needs in regard to students-instructor interaction, instructor performance and course evaluation.

Distance learning is an apparent alternative to traditional methods in education of health care professionals. Non-interactive distance learning, interactive courses and virtual learning environments exist as three different generations in distance learning, each with unique methodologies, strengths and potential. Different methodologies have been recommended for distance learning, varying from a didactic approach to a problem-based learning procedure. Accreditation, teamwork and personal contact between the tutors and the students during a course provided by distance learning are recommended as motivating factors in order to enhance the effectiveness of the learning. Numerous assessment methods for distance learning courses have been proposed. However, few studies report adequate tests for the effectiveness of the distance-learning environment. Available information indicates that distance learning may significantly decrease the cost of academic health education at all levels. Furthermore, such courses can provide education to students and professionals not accessible by traditional methods. Distance learning applications still lack the support of a solid theoretical framework and are only evaluated to a limited extent. Cases reported so far tend to present enthusiastic results, while more carefully-controlled studies suggest a cautious attitude towards distance learning. There is a vital need for research evidence to identify the factors of importance and variables involved in distance learning. The effectiveness of distance learning courses, especially in relation to traditional teaching methods, must therefore be further investigated.

The first Distance Learning Course in Occupational Medicine was set up in 1984 at the Department of Occupational Health, University of Manchester. This paper describes the progress of that course and developments within distance learning education in occupational health at The University of Manchester over the subsequent 20 years. It also looks at the future objectives and modes of teaching of occupational health at Manchester via distance learning. Analysis has been undertaken of student demographics and matching between original forecasts and actual outcomes. Original forecasts of student uptake have been surpassed. There are indications of increases in the number of female and part-time students, and a corresponding decline in the number of general practitioners enrolling on the Advanced course. Response to developing circumstances has resulted in the Distance Learning Unit setting up additional courses. The farsightedness of those who predicted the need for academic training in occupational health by distance learning has been proved correct. Further evolution is essential to maintain and improve the value and success of the courses.

V a r i o u s d i s t ance l ea rn ing a p p r o a c h e s have been successful in meet ing the educat ional needs of teachers . Distance learning provides opportuni t ies for on-going professional growth for those teachers who would otherwise be unab le to a t tend classes because of travel and time const ra ints . Success of a dis tance learning course depends on providing meaningful and motivat ional learning experiences for teachers in the campus s tudio as well as for teachers at remote sites. This article focuses on dis tance learning courses I t each at the Universi ty of Sou th Florida, Lakeland Campus . Distance learning, as described in this article, is providing live t r ansmiss ion of ins t ruc t ion to teachers at geographically dispersed sites while s imul taneous ly conduct ing the course with teachers in a c a m p u s s tudio classroom. Ins t ruc t ion is t ransmit ted to each site via one-way video, so t ha t the teachers see the instructor, alt hough the ins t ruc tor is unable to view teachers at the sites. Telephones provide on-going two-way audio communica t ion between the instructor, t eachers in the s tudio, and teachers at the sites. Teachers meet for three hours one night a week at central ly located sites for a th ree -hour semes te r course. During the semester, procDr Wynn is assistant professor of education at the University of South Florida, Lakeland.