Characteristics Of Distance Education Research Articles

Analysis of distance education in Uganda using ADEA’s characteristics of distance education

This paper is an analysis of the characteristics of distance education in Uganda in relation to their conformity to the definition of distance education by ADEA. Very little in depth study had been done on ADEAs recommendations and their application in Uganda. This research undertook a case study of eight universities from Western and Eastern Uganda offering distance education programs. They were analysed using ADEA’s characteristics of distance education namely: institutional accreditation, use of a variety of media, provision of two-way communication and, possibility of face-to-face meetings for tutorials. The paper concluded that institutional accreditation played a major role in student selection of university and all eight participating universities conducted face to face sessions. However, there was still a lot of improvement needed in the areas of adoption of technology, the use of a variety of media including computer based learning, video, radio and compact discs. There were also observable gaps in the two way communication between teacher and student.

Features of the teacher’s pedagogical competence under conditions of distance education in Ukraine

The article analyses the features of the pedagogical competence of a teacher who performs his / her professional activity under conditions of distance education. The purpose of the article is to study the features of the professional competence of a teacher who operates in the framework of distance education. The achieving of the goal involved solving a number of tasks: to determine the characteristics of the pedagogical competence of a teacher and its components, to highlight the key characteristics of distance education and analyse its impact on the system of teacher competencies, to consider tutoring as an optimal model for meeting the requirements of distance teaching / learning. To achieve the purpose and goals of the article, the author used theoretical methods (analysis, synthesis, generalisation and systematisation of approaches which enable defining the professional competence of the teacher and determining the features of distance learning). The terms "competence" and "competency" have been compared. The main components of the teacher's professional competence are highlighted. The components of the competence under study as well as their role in ensuring a high level of educational process have been analysed. The main features of distance learning as one of the today’s main educational trends have been described. Some assumptions about potential transforming of the competence system of a teacher, operating within the framework of distance education, have been made. The essence of how the conditions of distance learning effect each component of the teacher’s pedagogical competence has been determined. The system and interrelation of the components of the teacher’s pedagogical competence have been indicated. Some features of the competence in the field of information and communications technology (ICT competence) and its components have been analysed. The necessity of including the ICT competence in the system of the teacher’s pedagogical competence under conditions of distance education has been assumed and substantiated. The phenomenon “tutoring”, its types and functions have been described. It is concluded that the introduction of tutoring is able to satisfy the requirements to the pedagogical competence of a teacher operating within distance education. Some assumptions regarding the possibility of applying the principles of tutoring and implementing its mechanisms for revealing a full potential of distance education have been made.

A new approach to the creation of web-based core dictionaries

Reading is one of the basic skills in learning, and often it represents one of the main skills required in distance learning courses. That being said, one of the most important characteristics of distance education is the construction and the design of the learning message offered to learners during a distance learning course (Agrusti & Vertecchi, 2007). The present article focuses on Italian core dictionary, examining some known algorithms and approaches used by Tullio De Mauro in the creation of the Italian core dictionary and adapting it to a larger, yet less reliable, context: The World Wide Web. This synopsis will present a brief summary of the approaches adopted in order to identify the data of interest, data collection, filtering and in the end an assessment of viability and reliability of the newly created dictionary (Web-based core dictionary). All this in order to keep up with the effects the rapid advances of technology, globalization and connectivity have, not only on our life style, but also on our spoken and written language on a daily manner (Downes, 2008). This research shows how little the useable data is, in analogy to bulks of Big Data collected from the internet, the need to be careful in the adoption of new words and the need to adopt new approaches regarding the creation of a web-based core dictionary, as well as the need to consider new elements to refine the end product.

Перспективы развития онлайн-обучения для территориальных кластеров

The article shows the main socio-economic characteristics of distance education. The authors noted that the online training - one of the most popular and promising directions of development of distance education and courses MOOK platforms have great potential for the development of students. The article also highlights the main obstacles for the development of online education in the Russian society. Finally, recommendations about the use of professional standards for the specialized organizations of industrial clusters, regional innovation clusters and cluster development centers.

Instructional Design for College-Level Courses Using Interactive Television

The effectiveness of courses delivered over a distance, like face-to-face instruction, depends on the planning of the course, class activities and the instructional materials used. The use of systematic instructional design (ID) in course planning can help to make any instruction more successful in promoting learning. However, there are significant differences between face-to-face instruction and distance learning. In this article, applicable instructional design models are reviewed, the unique characteristics of distance education in higher education via interactive television (ITV) are discussed, and a nine step instructional design model, designed specifically for college course delivery via interactive television, is presented. This model is an adaptation of the Dick and Carey model which is discussed in the article. Implementation of this model in situations which do not have large support staffs and budgets for ITV is discussed.

Independence and Interaction in Distance Education: New Technologies for Home Study

Abstarct The characteristics of distance education are listed. Achieving a balance between independent and interactive student activities is a key to effective course design. Trends in distance education are changing with those in society at large. In particular, new home electronic systems will facilitate interactive activities. Computer‐ assisted tuition, audio cassettes, videodiscs/video cassettes and microcomputers are analyzed in terms of their interactive characteristics. The continued presence of publicly supported institutions in distance education may help to ensure that technologies are employed in ways that reinforce the community.