Development Of Distance Education Research Articles

Developing Distance Education Content Using the TAPPA Process

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on macroinstruction. It is now important for these practitioners to use microinstruction strategies to keep pace with the technology evolution. This case study describes the TAPPA (Target, Accomplishment, Past, Prototype, Artifact) Process which was created using the Generic Model for Design Research (GMDR) proposed by McKenney and Reeves (2012) and uses selected ID concepts from the ADDIE (Molenda Performance Improvement, 42(5), 34–37, 2003) framework, and the Dick and Carey (Dick Educational Technology Research and Development, 44(3), 55–63, 1996), Backwards Design (McTighe n.d), and Rapid Prototyping ID Models (Tripp and Bichelmeyer Educational Technology Research and Development, 38(1), 31–44, 1990). The TAPPA Process is ideally suited for the microinstruction development typical of distance education environments and has been used to create more than 25 webinars and 12 e-learning modules over the past four years.

Development of Network Interactive Teaching Materials and Empirical in "Management" Courses

network interactive teaching material utilizes multimedia technology for digital processing of traditional paper content and makes the teaching material suitable for various electronic terminals. Network interactive teaching material making is closely related to the development of distance teaching. This paper mainly takes Human Resource Management as the experimental course, utilizes teaching resource cloud platform of augmented reality interactive teaching materials for empirical study on the application of network interactive teaching material in Human Resource Management course, discusses the application effect of new distance education and teaching resources, offers theoretical and data support for development of network interactive teaching material and distance education and exploits potential development direction of future course construction.

Reflections on special issue of Distance Education

A reflection on the special issue of Distance Education (volume 37, number 2) dedicated to selected papers from the 26th International Council for Open and Distance Education (ICDE) World Conference (2015). The theme of this special issue is set against the backdrop of the evolution of distance education, and the need to ensure the continued provision of high quality and affordable educational opportunities to individuals and communities to build capacity and empower them to achieve their goals and aspirations. In our efforts to help grow that capacity, it is tempting to focus on individual items or strategies, such as infrastructure development, development of policy, utilization of latest technologies or staff development. The articles in this special issue help to remind us that there is no silver bullet, and that we need to understand the importance of growing capacity in comprehensive, systemic and holistic ways.

The Role of Distance Education in Economic Growth and Development: Developing a Model

Background : In this is age of technology distance education serves individuals by enhancing their knowledge, attitude, skills, and behavior; it can also be a significant driver of economic development. The purpose of this research was to examine the role of distance education in economic development in Payame Noor University (PNU). Methods : From a total population of 1238 PNU students, a sample set of 184 was made randomly using Cochran’s formula. Data were collected using a 33-item distance education questionnaire and a 23-item economic development scale, both of which were developed by the researchers. Chronbach’s alpha determinations were 0.857 and 0.825 for these 2 instruments respectively. Data were analyzed using the Pearson correlation in SPSS structural equation modeling in LISREL. Results : Results showed a significant positive correlation (0.438) between distance education and economic development. Distance education was also significantly correlated with average (0.218) and high (0.441) economic development. Goodness of fit indices showed that the model was a good fit to the data (χ 2/df = 0.764; RMSEA = 0.002; GFI = 0.97; AGFI = 0.93). Conclusions : Based on the present findings, optimal and culturally adjusted ICT application in education can increase efficiency in many important measures of economic development such as effectiveness, productivity and capital deepening.

A learning-oriented framework for e-portfolio development in distance education

George Kuh’s (2008) list of 10 high-impact practices, supported by the American Association for Colleges and Universities (AAC&U), was amended early 2016 to include eportfolios. It is important, since it was the first amendment of the list. In this paper, the author reported on the usefulness of a learning-oriented framework for facilitating e-portfolio development in tertiary distance education. The framework integrates the three principles of a learning-oriented approach to assessment, namely that assessment tasks should be learning-oriented, that the student should be actively involved in self and peer assessment, and that quick, frequent feedback should be given to promote current and future learning. The learning tasks were designed to simultaneously provide opportunities to demonstrate the key competencies that ought to be developed during higher education. A variety of technologies were integrated to promote informal, accidental, selfdirected, selfregulated, cooperative, networked, experiential and transformative learning and the development of a community of practice. An investigation into one of the eportfolios, developed within this framework, shows that the student demonstrated achievement towards learning outcomes, while the level of development of key competencies could simultaneously be demonstrated and traced. After being exposed to a demanding, challenging, and frequently solo journey, the student states that the degree is valuable since she was not required to ‘merely regurgitate[d] the text book in parrot fashion in the exam’, she had to demonstrate the ‘ability to do something practical’. Based on this statement, eportfolios can be regarded as a high-impact educational practice.

THE DEVELOPMENT OF VIRTUAL SCHOOLING IN NEWFOUNDLAND AND LABRADOR

K-12 online distance education is growing rapidly and many organizations focus on virtual schooling in Canada. The centre for Distance Learning and Innovation (CDLI) was established in 2000 in Newfoundland and Labrador and has been offering numerous opportunities to rural high school students through online distance education. In this paper, the authors have outlined the historical development of distance education in Newfoundland and Labrador. The concept of distance education in NL is not a new phenomenon. It can be traced back in 1930s. Since then, several efforts have been made to enhance equality of educational opportunities to rural students. Despite the tremendous impact that the CDLI has had on distance education few related research documents or associated scholarly articles exist. At the end of the article some recommendations are made to improve virtual schooling in the province.

¿...y antes de los MOOC?

The phenomenon MOOC (Massive Open Online Courses) exceeded the interest of the academic world to settle in society as a democratizing education argument. But MOOC have not arisen by spontaneous generation, as might be inferred from such literature poured over the past three years. To prove that the MOOC have supposed, not a break, but an evolution of distance education, a review of relevant literature that comes to mark the milestones of the historical evolution of this type of education. Thus the four inserts in the acronym MOOC (course, massive, open and online) terms, there arose in 2011, when the emergence of the MOOC, but were dynamically appearing throughout the history of distance education.

Analysis of E-learning Forms and Aids of Distance Studies in Lithuanian Colleges

The presentation focuses on a number of interrelated aspects of distance education. Firstly, the aspects of accessibility of college higher education is discussed, which is promoted by the documents of Bologna process and legal acts of the Republic of Lithuania. The development of distance education is emphasised through an expansion of variety of e-learning forms. Secondly, the activities and goals of study divisions and centres of distance education in Lithuanian colleges are presented comprehensively. The presentation examines similarities and differences of e-learning in private and state colleges. Thirdly, referring to e-learning it is necessary to discuss curriculum quality aspects. Therefore, the analysis of structure of learning materials used in distance studies is presented, which focuses on how and to what extent the presented obligatory and additional tasks develop students’ critical thinking and their ability to involve in studies consistently and self-dependently. Educological aspects of e-learning materials are also discussed. Taking into account the problem areas of the conducted analysis, suggestions regarding improvement of e-learning materials to meet requirements imposed on higher education for development of students’ generic and subject specific competences are provided. Generalising, it can be stated that accessibility of higher education is improved employing a wider variety of e-learning forms. However, the quality of curriculum should be also ensured.

The Development of Distance Education Systems in Turkey, the Russian Federation and Saudi Arabia

Abstract In many countries, open and distance education is perceived as a way to meet the growing need for higher education. This paper explores the development of online and distance education in three countries that are still a white spot on the landscape of international distance education research although they have implemented elaborated distance education systems: Turkey, Russia and Saudi-Arabia. In order to understand the current state of distance education systems in the three countries, their respective systems are described from a historical perspective, compared in regard to their organization, important institutions for open and distance education and current developments. This comparative analysis directs the focus on little investigated education systems and contributes to an enhanced understanding of their past, present, and future.

Growth and development of distance education in India and China: a study on policy perspectives

India and China are two fast growing economies of the world and need large skill based manpower to sustain the economic growth. The existing formal higher educational system in these countries will not be able to meet the demand of the economy. The paper will try (i) to compare the development of economy and distance education in India and China with reference to policy perspectives; (ii) to examine the course design, development and delivery of distance education programmes in national open universities of India and China i.e. Indira Gandhi National Open University of India (IGNOU) and Open University of China (OUC); (iii) to analyze the trend of enrollment in IGNOU and OUC; and (iv) to compare the recognition /accreditation and quality control process of distance learning in both these countries. The paper highlights the policy strategies of two countries towards quality control mechanism as par with conventional system.

Organizational-Pedagogical Stages of Applying Distance Professional Development of Pedagogic Personnel

In this article to be discussed the issues regarding to the organizationalpedagogical stages, modeling of Distance Professional Development, the role and admissibility of Distance Learning in the process of eliminating existed problems in the system of Professional Development and integration of Distance Education into Traditional Professional Development in the age of Information Society. Together with this included brief information about the practical learning process concerning to the organizational� pedagogical stages.

Use and development of teaching technologies presented in nursing research

Objective: characterizing teaching technologies used or developed in nursing dissertations and theses in Brazil. Methods: adocumentary research that had data collection sourced from directories of theses and dissertations available on the websiteof the Brazilian Nursing Association, from Volumes Nineteen (XIX) (2001) to Twenty-one (XXI) (2013). Results: of 6346studies, 18 (0.28%) used or developed teaching technologies, composed of the following categories: use of conceptualmap; use of games; development of Virtual Learning Environment; development of educational materials; developmentof Distance Education courses; and artifact development. Conclusion: national research on the development and use ofteaching technology in nursing are still insufficient, especially in the North and Northeast. Multiple benefits of the use ofteaching technologies in nursing and learning environments were highlighted, not only for students and professionals, butalso for patients.aprendizagem da enfermagem, tanto com estudantes e profissionais, quanto com os pacientes.

DISTANCE EDUCATION IN HISTORICAL ASPECT

<p>In this article the authors give theoretical substantiation to the ideas of distance education, as well as offer an insight into the development of distance education, where the experience of many countries is summarized. The aim of the article is to publish the results of the theoretical research on the history of distance Education. As a result of research, the authors drew several conclusions: 1) since the 18th century, when the first attempt of distance education had been registered, till nowadays the humankind has amassed rich experience in this sphere;2) the correspondence education is the initial form of distance learning; 3) the development of distance education in the 20th century was facilitated by the development of information and communication technologies and their introduction into education; 4) in connection with the development of distance education, a new direction — media pedagogy — began its development in pedagogy.</p>

The Problems of Development of Distance Education in Kazakhstan

The purpose of the research is the identification of the most efficient approaches to the organization and management of distance education in the field of humanitarian education with the use of Internet technologies and the development of practical suggestions for their implementation and improvement. Methods of obtaining, processing and interpretation of information, including document analysis, the method of observation, expert interviews and questionnaires were used in the study. The analysis of formation of the system of distance education in our country and abroad enables to conclude the interdependence and interrelation of correspondence and distant educational technologies and provides reasons to believe that the experience, accumulated in the field of distance learning today, is the basis for the formation of the modern model of distance learning.

Research of Intelligent Web Courseware Model System Based on Ontology

The development of distance education put forward higher requirements for WEB courseware, it should update teaching content based on the degree of students. This article proposes a resource sharing model of courseware based on semantic web so as to solve the problem of courseware in the teaching process. It takes Resource sharing based on SCORM courses object model as a framework and use XML to describe each learning content objects which makes teachers organize course content and create courseware more easy as well as makes excellent courseware resources can be shared in greatest degree. System defines two agents, one is the teacher interface agent for receiving input information from teachers and curriculum recommendation agent and another agent is communicate agent. Course recommendation agents mainly complete the selection of appropriate curriculum content recommended according to teachers in advance and adjust the course object order in accordance with the repository attribute settings.

Using the network technologies with formation the Smart-textbook in the learning process

It is defined the main purpose of Smart-textbook - to give a knowledge and practical skills in the use of new technologies due to the transformation of the information society into a new quality, which is called Smart-Society. In accordance to requirements (flexibility, integration, individual trajectory and other) which is responsible a smart-textbook, it is formed the requirements for technology of its creation: use of cloud technology in the process of creating and using of smart-textbook, enhanced use of multimedia, interactive educational tools. The article shows examples of work organization at the Smart-lesson, the process of teacher-student interaction, creation of new textbook that dynamically modifiable by the Smart-pupil, conducting lessons with multimedia and computer support, activation of cognitive interest of learners, which generally contributes to the development of distance education. Teacher just update the material to create a Smart-textbook submit it in accordance with the evaluation criteria of its quality, add the necessary training elements and organize an individual learning strategy for each learner, consider the individual criteria for assessing the educational achievements of learners and formation of their XXI century skills.

A Comparative Study of the Tertiary Distance Education Development History in China and the U.S.

A Comparative Study of the Tertiary Distance Education Development History in China and the U.S.

Access to Quality Postgraduate Education through Distance Education in Ethiopia: The Case of Indira Gandhi National Open University

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the Indira Gandhi National Open University (IGNOU) as a case study. It draws on the development of distance education and it further explores the potential of a distance education programme delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Three quality indicators, coherence, efficiency and the impact of distance education, were used as tools of analysis. DOI: 10.5901/jesr.2015.v5n1p159

A Review of Open & Distance Education and Human Development in Nigeria

Distance Education have a lot of potential gains – such as meeting the education needs of the teeming population of qualified students who could not gain admission to tertiary institution; some of these are indigent students who could hardly afford formal tertiary education and so need to work and learn simultaneously. More so, the higher institutions in Nigeria are hardly able to absorb 30% of applicants on a yearly basis. With population increase, the situation is becoming aggravated with each passing year. The current state of the study centers needs urgent attention. This study, therefore, focused on empirically ascertaining the state of Open and Distance Education (ODE) in Nigeria and strives to evolve a pragmatic solution to the challenge of ODE in Africa. The research designs adopted for the first phase of this study is the case study design. The second phase of the study is devoted to test-running the proposed Information and Computer Technology (ICT) based solution. From findings in this study, the speculation that there are pertinent challenges in the current ODE practices in Nigeria has been confirmed. Thus, providing information required for improved platform for ODE implementation in Covenant University and hence the proposed recommendations

The Development of Online Distance Education in Saudi Arabia

Today we live in the era of the knowledge revolution, which accelerates scientific discoveries, technological developments, and the spread of knowledge. Perhaps one of the most rapid technological developments is what is happening in the field of communication technology, the Internet, and distance education. These developments have affected all aspects of life and pose new challenges in all areas especially in the field of education. This article provides an overview of the Saudi education system and history of distance education, and also describes the reality of distance learning in Saudi Arabia and the possibility of using it as a solution method to absorb the growing numbers of students who wish to continue their education.