Form Of Distance Education Research Articles

Application of WeChat Teaching Platform in Interactive Translation Teaching

With the increasing use of smartphones in China, WeChat has become one of the most popular social applications. With its powerful functions, WeChat not only implements social features for its users but also provides a new way to fulfill mobile learning (M-learning), which is a form of distance education with the use of mobile devices. After analyzing M-learning models and WeChat’s features, this paper attempts to integrate WeChat’s interactive functions to construct a WeChat teaching platform under the guidance of constructive theory. The WeChat teaching platform was constructed based on WeChat’s multiple functions and with the support of wireless network technology. It can help to increase the interaction between students and teachers, because such interaction makes achieving ubiquitous learning for university students feasible. This empirical study proved that the new model is feasible and effective in facilitating interaction in translation teaching and in developing the students’ translation competence.

Issues and Challenges in Open and Distance e-Learning: Perspectives from the Philippines

<p class="Style2">Rapid advances in information and communications technology in the digital age have brought about significant changes in the practice of distance education (DE) worldwide. DE practitioners in the Philippines’ open university have coined the term ‘open and distance e-learning’ (ODeL) to refer to the new forms of DE, which are characterised by the convergence of an open learning philosophy, DE pedagogies, and e-learning technologies. This paper discusses the issues and challenges that ODeL poses for the Philippines’ open university from the point of view of the institution’s leading ODeL practitioners. The paper concludes with a discussion of the policy development and administrative changes required to support innovative teaching practice across the institution. The findings and conclusions are relevant for other institutions in the same stage of ODeL development.</p><p class="p1"><span class="s1"><br /></span></p>

Integration of Micro Lectures into the Blended Learning Discourse in Tertiary Education#

Over the past decades, the Internet has had a profound impact on tertiary education, with the emergence of a new format of distance education. With the broadband-connected World Wide Web, students can now pursue their learning, whether formal or informal, more comfortably and effectively. Also, the rapidly emerging technologies offer academics and educational institutions much greater choice in their instructional approaches and learning environments. Micro lectures are considered to be one of the most effective modes in blended learning. This paper examines our practice of integrating micro lectures into our English for Business course, using an exploratory case study approach. The study focuses on four fields: learning content with technology; learning support services; learning management; and students' learning experiences. The findings indicate that the great majority of students were satisfied with micro lecture learning, and that the flippedclassroom based on micro lecture learning resources can optimize the learning process. We believe that it is time to integrate micro lectures into formal learning in both online learning and face-to-face classroom teaching.

O TRABALHO DO SECRETÁRIO EM INSTITUIÇÕES DE ENSINO PRESENCIAL E EDUCAÇÃO À DISTÂNCIA – EAD

The reality of the school secretary profession in classroom teaching and distance in private institutions is the subject covered in this article, result of research in Sao Sebastiao, Federal District. This study aimed to analyze the differences in the secretary's work at school and at Polo Classroom Support of a university that offer higher education in the form of Distance Education - Distance Education . Its qualitative approach methodology to conduct field research and semi-structured interview at school and at university with the school secretaries. The results show that despite technological advances , the professional who works in the school secretary is not just another body member of the school community , but is he of whom the school depends for all its processes are effective and efficient in search of reach of the institution's goals. The survey provided a better understanding about the routine and secretary of assignments in school and academic space with a highlight in common the importance of service to the public as one of the most significant activities in the work of school secretary.

Educação a distância e tutoria: uma análise a partir das interações do tutor com o professor-formador e com o professor-cursista

Distance education is growing rapidly and professionals involved in this process need to empower themselves to keep pace with technology developments and new teaching methodologies. Among such teaching professionals, we can also find the teacher-tutor i.e. the person whose role it is to guide, encourage, motivate, and help build students develop their careers as well as maximize their learning. Within this perspective, this paper aims to highlight how the course titled Training Tutors prepares participants to become a tutor. The second phase consisted of researching the performance of these tutors as facilitators and mentors in the course Technology -. 4th edition, which was held at the Universidade Estadual Paulista in conjunction with the Open University of Brazil, i.e. in the distance education format. Research in this case is defined according to the concepts of the qualitative approach to teaching. Initially, we prepared a literature review, which was followed by semi-structured interviews consisting of four tutors, namely those individuals who completed the training course and who participated in the course titled: Technology. In addition to the data collection, we analyzed the teaching materials and the feedback from the interactions and mediations between the tutorial trainers (experts) and trainee teachers (professors), and the tutors and the trainees (students), i.e. in forums and in other Virtual Learning Environment (VLE) activities. The analysis of the information and data shows that trainees were sufficiently trained and prepared to perform adequately and effectively the activities of: teaching, mediation, guidance, and training. With regard to the types of behavior considered in the analysis, it was considered important for all trainees to: identify problems, provide feedback, be autonomous, and promote interaction. Identifying problems, promoting interaction and providing feedback were reported as being essential in the interactions between the tutor and the trainee, especially in forums and chats in the virtual learning environment, although it was observed that the tutors acted somewhat autonomously during the Assistive Technology course.

Distance Learning in Undergraduate Education: The Challenges of Building a Collaborative Environment

The objectives were: to develop subsidies that allow a detailed discussion about the format of distance education developed by Describe processes of teaching and learning offered by different educational resources and virtual tools available on platforms and learning materials that support the courses offered; Identify the relationship between teacher and student and the basic principles relevant to the democratization process of education on the view of students autonomy in distance education processes. The data analysis emphasized qualitative aspects and was performed correlating documental analysis, information obtained through interviews and observations.

The Albany Two-Way Radio Conferences, 1955–1981: A Retrospective Look at a Program Providing Interactive Continuing Medical Education at a Distance

Despite early widespread recognition of the necessity of continuing medical education (CME) for practicing physicians and surgeons, medical schools and national medical organizations were slow to mobilize to address the need. One pioneering program, developed by the Albany Medical College in New York, not only provided CME, but did so in a live distance education format that allowed for interaction between the participants and the faculty presenters. The Albany Program commenced in 1955 using what was then state-of-the-art technology; it exemplified principles and practices that can be seen as the precursors for the distance education approaches used to reach physicians today. This short article describes the contributions of the Albany Two-Way Radio Conferences and places them in the context of developments in national organizations and policies in the 20th century.

Student and faculty outcomes of undergraduate science research projects by geographically dispersed students

<p>Senior undergraduate research projects are important components of most undergraduate science degrees. The delivery of such projects in a distance education format is challenging. Athabasca University (AU) science project courses allow distance education students to complete research project courses by working with research supervisors in their local area, coordinated at a distance by AU faculty. This paper presents demographics and course performance for 155 students over five years. Pass rates were similar to other distance education courses. Research students were surveyed by questionnaire, and external supervisors and AU faculty were interviewed, to examine the outcomes of these project courses for each group. Students reported high levels of satisfaction with the course, local supervisors, and faculty coordinators. Students also reported that the experience increased their interest in research, and the probability that they would pursue graduate or additional certification. Local supervisors and faculty affirmed that the purposes of project courses are to introduce the student to research, provide opportunity for students to use their cumulative knowledge, develop cognitive abilities, and independent thinking. The advantages and challenges associated with this course model are discussed.</p>

Distance Education and Teaching Online: My Journey from Mystery to Mastery

ABSTRACTWith the burgeoning of online programs in higher education, many occupational therapy faculty will need to expand their teaching repertoire to include distance education methods. This article describes the transition of one teacher, moving from face to face instruction to a blended distance education format, and the components of the process. These include providing a good technical infrastructure and training for both teachers and students. In addition, the process of creating and developing both synchronous (live) sessions and asynchronous (discussion boards) are described. Lastly the author reflects on ways to transcend the distance and strengthen the online learning experience.

Comparative Analysis of Distance Education and Classroom-based Formats for a Clinical Social Work Practice Course

A growing body of research suggests that online courses are as effective as face-to-face courses in delivering knowledge-based content. Scant research, however, has been conducted to examine the usefulness of distance education (DE) for teaching clinical coursework. This study compared the outcomes of students who participated in DE sections of a graduate level Social Work Practice with Groups course with students engaged in traditional face-to-face sections of the same course. The DE sections were primarily online and used asynchronistic and synchronistic technology coupled with a few Saturday sessions. Results revealed no significant differences between DE and in-class students in knowledge of leadership skills, group processes and dynamics, or perception of course content and effectiveness. Implications for social work education are discussed.

Quando a intenção de comunicar supera 140 caracteres

The article is the result of the monograph #Eadsunday: E-Learning in Discussion on Sundays - a case study of a successful experience on Twitter, performed as the final work requirement of the course Communication, Education and Language of the Programa de Pós- Graduação de Ciências da Comunicação (PPGCOM) by Universidade de São Paulo (USP), given by Professor Adilson Citelli. His focus educomunicativo is part of the assimilation of this tool by educators, identifying their technological and demographic profile at the same time, comparing this with that language that are used in the form of distance education. The research result was presented at the Conference on Computers in Education Online <http://www.coied.com> between 07 and 19 February 2011, in an e-poster

LA INTERACTIVIDAD EN LA EDUCACION A DISTANCIA: EVALUACION DE COMUNIDADES DE APRENDIZAJE

Computer technology and the Internet allow for increased interactivity in distance education. On- line learning communities are being created. Students are engaging in discourse, and socially con- structed learning is taking place. Socially constructed learning cannot be packaged in neatly defined learning goals. It is hard to measure whether the discourse amongst the learners truly generates new skills, insights, and know- ledge and in what ways the features of the virtual site support the learning process. The paper explores the format of selected online distance learning spaces for teachers, presents possible evaluation criteria, and discusses the applicability of the criteria to the evaluation of such a variable distance education format.

CURSO DE GRADUAÇÃO NA ÁREA DE FORMAÇÃO DE PROFESSORES NA MODALIDADE DE EAD: A QUALIDADE SOB À ÓTICA SISTÊMICOORGANIZACIONAL

Article systematic procedures, analysis and results of a poll that addressed the issue of quality (formal and political) of the degree in Pedagogy - Initial Series of primary education in the mode of distance education in the period 1999 to 2002 of the Federal University of Parana. Defines quality (formal and policy). It shows the characteristics and properties of the systemic elements of the course (teacher specialist, guiding scholars, students). It describes the relationship of the parties and their particular with the whole (course) and this in relation to its components (parts) in order to demonstrate, on a looksystemic organizational, the quality of the course. Proposes referrals theoretical and practical to ensure the quality of courses in the form of distance education.

Cloud Computing-s Software-as-a-Service (SaaS) Delivery Model Benefits Technical Courses in Higher Education

Software-as-a-Service (SaaS) is a form of cloud computing that relieves the user of the burden of hardware and software installation and management. SaaS can be used at the course level to enhance curricula and student experience. When cloud computing and SaaS are included in educational literature, the focus is typically on implementing administrative functions. Yet, SaaS can make more immediate and substantial contributions to the technical course content in educational offerings. This paper explores cloud computing and SaaS, provides examples, reports on experiences using SaaS to offer specialized software in courses, and analyzes the advantages and disadvantages of using SaaS at the course level. The paper contributes to the literature in higher education by analyzing the major technical concepts, potential, and constraints for using SaaS to deliver specialized software at the course level. Further it may enable more educators and students to benefit from this emerging technology. Keywords—Cloud computing, software-as-a-service, e-service, higher education. I. BACKGROUND AND MOTIVATION TUDENTS in technical courses often would benefit by having experience with the same specialized software as used in industry. This is especially true in computer science and related computer application courses where advanced software is often required to help students understand important principles. Yet, budget constraints may rule out such software purchases. Some vendors offer free downloadable software for educational use. However, downloaded software still requires sufficient computing resources to install and make use of the software. Further, software installation, configuration, and routine maintenance often requires the time of skilled information technology (IT) staff, another scarce resource in higher education. In the case of specialized software, the limited number of students served makes it more difficult to justify the expense by the university. Another problem has been the difficulty students have in obtaining, installing and configuring software in a timely fashion, particularly during accelerated 8 or 9-week course format. Typically many hours of faculty support are required to assist students in this situation. When the course is offered in a distance education format, it becomes even more challenging in order to help students get up to speed fast enough for course demands. Janet L. Kourik is with Webster University, US. E-mail: kourikjl@webster.edu To circumvent such problems, some vendors responded by offering access to their software via the Software-as-a-Service (SaaS) model. SaaS, sometimes called e-service, is a form of cloud computing that delivers software and its associated data via a web browser or a thin client to relieve the user of the burden of hardware and software installation and management. From vendors that offer specialized software via SaaS delivery, the products may be rapidly incorporated into a course, often at little or no expense to the instructor in higher education. II. CLOUD COMPUTING AND SAAS Cloud computing actually is a broad collection of ideas. An analogy at this point may be helpful. Consider “TRANSPORTATION” as a broad collection of ideas. Transportation encompasses many different components of moving a person or object from point A to point B, as listed in Table 1. Transportation includes movement on land, water, and in the air. Wind, gasoline, electricity, etc. may be used to generate force for movement. A variety of vehicles may implement transportation. The elements of transportation components may be combined in many ways. For instance, wind may be used to move a sail boat on water. Another example would be a diesel engine may be used to move a bus

Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers

AbstractThis paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting.

Creating global networks through an online engineering graduate programme

Internationally, the railway industry is facing a severe shortage of engineers with high-level, relevant, professional and technical knowledge and abilities, in particular amongst engineers involved in the design, construction and maintenance of railway infrastructure. A unique graduate level programme has been created to meet that global need via a fully online, distance education format. The development and operation of this Master of Engineering degree is proposed as a model of the process needed for industry-relevance, flexible delivery, international networking and professional development required for a successful graduate engineering programme in the twenty-first century. In particular, this paper demonstrates how a mix of new and more familiar technologies are utilised through a variety of tasks to overcome the huge distances and multiple time zones that separate the participants across a growing number of countries, successfully achieving close and sustained interaction amongst the participants and railway experts.

Undergraduate performance in a domestic animal laboratory taught via distance education

The objective of this study was to determine if laboratory modules of an undergraduate animal anatomy course offered in distance education (DistEd) format were as effective as face-to-face (F2F) format in helping students learn. Students (n = 159) completed an anatomy pretest as well as a presurvey to assess prior DistEd experience. Alternating each week, laboratory topics were presented either as F2F or as virtual DistEd laboratories. Two laboratory examinations were administered and included material from both laboratory formats (DistEd and F2F). Questions from the pretest were also included and used to generate the posttest scores. At the end of the semester, students completed a postsurvey to determine if DistEd was a viable alternative to F2F. Student grades on each examination were compared using an ANOVA model that included main effects of presentation method (DistEd, F2F), semester (fall, spring), and their interaction. Learning was evaluated based on the performances of students on pre- and posttests using unpaired t-tests. There was an increase (P < 0.0001) in anatomy post- vs. pretest scores for both semesters, indicative of student learning, although there was no effect of presentation method (F2F or DistEd). On exam 1, students achieved greater scores in fall 2008 (P < 0.0001) on material presented via DistEd compared with that presented as F2F. However, in spring 2009 students scored better on material presented as F2F. There was no effect of presentation method on exam 2 scores for either semester. Based on the postsurvey, 79.3% of students in fall 2008 and 52% of students from spring 2009 agreed that DistEd laboratories were a viable alternative to F2F laboratories. The results of this study support the conclusion that anatomy material can be taught effectively by distance education methods.

Profile of Personnel Preparation Programs in Visual Impairment and Their Faculty

This survey of university personnel preparation programs in visual impairment in the United States and Canada investigated the demographic characteristics of faculty members and programs, instructional models, and funding formulas in 2007–08. It found that many programs used some form of distance education and that there was a correlation between tenure status and the age of the program. Trends for this and the previous four surveys are examined.

Teaching Evidence-Based Practice in a Distance Education Occupational Therapy Doctoral Program: Strategies for Professional Growth and Advancing the Profession

ABSTRACTThe Centennial Vision of the American Occupational Therapy Association (AOTA) projects that by 2017 all occupational therapy (OT) practice areas will be supported by evidence. Achieving this goal requires preparing clinicians with the skills to assimilate, analyze, and apply research to their areas of practice and communicate the value of OT services to consumers and payers. These skills are at the heart of evidence-based practice (EBP). Educators must be prepared to teach EBP skills in both entry-level and postprofessional programs. This article outlines how EBP can be taught to postprofessional occupational therapy clinical doctoral students using a distance education format. Key features of a successful EBP course include having access to full-text electronic articles, opportunities for students to explore the literature in their own areas of interest, consistent and timely feedback on written work and discussion topics, and opportunities to collaborate with peers.

Moving from TV broadcasting to e‐learning

PurposeThe purpose of this paper is threefold. First, it provides an overview of the demand, capacity and challenges of teacher education in China. Second, it highlights the significant contributions of China Central Radio and TV University (CCRTVU) to teacher education in the last three decades. Finally, it discusses challenges and issues for e‐learning as a new form of distance education for upgrading qualifications and promoting professional development of teachers and principals in remote, rural schools.Design/methodology/approachAs a case study, this paper analyses CCRTVU's infrastructure and operational structure, and its unique position to bridge teacher education institutions and integrate educational resources.FindingsWhen CCRTVU moves from TV broadcasting to e‐learning, it offers new and innovative forms of professional development for millions of school teachers and principals, and accompanying new challenges.Originality/valueThe paper suggests that rigorous research should be conducted to address what works and how to reach teachers and school principals in remote, rural areas.