Electronic Campus Research Articles

THE E-LEARNING PLATFORM AS A BASIS FOR DIDACTICAL DIVERSIFICATION OF TRAINING

The e-learning platform is gradually becoming an integral part of the electronic campus of any modern higher education institution and provides teachers with access to tools that not only complement traditional forms of training but also have the potential to increase efficiency in the overall learning process. Characteristics that distinguish learning platforms from regular exercise collections are user administration, course management, role definition and access and usage rights, availability of platform communication capabilities, learning tools such as a virtual classroom, placement of the learning curriculum content and media used in a network browser and, last but not least, a system for storing data and statistics on the activity and the results achieved by the learners. The main function of the electronic resources is to improve the attendance training and to increase the quality of the learning process, which in turn leads to the enrichment of the traditional forms and the autonomous learning of the students through the access to various information resources, materials, data and media. Each platform offers didactic tools in four main areas - course design, organization of teacher-student communication, access to additional and external resources, and an e-testing system. This infrastructure allows for the diversification of didactic approaches and information channels that take into account the different learning strategies and styles of learners in order to maximize the learning content. The purposeful use of learning strategies makes it possible to optimize learning, and in the event of difficulties, automated cognitive, metacognitive and resource-based strategies are applied and corrected or rejected accordingly. Knowledge and competence acquisition processes are not only dependent on the peculiarities and preferences of individual learners (or learning styles), but also on the learning object, the situations in which the learning process takes place, and external resources such as time, space, social characteristics and other side factors. Therefore, under different conditions, learners will choose different learning strategies, which in turn predetermines the style and success of the learning process. The structure of the learning resources offered by an electronic platform enables taking into account of all these additional factors and delegates to the learner the conscious choice of strategy, approach and media channel for obtaining information and its processing according to their leading learning style.

Russian practice of English language teaching in e-learning management system in universities of economics (MESI and PRUOE)

The article deals with topical issues of the using distance learning technologies, and blended model of studying foreign languages in universities. The authors investigated the possibility of distance learning technologies in the modern linguistic education. The practical side of blended model of foreign languages teaching is shown on the example of Learning Management System “Virtual Campus” at Plekhanov Russian University of economics and Moscow state university of economics, statistics and informatics. The purpose of the research is the following : 1) to analyze advantages of virtual campus in the Russian education system in teaching foreign languages in universities; 2) to demonstrate the difference between distance and e-learning in teaching foreign languages; 3) to demonstrate what language and speech competencies are developed with an electronic campus; 4) to describe the virtual campus tools; 5) to conduct a pedagogical experiment demonstrating virtual campus opportunities in teaching foreign languages; 6) to prove an innovative character and productivity of a blended learning model in teaching foreign languages. Material of the research. As a material of the research were used the following: 1) records of the lessons in the virtual campus (forums, tests, written tasks, commentaries); 2) paper and electronic text books; 3) students’ and teachers’ polls; 4) the results of students’ testing. Methods of the research. During the experiment the following methods were applied: descriptive, project, comparative and statistic methods. The results of the research. The following results have been obtained during the experiment - an innovation character and the productivity of a blended model usage in teaching foreign languages in universities which can be demonstrated in the following have been proved: 1) in developing communicative and language competencies; 2) in developing an individual student trajectory; 3) in expanding active and passive student vocabulary; 4) in expanding a socio-cultural potential at the lesson; 5) in developing an intellectual potential at the lesson; 6) in the intensification of educational process. Conclusions . 1. The usage of a blended learning project system based on а virtual campus raises the process of competencies development to a new level: 1) speech competencies (fi rst of all reading and writing); 2) language competencies (lexical and grammar); 3) cognitive с competencies. 2. We recommend a new blended learning system on the basis of a virtual campus in teaching foreign languages should be put into practice in education domain in Russian universities. 3. The usage of a blended learning system on the basis of a virtual campus in teaching foreign languages implies a change in a managerial approach in teachers’ activities. 4. The usage of a blended learning system in teaching foreign languages is feasible within a framework of a system approach in the education process.

METHODICAL ASPECTS OF TEACHING EFFICIENCY IN SMART-UNIVERSITY

Instrumentation development disclosed in accordance with the basic principles of Smart-University. Suggest ways to improve the use of the Electronic Campus and grade-rating system (GRS). Scrum methodology approaches and their adaptation to build Smart-University.

From Pedagogy to Andragogy and Heutagogy: Thinking Distance Education and Self-Directed Learning

Education has historically been a core concept in societies. Over the years we have seen founders of educational thought compromise with dated economic and social trends. Locke, Dewey, Piaget, Montessori are only some of the 'contemporary' contributors in the field. It is very difficult for the educational paradigm of the industrial age to serve the so called 'Universal Electronic Campus' of the 'digital age' as there is a movement from campus based learning to web-based distance education (Cole, 2001: 23).A great debate has been raised also, as to whether the discussion should refer to youth education or adult education. Terms like Pedagogy have emerged in the past and others as Andragogy, Active Learning, Heutagogy, Self-Directed learning recently.

Table of Contents

About CampusVolume 7, Issue 1 p. 1-32 Table of Contents First published: 30 April 2002 https://doi.org/10.1002/abc.71AboutPDF ToolsExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract RACIAL DYNAMICS ON CAMPUS: WHAT STUDENT ORGANIZATIONS CAN TELL US by Mitchell J. Chang Student organizations offer an excellent window through which to observe the shifting racial dynamics on our campuses.The author examines these shifts and outlines possibilities for the future. DIALOGUE: THE KEY TO MOVING BEYOND STRUCTURAL CONFLICT by Kevin “Doc” Klein How can we make the institutional changes we all agree are necessary, engage in productive collaboration with colleagues, and help students learn vital communication and cooperation skills if we don't know how to talk to one another? ASSESSMENT VS. RESEARCH: WHY WE SHOULD CARE ABOUT THE DIFFERENCE by M. Lee Upcraft and John H. Schuh What happens when we insist that assessment studies adhere to research standards? Sometimes we end up doing no assessment at all. We need to know when it is useful to apply research standards and when those standards just get in the way. DEPARTMENTS ELECTRONIC CAMPUS—ACCESSIBLE WEB SITES: WHY THEY'RE IMPORTANT AND WHERE TO BEGIN by Charmane K. Corcoran and Shawn D. Corcoran Successful Web sites are easy to access and navigate, and can accommodate a range of software, including software designed to help people with disabilities. Here are guidelines for building sites that are truly accessible. CAMPUS COMMONS—OVERFACILITATION by Lucas Lamadrid Facilitation is a good thing, but too much can be a problem. What can happen when parents and educators overfacilitate? WHAT THEY'RE READING—STORIES FROM THE ACADEMY by Robert A. Schwartz Three works of fiction expose the dark underbelly of academe. BOTTOM LINE—UNIVERSITY CITIZENSHIP by Audrey M. Kleinsasser When called to serve on committees and take on other assignments outside of our job descriptions, many of us run in the other direction. How can we reframe this work so that we can play a positive and active role as university citizens? Volume7, Issue1March/April 2002Pages 1-32 RelatedInformation

Enhancing the computer networking curriculum

An increasing number of students in computer science are requesting advanced study and active learning experiences in computer networking. Employers need graduates who not only understand the fundamentals of networking but those who can quickly be involved in network administration. Meeting these demands in the curriculum suggests that new and well-planned laboratory and internship experiences should be incorporated into the computer science curriculum. However, there are some major challenges in providing these experiences; it is much more complex than just adding another compiler or server to a laboratory. This paper describes several efforts the authors are making to meet these challenges.The environment in which these efforts have been studied is a small state-supported university, Northwest Missouri State University, in rural Missouri. Northwest has over 6,200 students pursuing baccalaureate, masters and specialist degrees. The networking environment at Northwest is more robust than one might expect. In 1987, the University became the first public institution in the United States to develop an "Electronic Campus" featuring University-provided, networked computing stations located in every residence hall room and faculty office. Then in 1999, each faculty member was issued a personal notebook computer and the residence halls were upgraded to Windows-based, networked desktop computers. [9]

Faculty Participation in the Pennsylvania State University World Campus: Identifying barriers to success

The study investigates faculty participation in Pennsylvania State University's electronic distance education, degree-granting campus. The objective of the study was to ascertain the difficulties faculty members and their administrators have when faculty choose to teach in an electronic campus set up within a large, traditional, research institution. The study draws on the views of participants to identify the key barriers, major concerns, and top incentives for faculty members who choose to teach in the new electronic campus environment.

Tailor-made or off-the-peg? Virtual courses in the humanities

The article describes how the British Government seesthe electronic campus as a ``quick fix'' for deliveringits idea of the learning society and mass higher (andfurther) education. It suggests that this solutionposes a number of major difficulties, especially forthe humanities. The issues are located in a globalcontext in which it is argued that so-called``mega-universities'' will come to dominate courseproduction and distribution. This development willhave profound implications for notions ofinstitutional autonomy and the autonomy of individualteachers, and may undermine academic pluralism. Thearticle concludes by arguing that, in the humanities,interventions are needed to secure an appropriate meldbetween the existing ``face-to-face'' methods ofteaching and learning, and the new technology.

Teaching Principles of Economics without “Chalk and Talk”: The Experience of CNU Online

The age of the virtual university has arrived as computer technology, specifically the Internet, offers increased possibilities for higher education. No longer are students necessarily required to come to campus to obtain an education. With computer technology, the education comes to the student; students are freed from the time and space constraints of the traditional classroom. In addition to offering courses via computer, administrative services such as admissions, registration, advising, financial aid, and bookstore orders can be handled by computer, phone, or fax. In the United States, virtual universities have been developed by numerous private and public entities. For example, the University of Phoenix (www. uophx.edu) is a private distance-learning franchise company that provides educational opportunities for approximately 48,000 adult students. The University of California (www.california.edu) has a virtual university that coordinates all of the distance-learning opportunities offered through the state's accredited colleges and universities. Regional bodies, such as the Western Governors' Association (www.wgu.ed) and the Southern Regional Education Board (www.srec.sreb.org), have also entered the virtual university market. The State Council of Higher Education for Virginia (SCHEV) is currently studying the idea of a virtual university within the Commonwealth. As a step in that direction, five Virginia institutions of higher education are offering courses through the Southern Regional Education Board's electronic campus. This electronic campus is a consortium of 50 colleges and universities throughout the South that enables students to enroll in courses whose credits can be transferred among the member institutions. At Christopher Newport University (CNU), we have been offering courses via computer since the spring 1993 semester. The CNU Online program (www.cnuonline.cnu.edu) began as a pilot system developed by CNU faculty members. In September 1994, the on-line program was formally approved by the Commonwealth of Virginia. At that time, 8 courses were offered on-line to 138 students. Gradually the program has grown to include 50 courses from 15 departments offered to over 500 students (as of the fall 1997 semester). Students can complete their general education required courses on-line and can earn four-year undergraduate degrees without ever coming to campus.

The Electronic Campus

What would it take to provide a laptop for every student, and what would be the result? Edwin Pinheiro, an academic consultant at IBM, explains how it is possible and describes the benefits to students, including increased responsibility for their own learning.

電子図書館 大学における電子図書館

The present article attempts, first, to clarify the “Electronic Library” concept as originally conceived by Dowlin in his Electronic Library and also that of the academic library as described in the context of electronic campus. Then, the selected electronic library projects in Europe, to which the author conducted study visits in recent years, are introduced to illustrate different approaches to the electronic library. The key points to be considered in planning and implementing an electronic library in the university library setting are described. These points were drawn from an analysis of existing electronic library projects. Finally, the recent report of the Committee on Science Information, Science Council, to the Minister of Education, Science, Sports and Culture entitled “Strengthening Electronic Library Functions in the University Library” is discussed in light of academic library development in the information society.

Campus wide information system development at three UK universities

Campus wide information systems (CWIS) are the newest development in the electronic campus, providing information on many aspects of campus life. This article gives a brief overview of CWIS development in the United Kingdom as at summer 1993. As yet there is no definitive CWIS, so a range of third generation systems were looked at in detail at the Universities of Birmingham, Bradford and Stirling. Within each, attention is given to differences in organisational policy, functionality, software and information provision. An appraisal of the specific case studies was undertaken both onsite and remotely via a national gateway. A comparison of the systems draws out features that should be available on an ideal CWIS. Future developments, including the advent of standards such as X.500 and Z39.50 and the adoption of common software, will lead to greater interaction between institutions. All of this coupled with the development of hypermedia and multimedia will ensure CWISs will become a powerful tool in the provision of information.

Northwest Missouri State University's electronic campus after four years

Since 1984 Northwest Missouri State University has taken several dramatic steps to prepare its 6,200 students for the emerging information-driven, technology-based society. These have included equipping every faculty office and student dormitory room with a computer terminal, a dedicated television channel and a telephone line. All three of these components are networked through the university's VAX timesharing computers. The result is an Campus made up of 2,300 terminals and telephones plus over 400 microcomputers. Prior Considerations Early in the planning stages for our Electronic Campus, two critial commitments were made that guided development of the entire project. First, the needs of students take precedence over administrative needs; and second, the system is structured around a centralized cluster of mainframes. Within the context of those commitments the university adopted three goals: * To ensure students have a working knowledge of the computer, particularly skill in accessing databases; * To improve writing skills through convenient access to word processing and reference programs; and * To improve communications through the use of electronic mail (e-mail) between and among dormitory rooms, faculty offices and administrative services. System Hardware Our campuswide system is supported by a highspeed, fiber-optic Ethernet backbone in a star configuration that connects the various Pathwork LAN servers and personal computers to seven VAX computers with a channel capacity of 10 million bits-per-second. In total, Northwest provides over 11 billion characters of online storage for its students and faculty. Specialized applications are also run on any one of several university and departmental computer stations, which include color graphics terminals, seven MicroVAXes, DOS-compatible Zenith PCs, plus Rainbows and Macintoshes. In addition, the university's network supports interactive terminals in 23 high schools in northwest Missouri. Included in the available services are touchscreen-driven color graphics directories in the library and administration building, plus a TouchTone Talker, which uses a computer-generated voice to share information, such as available class openings and an events calendar, by phone. A tutorial system comprising a computer, videodisc player and interactive voice synthesizer is also accessible from students' rooms for instruction on how to use the library and timesharing computing services. Available Software & Services Among the 200 software applications provided on campus are: word processing, e-mail, calculator, spreadsheet with graphics, personal address directory, and a university directory and calendar. Online database services include a library search system, encyclopedia, dictionary, thesaurus, campus news, career guidance system and listings of university student jobs and assistantships. Students may enroll, plus review their class schedule, transcripts and bill, all from their dorm room terminal. A comprehensive set of programming languages is available, as are a statistical analysis and graphing system. The library's traditional card catalog and reader's guide have been replaced by an online, integrated electronic catalog and circulation system. Through a system called RECAL (Regional Electronic Catalog Accessed Library), students and faculty can access the university's library catalog of nearly 400,000 volumes. Users can quickly determine what resources are present, when they will be available, in which collection they are stored, and the appropriate call number of the item. Electronic searches can also be done by author, title, topic and/or descriptors. In addition, the university has made RECAL services available to regional public libraries, high school libraries and other college libraries. The result is that network members can quickly and easily borrow resources from Northwest to enrich educational opportunities for their students and other constituencies. …

The electronic campus, an information strategy: proceedings of a conference held on 28–30 October 1988 at Banbury. Edited by Lynne J.Brindley. (Library and Information Research Report 73). ISBN 0–7123–3187–5. London: The British Library, 1989.

Learned PublishingVolume 4, Issue 3 p. 185-186 Book ReviewFree Access The electronic campus, an information strategy: proceedings of a conference held on 28–30 October 1988 at Banbury. Edited by Lynne J. Brindley. (Library and Information Research Report 73). ISBN 0–7123–3187–5. London: The British Library, 1989. David Lee, David Lee Professional Indexing ServicesSearch for more papers by this author David Lee, David Lee Professional Indexing ServicesSearch for more papers by this author First published: 01 January 1991 https://doi.org/10.1002/leap/40061br3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume4, Issue3July 1991Pages 185-186 RelatedInformation

The Electronic Campus: the First Decade

AbstractMany universities are beginning to consider how information technology could influence teaching, research, administration and communications on and off campus. This article reviews the development of the ‘electronic campus’ in the USA over the last decade and finds three distinct phases of development. Change in the UK has been slower but is noticeable. Five case studies, drawn from both sides of the Atlantic are considered. Finally, some implications and opportunities for the future are discussed; the author notes that the case for the massive investment necessary to bring the electronic campus to reality across the university sector has yet to be properly formulated.

Information technology, the humanities and the library

Some current computer-based projects in humanities re search and teaching are reviewed and the implications for the future development of library and information services to humanities scholars and for the professional education of librarians are considered. It is concluded that the penetration of information technology into humanities research and teach ing activities and the development of the concept of the electronic campus justify increased emphasis on information technology, particularly online searching and familiarization with a range of the software packages currently being used by researchers and teachers in the humanities, in the professional education of academic librarians. The Humanities Resources option on the MA Librarianship programme at the Depart ment of Information Studies, University of Sheffield, is de scribed.

The Electronic Campus: The Impact of the Scholar's Workstation Project on the Libraries at Brown

Description du projet d'acces a l'information par ordinateur personnel relie au reseau d'information local de l'universite Brown, a Rhode Island. Evaluation des effets sur les activites traditionnelles de la bibliotheque universitaire