Distance Learning Opportunities Research Articles

An Interactive Web-Based Tool For Teaching Computer Programming

Lab time dedicated to programming practice in most schools is typically not sufficient for students to succeed as professional programmers. In this paper, we introduce an interactive tool for teaching computer programming. The tool can be used outside the classroom as it is web-based, can be easily integrated with any management learning environment such as BlackBoard, and provides better opportunities for distance learning and online education programs. The tool engages students as active learners and considers student learning styles to effectively improve the learning process. Our experimental study shows that using our tool significantly increased the achievement percentage of our class learning outcomes.

The role of "open" in strategic library planning

Academic libraries are undergoing evolutionary change as emerging technologies and new philosophies about how information is created, distributed, and shared have disrupted traditional operations and services. Additionally, the population that the academic library serves is increasingly distributed due to distance learning opportunities and new models of teaching and learning. This article, the first in this special issue, suggests that in today’s increasingly networked and distributed information environment, the strategic integration of open curation and collection development practices can serve as a useful means for organizing and providing structure to the diverse mass of available digital information, so that individual users of the library have access to coherent contexts for meaningful engagement with that information. Building on insights from extant research and practice, this article proposes that colleges and universities recognize a more inclusive open access environment, including the integration of resources outside of those owned or created by the institution, and a shift toward policies that consider open access research and open educational resources as part of the library’s formal curatorial workflow and collection building. At the conclusion on this article, authors Lisa Petrides and Cynthia Jimes offer a commentary on the six remaining articles that comprise this special issue on Models of Open Education in Higher Education, discussing the significant role that “open” policy and practice play in shaping teaching, learning, and scholarship in the global context of higher education.

Innovation and Global eLearning: A Case Study at Brigham Young University–Idaho

This chapter provides a case study of innovation using eLearning in higher education. The case study shows how one university made system‐wide organizational and procedural changes to create low‐cost, open‐access distance learning opportunities on a global level in response to student needs and opportunities.

Assessing the Applicability of 3D Holographic Technology as an Enhanced Technology for Distance Learning

Distance learning has provided an excellent platform for students in geographically remote locations while enabling them to learn at their own pace and convenience. A number of technologies are currently being utilized to conceptualize, design, enhance and foster distance learning. Teleconferences, electronic field trips, podcasts, webinars, video conferencing and online courses are among such technologies used in providing distance learning opportunities. However limitations in those existing technologies have affected to the increase of distance learners dropout rates. As an attempt to overcome the limitations in the currently adopted distance learning practices, the study aims to utilize 3D Hologram Technology (3DHT) in the Engineering discipline. 3D hologram facilitates live and life size 3D telepresence that can interact with remote audiences. A survey had been conducted, using Delphi Technique to gather data from the experts in the field to evaluate the potential of 3DHT over existing technologies. Results of the survey suggested that 3DHT as a good distance learning technology and have the potential of overcoming existing limitations. Lack of infrastructure, High initial cost of infrastructure and Lack of technical know how are the main encounters identified by the experts in the sample. It is expected to develop a classroom environment with 3DHT and to evaluate its effectiveness for the distance learning in the next stage of the study.

Assessing Quality And Effectiveness In Fully Online Distance Education

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

The Use of IT in Study Program Social Work

The information technology is important factor for development of the economy branch in the modern world. This factor is important in the social work education too. In the study process active use of IT helps to improve the quality of studies, saves the time of students and teachers, and provides more possibilities to compete in the labour market. In the presentation the communication by IT tools, the teacher and the student's common work in virtual environments, distance learning opportunities are presented.

Cross-Campus Collaboration to Produce Camtasia-Enhanced Lessons to Improve Distance Learning

This pilot study examines the use of Camtasia-enhanced lessons to supplement distance education provided to medical laboratory science students. More programs of study are available as distance learning opportunities, creating challenges to find better ways to present material. Librarians provided technical expertise necessary to produce a Camtasia video. This helped instructors prepare engaging lectures for phlebotomy to supplement the PowerPoint presentations and self-directed lessons provided in previous courses. Medical laboratory science faculty collaborated with library staff to produce videos that demonstrate proper phlebotomy technique using training personnel and faculty, whom the students eventually interact with in the clinical environment.

Community-Based Disaster Coalition training.

One key activity of the University of South Florida Preparedness and Emergency Response Learning Center is designing, developing, and delivering community preparedness, response, and recovery system training. Coalitions are vital for addressing emergencies or disaster situations within communities. The University of South Florida Community-Based Disaster Coalition was designed to address the challenges of building and sustaining coalitions, emphasize methods to enhance their sustainability and effectiveness, and strengthen their purpose and community impact during disasters. Teams of participants were offered 2 years of training to support coalition-building efforts. In year 1, participants engaged in 3 days of facilitator-led instruction, hands-on activities, tabletop exercises, and breakout groups to learn techniques to strengthen their coalition, which are the focus of this study. In year 2, participants engaged in additional training through course refreshers, distance learning opportunities, and webinars. Participants were grouped by county or region and comprised 6 to 9 people from a range of backgrounds and professions. During the 2012 (year 1) trainings, 184 people attended the program, representing nearly half (31; 46%) of Florida counties. Performance data indicated that participants significantly improved their knowledge scores, and course evaluations indicated that they were satisfied with the course overall. The Community-Based Disaster Coalition trainings focused on community capacity of disaster response in 31 counties, which represents close to 13 million people or nearly three-fourths of Florida residents. Training evaluations supported previous findings regarding critical coalition elements for development and sustainment, such as clear coalition purpose and goals. Several lessons were evident and inform future Community-Based Disaster Coalition efforts including adapting training to meet coalition needs; supporting the process of coalition building; following up with extended training opportunities and resources; continuing to provide trainings to counties that have not yet participated; and expanding training in other states, regions, territories, and internationally.

Education for Rural Transformation: The Role of Community Learning Centers in Nepal

The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study.<br /> Nepal's rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and deprivation by developing capacity of rural people to take advantage of available opportunities for reducing economic and non-economic poverty.<br /> Community learning centers (CLCs) as the local educational institutions outside the formal structure, can create various learning options and opportunities, responding to the diverse needs of the rural communities living in a complex situation. Referring to a case study, the paper has advocated that CLCs can be instrumental in rural transformation by offering diverse programs in education and community services such as: early childhood care and development, good quality primary education for all children, second chance basic education for youth, literacy and post literacy programs, women education program, vocational skill development, income generating programs and community development services for improving the quality of life of rural people. The paper further suggested that CLC has potential to offer assistance to the students of local schools in improving their academic achievement and to serve as a local institutional base offering technology-based open and distance learning opportunities and engage rural people in lifelong learning and continuing education.

English

This research addresses the differences in the perception of quality by gender and by attitude toward distance learning opportunities in an e-learning environment. We have conducted a research on a population of 68 students enrolled for the first time on distance learning studies of Belgrade University. Using a paired sample t-test, independent samples t-test, and ANOVA, we have proven that there is no significant difference in students' satisfaction with distance learning during the semester (t=1.796, p=0.078), in satisfaction by gender (t=-1.176, p=0.244) and that three groups of students with different attitudes toward learning opportunities have different degree satisfaction with distance learning studies (F=9.954, p<0.001). Satisfaction is important for developing trust in distance learning, as elaborated in the article. Using a post hoc analysis we have explained the differences and proposed implications for the learning process.

A Model for Designing and Facilitating Virtual Learning in Belize: Addressing Faculty Needs and Contextualisation

Introductionbelize, the only English-speaking couNTRy in Central America, has continually faced the many challenges of addressing the educational needs of her people. Yvonne Palma's 2011 publication on distance learning in Belize1 documents how inaccessible rural locations, high unemployment rates, increasing youth crime involvement, and large drop-out rates from primary and secondary schools all contribute to a nation seeking viable alternatives for delivering education successfully to many groups. Moreover, since 1964, Belizean innovators have used emergent forms of distance learning for a broad range of purposes. In addition, many Belizean adults have taken the initiative to complete their advanced college degrees through varied distance learning systems.2 As a people who understand that essential solutions are not always within convenient geographic boundaries, Belizeans are poised to continue advancing distance learning practices.Distance learning has incorporated innumerable advances since the days of correspondence school and radio or television educational broadcasting. Yet during this entire period of advancement, educators and institutions have focused primarily on how to standardise course designs, and seldom have considered dynamic, interactive activities, peer learning and collaboration.3 Moreover, there has been little support for faculty to develop a facilitative teaching style of online instruction (or on-campus instruction).4 This article provides a model which incorporates these elements and describes trends and lessons for faculty support, course design and facilitation. The model provides guidance in planning, designing and facilitating online courses.5 The aim is to assist institutions and faculty in Belize, and elsewhere, in addressing the many demands they need to satisfy.The need for distance learningWorldwide, many learners pursue distance learning instruction due to its convenience and flexibility. However, do online courses and programmes provide substantial and suitable learning experiences for these learners? Today, adults in the 18-72 age range are using the Internet not only for information, but also for entertainment and socialising.6 The multitude of people engaged in informal learning via Internet searches, audio books, podcasts, and television programming highlights the fact that people of all ages seek learning opportunities when they have a critical need to gain knowledge and skills.7 Nonetheless, traditional educational institutions tend to ignore this fact in the scope and design of distance learning offerings. Informal distance learning opportunities may be on-demand, highly dynamic, and may turn the tables on traditional formats. Control and flexibility have become major characteristics of continuous information gathering, daily learning and entertainment; therefore these features need to be included in distance learning. Fuelled by the technological delivery of 24/7 global information, users expect to pursue academic studies with the same tools, convenience and global reach as their work, entertainment, and social engagement.8One of the greatest challenges that often arise with ubiquitous technology is that educational institution personnel must set aside their preconceived notions of distance learning. However, this can be an opportunity to reframe student-teacher relationships, traditional programme study restrictions, and student responsibility, allowing for new models to emerge.9 When faculty and educational institutions are able to embrace what technology offers and learners seek, they become ready for a powerful educational revolution. Conversely, if institutions cannot embrace these opportunities, many educational leaders predict that learners will go outside traditional venues, and schools, colleges and universities will struggle with enrolments and income.10The model for designing distance learning presented here provides an introduction to envisioning, planning and designing distance learning courses which will sustain and advance academic integrity. …

How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals

Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning. To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods. A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals. The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method. The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.

Off the Shelf and Out of the Box: Saving Time, Meeting Outcomes and Reaching Students with Information Literacy Modules

As institutions of higher learning rapidly expand their offerings of online, hybrid and other distance learning opportunities for their students, librarians must adapt, adopt and improve information literacy instruction methods to accommodate instructors they may never meet and classes they may never see. Many responses to these challenges, such as embedded librarians and tutorial development, however, can be time consuming, expensive and resource-draining. This article discusses the process of creating a low-maintenance, wide-reaching solution to providing generic information literacy instruction to students in online, hybrid, distance and face-to-face courses.

Distance learning in British universities: is it possible?

The wider context (political and economic) for developing sustainable distance learning in UK universities is encouraging and new learning technologies promise much improved products and services. But conventional campus-based universities struggle to build and/or expand sustainable distance learning provision. This article identifies the core pedagogy and underpinning support systems of distance learning (in recent years ignored by the open, flexible and distance learning literature), and suggests that the problem rests in an institutional lack of understanding about distance learning pedagogy and/or a lack of capability to make the necessary institutional changes required to ensure that distance learning works. As the demand for part-time non-residential higher education increases and new markets for education and training expand, this could mean that the opportunities for distance learning are picked up by other new and different providers.

Student-Produced Podcasts as an Assessment Tool: An Example from Geomorphology

The emergence of user-friendly technologies has made podcasting an accessible learning tool in undergraduate teaching. In a geomorphology course, student-produced podcasts were used as part of the assessment in 2008–2010. Student groups constructed radio shows aimed at a general audience to interpret and communicate geomorphological data within the context of relevant social and environmental issues. Questionnaire results suggest that the novel format engaged students, and promoted group working, IT, language and oral communication skills, and a deeper understanding of the context of geomorphic data. For teachers, podcasting technology offers efficient teaching of oral communication, with opportunities for distance and self-directed learning.

Technological improvements on classroom community and the increasing acceptance of distance learning courses

Educators and students across the country are embracing the idea of increased distance learning and online course offerings from universities. The increased acceptance of online classes is supported by several key factors. Most notable of these factors include an increase of basic computer knowledge, faster means of communication between computers and more widespread access to computers. In addition to those factors, there are many social aspects that lend themselves to the acceptance of distance learning opportunities that include an increase in enrolment over the past several years due to more limited opportunities in the job market and a change in family dynamics. This study examines community factors which impact the classroom environment by comparing perceptions of students taking the same class from the same instructor in online and traditional classroom settings. The results reveal that these community factors were perceived differently by students in the two groups which lead to different level of satisfaction. The results in this study help in identifying key differences in student perceptions of the course and promote an understanding on whether there is a positive or negative perception in student satisfaction related to these community factors.

Information Technology and Fair Use

Intellectual pursuit and the recognition of ideas is a central concept. Copyrights protect the rights of intellectual creators while balancing those rights with the needs for access. As technologies have expanded, and production has become more sophisticated, the legal regulations surrounding their use have become more complex. With the advent of the interactive web 2.0 and increased resource sharing, as well as growth in distance learning opportunities, complying with the legal use of information technology can be daunting. In any case, leaders and other educators should be aware of the more important aspects of technology-related copyright laws and regulations. This article provides an overview of copyright law and fair use for educational research purposes. It explains different options for intellectual production and sharing, and notes administrative actions to support copyright compliance.

Geospatial Education: Distance Learning Opportunity at Michigan Tech

There are significant differences in educational backgrounds among surveyors throughout the United States and its territories. The majority of educational institutions offering degrees in some genre of surveying or geomatics are geared toward preparing graduates to become professional surveyors. However, state licensure eligibility varies greatly when it comes to education. Some states’ licensing boards require a bachelor’s degree, some require an associate’s degree, and others do not require a degree at all, but stipulate a minimum number of years of practical and supervised experience.

Focus: Online Education and Technology Introduction

1. Vicki S Freeman Medical Laboratory Science (MLS) educators continue to look for new and better ways to teach students the knowledge and skills that they will need when they graduate and become employed in the laboratory field. Educators are also challenged by administration to increase the size of their classes (but with fewer resources), make their programs more cost-effective, and meet workforce needs. In recent years, to meet these demands, distance and online learning opportunities have substantially increased in MLS programs. Currently, nineteen MLS and twenty-five Clinical Laboratory Technology programs are listed as having components of online education.1 Originally, this focus series was planned to discuss distance education and technology. However, as the articles evolved, it became evident that using the narrower term of online education was more precise when coupled with the term technology. The Focus section has been divided among two Clinical Laboratory Science journal issues with the summer issue focusing specifically on technology ( Using Technology in Resource Limited Countries for Competency Based Education and Training and Moving from Face-to-Face to Online Teaching ) and the education supplement discussing effective online education techniques ( Staying Connected: Online Education Engagement and Retention using Educational Technology Tools and Preparing Online Students for Comprehensive Examinations ). A few definitions are important, as many different terms are employed when discussing these topics. Distance learning is an educational situation where “the instructor and students are separated by time, location, or both”2 and can be either synchronous (real-time, instructor-led event in which all participants are virtually “in class” at the…

Focus: Online Education and Technology Introduction

Medical Laboratory Science (MLS) educators continue to look for new and better ways to teach students the knowledge and skills that they will need when they graduate and become employed in the laboratory field. Educators are also challenged by administration to increase the size of their classes (but with fewer resources), make their programs more cost-effective, and meet workforce needs. In recent years, to meet these demands, distance and online learning opportunities have substantially increased in MLS programs. Currently, nineteen MLS and twenty-five Clinical Laboratory Technology programs are listed as having components of online education.1