Technology-mediated Learning Research Articles

Going the Distance: When and How Should Hospitality Educators Use Distance Learning Methods?

Online education is becoming increasingly popular across the United States in both academic and business environments. Business schools have expanded delivery formats to include various forms of technology-mediated distance learning programs. A smaller number of hospitality schools have reported distance learning initiatives. The article draws on the research of distance learning programs to describe attributes appropriate for consideration of distance learning methodologies in schools of hospitality and tourism management. It then reports on a development project for a Web-based distance learning program in which the author was a participant that provides a model for implementation.

Academic Technology and the Future of Higher Education

It may seem odd that an article concerned with the future of higher education should begin with an analysis of a technological phenomenon. pattern I am referring to is the that often separates the invention of a paradigm-altering technology from its everyday use. European history contains a number of time-lag examples, notably Gutenberg's movable type, Richard Arkwright's cotton spinning mill machine, the automobile, television, and the microprocessor. But more importantly for my interest, technology time-lags provide an opportunity to explore how academic technology policy will impact higher education in the next millennium. Arguably, micro-information technologies are proving to be powerful forces in shaping the destiny of higher education, comparable to how Gutenberg's movable type revolutionized the production and dissemination of information in Western culture. I would like to argue that current academic strategic policies largely misunderstand the potential of micro-information technologies because they operate from the assumption that technology-mediated learning constitutes a new way of teaching and learning. This premise could neither be more restrictive nor misguided. In fact, what often passes as innovative uses of instructional technologies is generally grounded in a marriage uniting eighteenth-century models of learning with nineteenth-century notions of organizational management. Neither, however, prove adequate to meet the intellectual and communication demands placed on contemporary students. In fact, every time reception-based learning migrates to a computer screen - with students memorizing information and then taking onscreen exams - three significant problems recur: (1) far more valuable and contemporary ways of learning are disregarded; (2) important student needs are not being met; and (3) colleges and universities fail to make changes that will enhance their value and well-being.(1) This article is about exploring how some new strategic paths in higher education may avoid the above problems. subtitle, borrowed from Robert Frost's poem The Road Not Taken, suggests that the future of higher education will be about strategic paths taken and not taken. poem is about having to choose between two paths, each worthy of exploration, each providing equally attractive alternatives. But unlike the path in Frost's poem, the strategic academic technology path currently being taken is not equal to a better one. Higher education is at a crossroads - one path continuing an essentially administrative approach to the management of learning, and a second, promising meaningful change by redesigning instructional technology in terms of being both a strategic and cognitive tool. Following this second path has two essential benefits: it insures that institutions change in effective ways, and it creates new strategies for deploying learning methods consistent with real world technologies and workplace needs. In exploring this second path, this article charts three areas: the first deals with higher education, consensus building, and change; the second explores changes triggered by global factors; and the third defines digital pedagogies, new ways of educating more consistent with the nature of contemporary technologies than with prior management models. purpose of this article is to provoke thought, my main point being rather simple: if American colleges and universities are to become contemporary and effective organizations, their strategic academic technology agenda should be focused on the production of intelligence rather than on the storage and recall of random and quickly outmoded information. In short, our institutions need to articulate a new mythology based upon new connections between contemporary notions of organizations, contemporary global issues, and contemporary technologies. Part I. Unpacking the Culture of Higher Education Colleges or universities are more than just their symbolic seals of enlightenment communities. …

Technologically mediated learning: The future of training in Australia

<span>Following a review of the economic imperatives currently facing Australia, the future directions training will take are examined. Related training issues are considered; such as multiskilling, on-the-job training and legal issues. The author predicts that technologically mediated learning (TML), especially interactive multimedia, will gain ascendancy as the predominant mode of delivery for training.</span>

Human Resource Managers and Training: A Peek into the Future

After a review of current human resource management trends, the future directions that training will take in Australia are examined. Related aspects of HRM—such as selection testing EEO, occupational health and safety, on-the- job training and legal issues—are also considered. The paper closes by predicting that Technologically Mediated Learning (TML) will become the pre-eminent method of training.

On Tuition and the Costs of Higher Education: Prolegomena to a Conceptual Framework

Previous articleNext article No AccessOn Tuition and the Costs of Higher Education: Prolegomena to a Conceptual FrameworkMarc NerloveMarc Nerlove Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Journal of Political Economy Volume 80, Number 3, Part 2May - Jun., 1972Part 2: Investment in Education: The Equity-Efficiency Quandary Article DOIhttps://doi.org/10.1086/259995 Views: 32Total views on this site Citations: 26Citations are reported from Crossref Copyright 1972 The University of ChicagoPDF download Crossref reports the following articles citing this article:Jaekyung Lee, Taeyoung Kim, Mengchen Su Reassessing school effectiveness: Multi-objective value-added measures (MOVAM) of academic and socioemotional learning, Studies in Educational Evaluation 68 (Mar 2021): 100972.https://doi.org/10.1016/j.stueduc.2020.100972Bernhard Eckwert, Itzhak Zilcha Improvement in information and private investment in education, Journal of Economic Dynamics and Control 34, no.44 (Apr 2010): 585–597.https://doi.org/10.1016/j.jedc.2009.10.012Rita Asplund, Oussama Ben Adbelkarim, Ali Skalli An equity perspective on access to, enrolment in and finance of tertiary education, Education Economics 16, no.33 (Sep 2008): 261–274.https://doi.org/10.1080/09645290802338102Zafer D. 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