Using multimedia communication technologies in distance learning

1997 ◽  
Vol 29 (3) ◽  
pp. 6-7
Author(s):  
Tomás Robles ◽  
David Fernández ◽  
Encarna Pastor ◽  
Santiago Alamillo
Keyword(s):  
Distance Learning ◽  
Communication Technologies ◽  
Multimedia Communication

scholarly journals Learning relationships from theory to design

2011 ◽  
Vol 7 (3) ◽  
Author(s):  
C. J.H. Fowler ◽  
J. T. Mayes
Keyword(s):  
Distance Learning ◽  
Educational Innovation ◽  
Communication Technologies ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Learning Relationships

Over the last five years we have seen a very significant increase in the use of Information Communication Technologies (ICT) in schools, colleges and university. For example in 1998, there were over 195 accredited US universities offering a thousand or more distance learning courses (Philips and Yager, 1998). By no means were all of these new courses associated with educational innovation. The speed and ease of implementation of Webbased approaches, in particular, is resulting in design by imitation of current courses and methods, with a real lack of innovation or utilization of the power inherent in technologybased learning. Although matters are improving (see for example Brown, 1999), part of the reason for this failure to innovate is, we argue, because of the large gap between theory and practice.DOI: 10.1080/0968776990070302

scholarly journals Implementation of E-Learning Innovative Technologies in The Process of Studying Foreign Languages by Students of Agrarian Universities

2020 ◽  
Vol 8 (1) ◽  
pp. 75-84
Author(s):  
Marina Anatoliivna Bilotserkovets ◽  
◽  
Oksana Yuriivna Gubina ◽  
Oleksandr Mykolaiovych Kobzhev ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Communication Technologies ◽  
Educational Environment ◽  
Educational Process ◽  
Foreign Languages ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Educational Materials ◽  
Study Results ◽  
E Learning

The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Foreign language in the professional direction” by students of agricultural universities. Actual approaches to teaching humanities require the use of information-communication technologies (ICT) for educational purposes, that allows increasing the volume of educational materials and modernizing it with the help of multimedia presentation tools. The application of information-communication technologies contributes to the students’ mastering of foreign languages knowledge as a tool of communication in a global society and the development of their information competencies. Particular attention is paid to the characteristics of the content, structure and objectives of the electronic training course on learning English, German, Ukrainian and Russian as foreign languages for students of the distance learning form of Sumy National Agrarian University. The presented distance learning course is an innovative development exemplar, that provides learners’ study of educational textual, audio and video materials in the mode of independent work with a computer and facilitates regulating the order of interaction of students with a computer. Such interaction contributes to the improvement of the efficiency of the educational process through the introduction of new methods and means of teaching educational materials; stimulates students’ interest in the study of foreign languages through the use of innovative information-communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the experimental study results showed predominantly sufficient and high levels of humanitarian knowledge in experimental groups that were trained on the basis of the electronic course in the educational environment of Moodle platform; in contrast to the low and initial levels in the control groups.

Educational Platforms for Online Learning in a Cloud Environment

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Neli Kiskinova ◽  
◽  
◽  
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Cloud Environment ◽  
Advantages And Disadvantages ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms ◽  
Cloud Technologies

This paper presents the types of distance learning platforms with the use of information and communication technologies. It analyses their main functionalities and outlines the advantages and disadvantages of using cloud technologies in e-learning.

ДОСВІД ВИКОРИСТАННЯ ТЕХНОЛОГІЙ ДИСТАНЦІЙНОГО НАВЧАННЯ В ОСВІТНЬОМУ ПРОСТОРІ ЄВРОПИ ПІД ЧАС ПАНДЕМІЇ COVID-19

2021 ◽  
Vol 2 (2) ◽  
pp. 63-74
Author(s):  
M. V. CHURSANOVA ◽  
◽  
F. M. GAREEVA ◽  
D. V. SAVCHENKO ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Education System ◽  
Digital Technologies ◽  
Communication Technologies ◽  
Learning Technologies ◽  
Information And Communication ◽  
Learning Platforms ◽  
Distance Learning Technologies ◽  
The University

The paper analyzes up-to-date distance learning technologies used in European education system for ensuring overall organization of the educational process during the COVID-19 pandemic. Quarantine conditions have become a catalyst for development and practical testing of virtual learning tools and innovative pedagogical technologies, and application of the experience with them is a necessity of today and a strategy for the future. The article is focused on distance learning technologies in higher education. Institutions of England, Germany and France are chosen for the study due to their banner quality of educational service, like the University of Oxford, for example. The basis for successful conduct of all types of classes is employment of universities’ own specialized learning platforms. The learning model remains more similar to the traditional one. The main role continues to belong to communication between qualified teachers and students through various interactive web applications, while digital technologies create space for such interaction, filling it with learning materials. Students get access to all educational services using a single password to the university network. At the same time, some learning materials are available with open access, video lectures and podcasts are popular. Unlike other countries, education in Germany is governed by strict principles of information and data protection. In the contrary, in France many courses have been made available on network, and the education system has instantly adapted to work in virtual mode through the developed system of national distance learning platforms and the massive open online courses. The result of effective distance learning organization in Europe during the pandemic is that the introduction of digital technologies and transition to more flexible learning models become the education strategy at the state level, while pedagogy becomes an area of advanced development of information and communication technologies. Key words: distance education, online learning, information and communication technologies, educational platforms, quarantine, COVID-19.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

A Changed Economy with Unchanged Universities? A Contribution to the University of the Future

2010 ◽  
pp. 1723-1744
Author(s):  
Maria Manuela Cunha ◽  
Goran D. Putnik
Keyword(s):  
Distance Learning ◽  
Graduate Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Central Issue ◽  
Post Graduate ◽  
Education Levels ◽  
Information And Communication ◽  
Open And Distance Learning ◽  
The University

Individualised open and distance learning at the universitycontinuing education and post-graduate education levels is a central issue of today. The advanced information and communication technologies

New Communication Technologies' Influence on Distance Education (DE) Environments

2015 ◽  
pp. 89-105
Author(s):  
Murat Ertan Dogan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
New Media ◽  
Learning Environment ◽  
Communication Technologies ◽  
Environment Design ◽  
Media Technology ◽  
Main Driver ◽  
Learning Environment Design ◽  
Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

Development and Support of E-Learning Systems in Tomsk State Pedagogical University

2016 ◽  
pp. 350-364 ◽  
Author(s):  
Timur Gazizov ◽  
Tatyana Prishepa ◽  
Mikhail Chervonnyy
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Modern Society ◽  
Communication Technologies ◽  
Professional Activity ◽  
Learning Support ◽  
State Pedagogical ◽  
Information And Communication ◽  
E Learning ◽  
Case Application

Processes of IT development in modern society and closely related processes of IT development in all forms of educational activities are characterized by the process of improvement and mass distribution of up-to-date information and communication technologies (ICT). Similar technologies are used extensively for communication and collaboration between the teacher and the student in modern open and distance learning. A modern teacher must not only have knowledge of ICT but also must be an expert on their application in his/her professional activity. In this case, application of such technology is closely related to distance learning and e-learning. In this paper, we intend to simulate and show outcomes of the development of e-learning support systems on the example of Tomsk State Pedagogical University (TSPU).

scholarly journals Rethinking the Research Agenda

2000 ◽  
Vol 1 (1) ◽  
Author(s):  
Hilary Perraton
Keyword(s):  
Distance Learning ◽  
Data Gathering ◽  
Communication Technologies ◽  
Research Issues ◽  
Descriptive Research ◽  
Social Theories ◽  
Significant Research ◽  
Open And Distance Learning ◽  
To Come ◽  
Good Research

Research is seen as something grounded in theory that can lead to improved practice. Without a theoretical basis it is unlikely to go beyond data gathering. The theoretical insights leading to good research are more likely to come from educational and social theories generally than from an attempt to develop a theory of open and distance learning. An examination of existing research shows that it is often atheoretical and predominantly descriptive. Research on the context of open and distance learning, considering its purposes, outcomes, and relevance to major educational problems, has been relatively neglected as contrasted with research on its application. Significant research issues today include: problems posed by globalisation, including issues of governance and consumer protection; ways of maximising public benefit from new communication technologies; the development of strategies for AIDS education; and the continuing need for educational expansion.

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