scholarly journals MULTILEVEL SYSTEM MODEL OF DISTANCE LEARNING MANAGEMENT AT THE UNIVERSITY

2017 ◽  
Vol 9 (4) ◽  
pp. 68-75
Author(s):  
T.A. Karacharova ◽  
Keyword(s):  
Distance Learning ◽  
System Model ◽  
Multilevel System ◽  
Learning Management ◽  
The University

Implementation of Remote Laboratories for Industrial Education

2012 ◽  
pp. 84-107 ◽  
Author(s):  
Andreja Rojko ◽  
Thomas Zürcher ◽  
Darko Hercog ◽  
Renato Stebler
Keyword(s):  
Distance Learning ◽  
Future Development ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Industrial Applications ◽  
Industrial Education ◽  
Remote Laboratories ◽  
Learning Platforms ◽  
Learning Management ◽  
The University

Rapidly changing economics and fast progress in technology require from engineers employed in industry that they constantly refresh and update their professional knowledge. Remote laboratories with learning management systems are very suitable for such industrial education, although they are very rarely used in practice. In this contribution, two solutions for industrial education are presented and evaluated. The first solution is from the University of Maribor, Slovenia. Two different learning platforms with integrated remote laboratories offer courses in basic mechatronics. Courses are applied towards the training of professionals from Slovenian and Austrian industry. The second solution is from the Biel Academy of Applied Science, Switzerland. It is based on the Moodle learning management system and upgraded by the virtual classroom and remote laboratory. Specialized courses that offer a qualification for work with Programmable Logic Controllers are successfully applied in the training of specialists, employed by Siemens, Switzerland. Based on the encouraging results and observed needs of the training participants, a possible future development of remote laboratories and distance learning for industrial education and other potential industrial applications are discussed.

scholarly journals Gestão da Educação a Distância na universidade pública como campo de disputa: da instituição social à academia líquida

2018 ◽  
Vol 34 (1) ◽  
pp. 143
Author(s):  
Daniel Mill ◽  
Marcello Ferreira ◽  
Deise Mazzarella Gourlart Ferreira
Keyword(s):  
Distance Learning ◽  
Social Institution ◽  
Public University ◽  
Public Higher Education ◽  
Theoretical Discussion ◽  
The Public ◽  
Enseñanza Superior ◽  
Educación A Distancia ◽  
Learning Management ◽  
The University

Resumo: O texto é uma reflexão teórico-crítica sobre as mais convencionais tipologias de Gestão da Educação a Distância nas instituições públicas de ensino superior brasileiras, fomentando alternativas pela universidade como instituição social. Numa abordagem eminentemente teórica, buscou-se confrontar a visão de universidade pública como instituição social àquela de organização social, tal qual preconiza o Estado neoliberal. Na análise, é apresentada a migração da tipologia, da lógica de universidade como instituição social para a da academia líquida, a partir das tipologias de gestão que se tem adotado.Palavras-chave: Educação a Distância. Gestão. Políticas Públicas. Universidade Pública. Abstract: The text is a critical reflection on the most conventional typologies of Distance Learning Management in Brazilian public higher education institutions, discussing alternatives for the university as a social institution. In this theoretical discussion, the attempt was made to collide the ideas of the public university as a social institution and social organization, as advocated by the neoliberal State. In the analysis, it is presented the migration of the typology, from the logic of university as a social institution to that of the fluid academy, from the typologies of management that have been adopted.Keywords: distance learning; management; public policies; public university. Resumén: El texto es una reflexión teórico-crítica sobre las más convencionales tipologías de Gestión de la Educación a Distancia en las instituciones públicas de enseñanza superior brasileñas, fomentando alternativas por la universidad como institución social. En un enfoque eminentemente teórico, se buscó confrontar la visión de la universidad pública como institución social a la de organización social, tal cual preconiza el Estado neoliberal. En el análisis, se presenta la migración de la tipología, de la lógica de universidad como institución social a la de la academia líquida, a partir de las tipologías de gestión que se han adoptado.Palabras clave: Educación a distancia. Gestión. Políticas públicas. Universidad Pública.

scholarly journals Exploring Learning Cultures of Digital Immigrants in Technologically mediated Postgraduate distance learning mode at the University of Zambia

2019 ◽  
Vol 3 (2) ◽  
pp. 1-10
Author(s):  
Gistered Muleya ◽  
Francis Simui ◽  
Kasonde Mundeende ◽  
Fabian Kakana ◽  
Godfrey Mwewa ◽  
...  
Keyword(s):  
Conflict Resolution ◽  
Distance Learning ◽  
Management System ◽  
Learning Management System ◽  
Digital Immigrants ◽  
Study Approach ◽  
Learning Cultures ◽  
Cultures Of Peace ◽  
Learning Management ◽  
The University

In this study, we interrogate the Learning Cultures of Peace Leadership and Conflict Resolution Postgraduate learners in their quest for higher education within the University of Zambia using the Learning Management System. The thrust of the study is on learning cultures of digital immigrants in technologically mediated postgraduate distance learning mode to inform the development of learner responsive services. The study rides on Hermeneutics Phenomenology approach to elicit lived experiences of seventeen (17) purposively selected year two students. The study approach is well suited as it empowers Digital immigrants to voice out their lived realities while following the digital mediated Masters of Science in Peace Leadership and Conflict Resolution Programme to forge best ways of harnessing their learning opportunities. The findings reveal that whereas learners have migrated to the Learning Management System, their learning culture is profoundly still in the print age as they keep on requesting for print based educational resources. Secondly, there is limited interactivity among learners and between learners and their learning facilitators, negating the very essence upon which the Learning Management System has been created. This state of affairs has had a bearing on their motivation to engage effectively in the actual learning process as informed by Moore’s theory of Interactivity and Siemens’ theory of Connectivism. To this end, the study recommends that learners are effectively oriented in the use of digital resources to empower them as they exploit the available educational opportunities. Additionally, there is need to strengthen capacity building mechanisms in order to bridge the gap between the learners and the learning facilitators.

scholarly journals The Effects of Social Networking Sites in Distance Learning on Learners’ Academic Achievements

2014 ◽  
Vol 17 (2) ◽  
pp. 61-75 ◽  
Author(s):  
Büşra Özmen ◽  
Bünyamin Atıcı
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Networking ◽  
Social Networking Sites ◽  
Learning Management Systems ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Management Systems ◽  
Academic Achievements ◽  
Learning Management

Abstract The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

DISTANCE LEARNING AND INFORMATION SECURITY

2021 ◽  
pp. 51-65
Author(s):  
Andrei V. Gavrilenko ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information Security ◽  
Learning System ◽  
Learning Problems ◽  
Security Assessment ◽  
Critical Nodes ◽  
Distance Learning System ◽  
Principal Directions ◽  
The University

The article considers an issue of information security of the distance education systems. It analyzes the functions and architecture of the typical distance education system. With considering the requirements of information security it also discusses the university information system for solving the distance learning problems. The author defines valuable assets and information resources and describes the existing security threats. The subjects of interaction in the distance learning mode are presented. There is a consideration of the principal directions of the university’s activity in the distance learning system, requiring constant monitoring of information security. A threat model is worked out and the main security vulnerabilities are highlighted. The analysis of the causes and consequences of information security violation in the distance learning system is carried out and most vulnerable and critical nodes were identified. The hardware and software requirements for the remote mode work are regarded. A recommended list of hardware and software tools that ensure compliance with safety requirements is presented. The major lines of protection for distance learning systems are highlighted. The article proves the necessity of conducting a regular security assessment as a means for monitoring an effectiveness of the protection system.

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