Distance Learning: Principles for Effective Design, Delivery, and Evaluation

2001 ◽  
Keyword(s):  
Distance Learning ◽  
Learning Principles ◽  
Effective Design

How to Teach Using Today's Technology

2011 ◽  
pp. 372-393 ◽  
Author(s):  
Moti Frank
Keyword(s):  
Distance Learning ◽  
Interactive Learning ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Immediate Feedback ◽  
The Third ◽  
Technology And Teaching ◽  
Learning Principles ◽  
K 12 ◽  
Operational Aspects

This chapter reviews the benefits and challenges of five approaches for integrating technology and teaching. Three of the models involve distance learning, while the two others utilize technology as a teaching aid. The first model is a lecture-based course also available through a Web site. The second is a fully online asynchronous course. The third is synchronous distance learning. The fourth combines a virtual laboratory and visualization with regular teaching, and the fifth fuses technology with different teaching methods. The pedagogical and operational aspects of the five approaches are discussed. The main pedagogical aspects discussed are: applying active and interactive learning principles, using multimedia, organizing the course and its lessons, and providing immediate feedback to students about their progress. By comparing the advantages and challenges the different models offer, teachers in K-12 will be able to match the appropriate model and its teaching strategy to their learning goals.

scholarly journals Environmental Health and Nursing: Piloting a Technology-Enhanced Distance Learning Module

AAOHN Journal ◽  
2005 ◽  
Vol 53 (8) ◽  
pp. 353-359 ◽  
Author(s):  
Debra Olson ◽  
Maggie Stedman-Smith ◽  
Ann Fredrickson
Keyword(s):  
Distance Learning ◽  
Adult Learning ◽  
Environmental Health ◽  
Professional Education ◽  
Strong Association ◽  
The Internet ◽  
Learning Module ◽  
Adult Learning Principles ◽  
Face To Face Instruction ◽  
Learning Principles

The results of a pilot study evaluating a technology-enhanced distance learning module to impart environmental health core concepts to nurses are presented in this article. The internet-based module was developed for continuing professional education and imparts principles of adult education through interactive features including simulated clinical vignettes, an environmental justice case study, and hyperlinks to websites related to environmental protection and health regulation. Mean gains between pre- and post-tests; participant identification of adult learning principles as advanced by Knowles, Holton, and Swanson (1998); and satisfaction were measured among participating RNs (N = 34). A 6% mean gain in learning occurred between pre- and post-tests (95% CI .51 to 1.37, p < .0001). No significant differences in learning occurred for those who prefer face-to-face instruction and those who tend to procrastinate. Ninety-four percent of respondents indicated they were satisfied or very satisfied with the module. A strong association was found between recognition of adult learning principles as enhancing the assimilation of knowledge and competencies of environmental health and high satisfaction with the module. Distance learning via the Internet shows promise as a format to promote environmental health education for nurses.

scholarly journals Implementation of Learning Principles in Distance Learning through the WhatsApp Application

INTELEKTIUM ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 155-162
Author(s):  
Windi Megayanti
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Individual Differences ◽  
Economic Education ◽  
Study Program ◽  
Ex Post ◽  
Ex Post Facto ◽  
Faculty Of Education ◽  
Learning Principles ◽  
The Given

This study aims to determine the implementation of learning principles in distance learning through the WhatsApp chat application. The method used in this research is the ex post facto method. This research was conducted on students of the Economic Education Study Program, Faculty of Education and Social Sciences, Indraprasta University, PGRI with a sample of 282 students. The results of this study were as many as 81.9% of students stated that they could pay attention to learning well, 52.5% of students felt motivated when participating in learning, 69.5% of students stated that they were able to actively participate in learning, 62.4% of students stated that they felt involved when learning takes place, 84.8% stated that they could re-access the material that had been studied, 49.3% said the given task could accommodate their understanding, and 54.3% stated that the complexity of learning could be solved through learning via WhatsApp. Based on this research, it can be concluded that learning principles such as attention and motivation, activeness, direct involvement, repetition, challenges, and individual differences have been implemented well even though learning is carried out remotely through the WhatsApp chat application. However, teachers seem to need to pay attention to the challenges and individual differences in the implementation of distance learning through WhatsApp. This can be seen from the results of the study that the task given with the aim of accommodating understanding turned out to be the lowest number, not even reaching 50%. This shows that there is a need for other innovations in an effort to accommodate understanding in order to facilitate each individual who has differences in understanding each material given.

IMPLEMENTATION OF SOME DUAL-TECHNOLOGY TECHNOLOGIES IN REMOTE TEACHING OF MILITARY DISCIPLINES: ADVANTAGES AND PROBLEMS

2020 ◽  
pp. 54-61
Author(s):  
I.V. Tolok ◽  
D.V. Zaitsev ◽  
V.V. Shvaliuchynskyi
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Military Training ◽  
Educational Process ◽  
Gradual Transition ◽  
Face To Face ◽  
Characteristic Features ◽  
Military Institute ◽  
Learning Principles ◽  
The Military

The article reveals some remote technologies in teaching military training. The role of the introduction of distance learning in the system of training of reserve officers is determined. The main advantages and problems of development and implementation of distance technologies in the education of future reserve officers are listed. Distance learning is built according to the same purpose and content as face-to-face training, but the forms of material submission and the forms of interaction between the subjects of the educational process differ significantly. The didactic principles of distance learning (principles of scientific, systematic and systematic, activity, principles of developmental learning, clarity, differentiation and individualization of learning) are similar to face-to-face training, but their implementation is specific. The characteristic features of distance learning are defined, namely: interactivity of learning, flexibility of learning; modular principle in the relevant military specialty; individualization of training on the basis of an individual schedule; economics of distance learning; no problem with the acquisition of educational materials and textbooks; parallelism of distance learning; openness and objectivity of citizens' knowledge assessment; high self-organization of citizens. Some approaches to solving problems of introduction of distance education are defined: development of the concept of distance education in all sections of military training; further development and adaptation of the Military Institute's corporate network; development, placement of electronic textbooks and teaching materials on the website of the Military Institute and creation of a database of distance education; organization of interaction between all participants of the educational process; creation of a single corporate system of distance education and unified resources; organization of training and advanced training of teachers and technical staff in the field of information technology in distance education, taking into account the gradual transition in teaching, including the Tactical Training module, to NATO standards, etc.

scholarly journals Distance Learning in Higher Education: Evidence from a Randomized Experiment

2021 ◽  
Author(s):  
M Paula Cacault ◽  
Christian Hildebrand ◽  
Jérémy Laurent-Lucchetti ◽  
Michele Pellizzari
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Live Streaming ◽  
Randomized Experiment ◽  
High Ability ◽  
Education Policies ◽  
Random Events ◽  
Streaming Technology ◽  
The Impact ◽  
Effective Design

Abstract Using a randomized experiment in a public Swiss university, we study the impact of online live streaming of lectures on student achievement and attendance. We find that (i) attending lectures via live streaming lowers achievement for low-ability students and increases achievement for high-ability ones; (ii) students use the live streaming technology only occasionally, apparently when random events make attending in class too costly, and (iii) offering live streaming reduces in-class attendance only mildly. These findings have important implications for the effective design of education policies.

A Response Evocation Program for /ɝ/

1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg
Keyword(s):  
Service Delivery ◽  
Motor Skills ◽  
Task Analysis ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Program Outcomes ◽  
Program Step ◽  
Skills Learning ◽  
Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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