scholarly journals Distance Education, Blended Learning and E-Learning Predictions and Possibilities

2018 ◽  
Vol 13 (2) ◽  
pp. 192
Author(s):  
Fatima Aladwan ◽  
Muhannad Al-Shboul ◽  
Abedelsalam Al Awamrah
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
Communication Technologies ◽  
Independent Study ◽  
Self Management ◽  
The Internet ◽  
New Techniques ◽  
E Learning

Distance education is a form of education in which students don’t need physically attend the place of study. students receives the study material (personally, by mail, email or other possibilities offered by the Internet), allowing the educational act to employ new techniques and learning strategies focused on the student, thus promoting self- teaching and self-management, it is a flexible and self-directed education, whose main tools are communication technologies. This paper aims to discuss how learning occurs, especially in distance education, what it means to learn from this educational modality. In order to delimit the conceptual framework, we initially start with what education is and how learning is generated in this mediated process. The conclusions allow us to infer that distance learning requires the conditions and capacities of the teacher to promote independent study, of the student's self-regulation and self-regulation, in order that this can control their learning process.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

Using Innovations Effectively in a Distance Learning Programme

2012 ◽  
pp. 1-22
Author(s):  
Richard Blanchard ◽  
Sheryl Williams
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Student Experiences ◽  
The Internet ◽  
Learning Tools ◽  
Information And Communication ◽  
E Learning

Distance education is not new. Correspondence courses date back over 150 years. Advances in information and communication technologies, particularly the Internet, open up a host of possibilities to study at a distance, making use of the latest advances in e-learning tools. However, it must be stressed that e-learning has to focus on the learning pedagogy and not just the technology. This chapter examines the role of learning in e-learning by reviewing state-of-the-art developments and innovations to support distance learning students and academics. It identifies strategies for successful learning through the evaluation of student experiences and considers methods and practices that can be employed for delivering a successful learning programme.

Pedagogical Perspectives on M-Learning

2011 ◽  
pp. 3041-3046 ◽  
Author(s):  
Geraldine Torrisi-Steel
Keyword(s):  
Educational Technology ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
The Internet ◽  
Wireless Internet ◽  
Media Technologies ◽  
Desktop Computers ◽  
E Learning ◽  
Wireless Application ◽  
Wireless Infrastructure

The advent of multimedia on desktop computers in the late 1980s and early 1990s heralded an era of educational technology that held the promise of revolutionising the business of teaching and learning by facilitating a shift from traditional teacher-centred methods to more effective student-centred approaches. During the mid-late 1990s the popularisation of the Internet, added to educational technology a new dimension of “connectedness” between people and between people and information resources. Online learning and e-learning became icons of the era. In late 1990s and early 2000s major players in the mobile phone industry worked on developing a wireless infrastructure to allow for wireless communication between devices, WAP (wireless application protocol) being one of the principle outcomes. This set the stage for the wireless Internet and for another new dimension to educational technology, mobility. Thus, the maturation of multimedia, the Internet and communication technologies together with development and availability of ubiquitous computing devices and wireless networking birthed the notion of mobile learning (m-learning) or “learning on the move.” Like many other media technologies before, m-learning is considered to have the potential to reshape teaching and learning, in this instance, holding promise of unprecedented connectivity and learning interactions between learners, learners and educators, information and computing resources, anywhere, anytime. This article seeks to facilitate the realisation of the pedagogical potential of m-learning by proposing a model for the construction of m-learning spaces. The proposed model is founded upon a pedagogical framework directing attention to guiding philosophies, technology integration, and the capabilities of mobile devices.

scholarly journals Applied Model of E-Learning in the Framework of Education for Sustainable Development

2020 ◽  
Vol 12 (16) ◽  
pp. 6420 ◽  
Author(s):  
Tong Zhang ◽  
Zaffar A. Shaikh ◽  
Alexei V. Yumashev ◽  
Monika Chłąd
Keyword(s):  
Sustainable Development ◽  
Distance Education ◽  
Personal Development ◽  
Professional Growth ◽  
Self Regulation ◽  
Education For Sustainable Development ◽  
Educational Process ◽  
Individual Growth ◽  
Applied Model ◽  
E Learning

Education for sustainable development is an evolving concept aimed at providing an understanding of the relationship between sustainable development issues and the development of knowledge, skills, perspectives and values, which will enable people of all ages to commit themselves to creating a sustainable future. The aim of the study is the development of a widely applicable model of e-learning, which consists of seven consecutive levels of professional and personal development and is conceptually associated with a self-regulation strategy. The methodological core of such model creation is the theory of niche construction. Its application to the understanding of the systemic educational process allowed the assumption that, under the evolutionary pressure of the educational environment, a person is engaged in self-learning and self-development processes. Thus, needing to adapt to the educational niche’s interaction, the individual affects its development through active inclusion in the training process, showing a personal evolutionary impulse. The system, in turn, affects one’s individual growth through the socialization of his/her personal and professional qualities. The scientific novelty of this article lies in the proposed widely applicable, presumably universal model of distance education, which consists of seven levels of professional development. The results show progress in students’ mastery of skills, which are an integral part of education for sustainable development (ESD), namely, foresight, critical thinking and reflection, systemic thinking, building partnerships, and participating in decision-making. This article also demonstrates the existing functionality of platforms that technologically support the educational process, indicates their strengths and defines areas for further improvement and development within the framework regarding the concept of education for sustainable development. The study outcomes confirm the effectiveness of a universal distance education model for the stable professional growth of tourism and hospitality staff. Thus, it is advisable to implement the model’s conceptual structure into educational programs of modern e-learning systems. Supposed universality of the model opens up the possibility of its use in almost all fields for training personnel.

The Role of the Internet in Self-Study

2015 ◽  
Vol 4 ◽  
pp. 393
Author(s):  
Alina Gil
Keyword(s):  
Distance Education ◽  
Knowledge Economy ◽  
The Internet ◽  
Traditional Model ◽  
Basic Form ◽  
Self Study ◽  
E Learning ◽  
Teaching Learning ◽  
Modern Form

<p><em>The concepts of teaching, learning and self-education are the most essential aspects in the processes of preparing employees for knowledge economy as well as in the processes of developing and improving skills required not only at work, but also in personal life.The Internet constitutes an essential link in educationasa basic form of teaching and a supplementary element not only in the traditional model of instruction, but also in self-education.The following article presents questions concerning self-education and the Internet as a place and technique of self-education, as well as the concept of e-learning as a modern form of distance education.</em><em></em></p>

scholarly journals MERANCANG MODEL BLENDED LEARNING DESIGNING BLENDED LEARNING MODEL

2019 ◽  
Vol 17 (4) ◽  
pp. 053
Author(s):  
Uwes Anis Chaeruman
Keyword(s):  
Blended Learning ◽  
Learning Strategies ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Learning Process ◽  
Instructional Strategy ◽  
Learning Strategy ◽  
Information And Communication ◽  
E Learning

Dalam era komunikasi instan dewasa ini, cara belajar dan proses pembelajaran telah berubah. Kondisi ini membawa pembelajaran ke era e-learning di mana upaya belajar dan membelajarkan dapat difasilitasi dengan teknologi informasi dan komunikasi. Mengkombinasikan teknologi informasi dan komunikasi yang tepat (blended learning) merupakan salah satu isu penting dalam merancang e-learning yang baik. Oleh karena itu diperlukan semacam panduan (framework) yang dapat menjadikan acuan dalam memilih dan menentukan blended learning yang tepat sesuai kondisi dan tujuan yang ingin dicapai. Artikel ini mencoba memberikan framework untuk menjawab permasalahan tersebut. Framework yang coba ditawarkan dalam artikel ini mengacu pada konsep e-learning, empat kuadran seting belajara menurut Noord, dua kontinum strategi pembelajaran menurut Smaldino dkk., dan empat standar proses pembelajaran yang penulis adaptasi dari Horton. Framewrok tersebut adalah bahwa dam merancang blneded learning perlu mempertimbangkan beberapa unsur sebagai berikut: 1) upaya memfasilitasi pengalaman belajar sebagai esensi dari e-learning; 2) optimalisasi empat standar proses pembelajaran dalam konteks e-learning; 3) pemilihan dan penentuan strategi pembelajaran yang tepat; dan 4) pemilihan dan penentuan teknologi dan tool TIK yang tepat dalam empat kuadran seting belajar. In the era of instant communication, today, learning and instructional process has changed. This condition has led learning into a new era called e-learning, where learning process can be facilitated with proper use of information and communication technology. Combining information and communication technology appropriately to facilitate learning has become an impportant issue in e-learning design context. Therefore, we need such a kind of framework as a guidance in selecting and determining the appropritae blended learning strategy to address the learning objectives to be achieved. The framework offered in this article refered to the essential concept of e-learning itself, four quadrants of learning seting offered by Noord, two continuum of instructional strategy offerd by Smaldino et. al., and four standard of e-learning process adapted by author from the work of Norton. The framework offered are that in designing blended learning, we should consider the following aspects: 1) efforts to facilitate learning experiences as the essence of e-learning; 2) optimalization of the four learning process standard in the context of e-learning; 3) selection and determination of appropriate learning strategies; and 4) selection and determination of apropriate learning seting and ICTs used in four quadrants of learning seting. 

scholarly journals A generation of a Multi-Layered Application by Applying the MDA Approach for Online Learning Platforms

2021 ◽  
Vol 10 (2) ◽  
pp. 111-115
Author(s):  
Aziz Srai ◽  
Fatima Guerouate ◽  
Hilal Drissi Lahsini
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
The Internet ◽  
Online Information ◽  
Discussion Forums ◽  
Network Access ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms ◽  
New Form

The e-learning study reflects a trend in the integration of information and communication technologies in universities. This trend evokes a new form of teaching and learning and a new form of relationship between students and teachers. In fact, information and communication technologies, such as e-learning, call into question the ways of thinking and the ways of acting of individuals in the representation of learning. This paradigm shift requires introspection and the renewal of skills. In the face of these changes, higher education institutes must develop and make essential the courses that allow students to adapt to the new demands of the labor market. on the other hand, information and communication technologies and computer networks, These objects from daily life, are part of the immediate environment that is both professional, educational and personal of each one. With the massive arrival of personal and accessible digital tools (computers, nomadic equipment such as mobile phones and digital tablets, etc…), multiple online spaces are emerging on the Internet (discussion forums, e-learning platforms, blogs, messaging, chats, social networks like Facebook, online information sharing sites, etc…). E-learning offers features that differentiate it from others media objects such as books or television. e-learning offers quick, even instant, access to a multitude of information sources. They make it possible to store them and facilitate the possibilities of networking between individuals and groups of individuals whatever the time and place. Access to the Internet information network is "universal". You only need to connect to a computer on the network to access almost this entire network. Access is also "simultaneous" because each Internet user exists on the network in the form of information by "his digital presence", by the data that he moves or deposits and the interactions caused. We can also say that access is independent of time and distance since it is a space permanently open to human activity. Developing an e-learning application for each technology requires a lot of human resources and technical knowledge. To solve this problem we propose a development of an e-learning application according to a model-driven architecture approach. This paper is a development of our work in paper [Srai,2020].

scholarly journals AN INTEGRADED APPROACH TO THE STUDY OF A FOREIGN LANGUAGE IN HIGHER EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Vladyslava V. Shcherbytska ◽  
◽  
Inna I. Pysmenna ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Blended Learning ◽  
Approaches To Learning ◽  
Economic Education ◽  
Foreign Languages ◽  
The Internet ◽  
Interactive Games ◽  
E Learning

The article considers the issue of distance learning. The practice of training students at universities of Ukraine shows that the use of traditional forms and methods of training does not provide sufficient knowledge level of the foreign language for graduates. Therefore, it is necessary to seek and use new approaches to learning a foreign language. The transition to distance learning in higher education, due to the pandemic, was an unexpected and serious challenge for both teachers and students. That is why the problem of introducing distance learning in higher education is so important and relevant, especially in the process of learning foreign languages. It is dictated by the new social demands to higher education. Attention is drawn to the fact that distance learning has long been of interest to scientists. In the 21st century, with the advent of computers and the Internet, the spread of distance learning is gaining enormous proportions. A brief analysis of recent research and publications on this issue has been made. Definitions of the concept of “distance learning” are given. Attention is drawn to the fact that there are two concepts of “distance learning” and “complete education”. The term “distance education” is much broader than the term “distance learning”, although they are often used as synonyms. It is noted that there are two types of distance learning: traditional and e-learning (learning through the Internet and multimedia). The spread of e-learning has led to a new direction – blended learning. It is emphasized that the future lies in blended learning, which will increase or decrease offline and online components depending on the capabilities and needs of students. The disadvantages and advantages of distance learning are considered. It is emphasized that distance learning can be used when learning foreign languages at any level. Attention is drawn to the fact that the effectiveness of distance learning in foreign languages depends on the quality of methodological support of each online lesson. It is emphasized that the development of electronic textbooks is one of the leading areas of economic education, which introduced distance learning. There are various types of work that can be used for distance learning of foreign languages. Examples of various interactive games that are used in the process of teaching foreign languages are given. It is noted that the prospects for further research lie in the more active introduction of e-learning in the learning process, especially in the study of foreign languages.

scholarly journals PROFILING READINESS OF DISTANCE EDUCATION USING TECHNOLOGY IN SENIOR HIGH SCHOOL DURING COVID-19 PANDEMIC

2020 ◽  
Vol 5 (2) ◽  
pp. 37-44
Author(s):  
Neni Nurkhamidah ◽  
Hormah Hidayatun Itsnaini
Keyword(s):  
High School ◽  
Distance Education ◽  
Blended Learning ◽  
Senior High School ◽  
E Learning

Sejak pandemi COVID-19 menyebar hampir ke seluruh wilayah Indonesia, proses belajar mengajar berubah dari tatap muka menjadi pembelajaran jarak jauh dengan teknologi dalam bentuk pembelajaran online dan E-learning. Karena sebagian besar sekolah di Indonesia berbasis tradisional, meski sebenarnya sudah banyak yang melaksanakan blended learning, namun mereka masih menghadapi banyak kendala dalam menerapkan pembelajaran jarak jauh menggunakan teknologi. Perbedaan jenis dan tingkat tantangan dalam pendidikan jarak jauh yang dialami sekolah dipengaruhi oleh perbedaan kesiapan yang dimiliki mereka . Tujuan penelitian ini untuk mengetahui kesiapan SMA N 1 Bawang dalam menyelenggarakan pendidikan jarak jauh dengan teknologi. Kesiapan diukur dengan menilai kesiapan siswa, guru dan institusi. Penelitian ini merupakan penelitian deskriptif yang melibatkan 220 (dua ratus dua puluh) siswa, 4 (empat) guru Bahasa Inggris, dan seorang Kepala Sekolah SMA N 1 Bandar. Kuesioner online digunakan untuk mengumpulkan data. Hasil keseluruhan menunjukkan skor kesiapan siswa 3,44 dan skor kesiapan guru 3,84. Keduanya menujukan bahwa mereka siap menerapkan pendidikan jarak jauh dengan teknologi. Skor kesiapan institusi adalah 3,21 yang menunjukkan bahwa institusi belum siap dan perlu perbaikan untuk penerapan pembelajaran jarak jauh dengan teknologi. Karena kesiapan adalah faktor krusial yang berperan penting dalam keberhasilan pembelajaran jarak jauh dengan teknologi, maka diperlukan penilaian kesiapan di setiap elemen di sekolah. Diharapkan sekolah dapat memanfaatkan hasil penelitian ini untuk meningkatkan kesiapan mereka dalam menempuh pendidikan jarak jauh selama pandemi COVID-19.  

scholarly journals PENERAPAN E-LEARNING DI PERGURUAN TINGGI

2018 ◽  
Vol 32 (1) ◽  
pp. 51-66
Author(s):  
Santi Maudiarti
Keyword(s):  
Educational Technology ◽  
Blended Learning ◽  
Learning Strategies ◽  
San Francisco ◽  
Online Discussion Forum ◽  
E Learning ◽  
Research Findings ◽  
Ict Infrastructure ◽  
Media Group

This research was aimed to describe the application of e-learning at the Department of Educational Technology, Faculty of Education Science, Jakarta State University. This research used case study research method with multiple data collection. Research findings revealed that (1) there are 20 courses conducted using e-learning by 7 lecturers; (2) blended learning was used; (3) e-learning itself developed through analysis, design and development phases; (4) analysis phase including students characteristics analysis, e-elarning environment analysis and content analysis; (5) design phase including online leaerning design (designing content, discussion for online discussion forum, assignment for online assignment, and test item for online evaluation) and face-to-face learning design including deep discussion, case study, and demonstration and practices; (6) student acceptance on blended was high; (7) there were several barriers in implementing e-learning due to lack of policy and ICT infrastructure support; and (8) supporting factors of implementation e-learning were the high commitment from lecturers and students, and the familiarity of students toward ICT. Based on research findings, Department of Educational Technology was recommended to have a minimum standard of development and implementation of e-learning and to enhance ICT infrastructure support, esp. access adequate internet connectivity.   References Chaeruman, U.A. (2008). Penerapan blended learning. Diakses melalui http://www.teknologipendidikan.net/2008/11/27/contoh-penerapan-blended-learning/ Clark, R.C. & Meyer, R.E. (2003). E-learning strategies: Design, delivery, implementation and evaluation. San Francisco: John Wiley & Sons, Inc. Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Concept, strategies, and application. New Jersey: Pearson education, Inc. Gredler, M.E. (2011). Learning and instruction: Teori dan aplikasi. Terjemahan Tri Wibowo B.S. edisi keenam. Jakarta: Kencana Prenada Media Group. Holmes, B. & Gardner, J. (2006). E-learning concepts and practice. London: SAGE Publication, Ltd. Khan, B. (2005). Managing e-learning strategies: Design, delivery, implementation, and evaluation. USA: Idea Group, Inc. Miarso,Y. (2005). Menyemai benih teknologi pendidikan. Jakarta: Kencana. Morrison, G.R., Ross, S.M., & Kemp, J.E. (2007). Designing effective instruction. USA: John Wiley&Sons, Inc. Prawiradilaga, D.S. (2007). Prinsip desain pembelajaran. Jakarta: Kencana Prenada Media Group. Prawiradilaga, D.S & Siregar, E. (2004). Mozaik teknologi pendidikan. Jakarta: Kencana. Siregar, E., & Nara, H. (2010). Teori belajar dan pembelajaran. Ciawi, Bogor: Ghalia Indonesia. Wahono, R.S. (2008). Meluruskan salah kaprah tentang e-learning. Diakses melalui http://romisatriawahono.net/2008/01/23/meluruskan-salahkaprah-tentang-e-learning/ Yin, R.K. (2008). Studi kasus: Desain dan metode. Jakarta: PT. Grafindo Persada.

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