Pedagogic design and efficiency of internet training courses

The basic peculiarity of flexible training courses consists in that they do not regulate so hard temporal and special limits in training and communication between lecturers and students. It is shown that the distance training efficiency is defined by design of Internet courses.

Źródła informacji i inicjatorzy w działalności innowacyjnej w gospodarstwach rolniczych

The study identified the most important sources of information on innovations and the initiators of innovative activity in agricultural holdings using assets from the ZWRSP. The results of the conducted research indicate that the initiators of innovative activities were most often owners of agricultural farms. The most popular sources of information on innovations were agricultural advisory, Internet, courses and training.

Construction and Application Network to Economic Law Teaching

To solve the construction of the course that gives a lecture about economic law in the internet. The building of courses in the internet should be based on constructivist learning theory, so as to give full play to students' academic advantages, setting as its target the cultivation of talents with applied and compound capacities, observing the principle of systemizing and modularizing the content and taking knowledge learning as its means and method awareness as its objective. In practice, some measures should be taken, including publicizing hot cases for discussion, expounding on difficult and key points, providing helpful clues for the resolution of problems, creating learning situation and emphasizing practical skills. At the same time, tests of professional proficiency should also be introduced to facilitate the employment of students. So the applied talents master financial knowledge and master economy law knowledge can be developed. Only in this way can the applied effects of internet courses be guaranteed.

The Future of Distance Learning in the Traditional University

The growth in college and university offerings of Internet courses has been phenomenal and, as that growth accelerates, some writers have predicted that the university, as we now know it, will cease to exist. There is little doubt that distance learning with Internet courses will have an impact on the traditional university and a very important question is, will Internet courses represent a new and significant improvement over traditional pedagogy for educating students or just a lessening in the rigor of academic programs? This chapter presents the attitudes of accounting department chairpersons and College of Business (COB) deans on Internet courses. Ninety-four accounting chairpersons and 66 COB deans returned E mail questionnaires. In the view of the nearly 65% of the chairs and almost half of the deans. Internet courses are simply correspondence courses presented with new technology.

Accounting Chairpersons Compare Distance Learning Delivery Methodologies

Distance learning delivery methodologies have evolved over the last 100, or so, years since the educational paradigm was formally used in American higher education. Several different approaches to distance learning, where the student is in a location remote from their instructor, have been used. During the decade of the 90s developments in technology offered new delivery vehicles for distance learning and terms like “interactive television” “E mail,” and “Internet courses” have been added to the academic lexicon. Internet courses, where the interaction between faculty and student occurs primarily over the Internet, represent a substantial departure from the traditional learning model.

Internet Courses: Who Is Doing The Work?

The growth in Internet courses (E courses) and degrees is continuing but controls to insure academic honesty do not seem to be keeping pace with the growth in offerings. Responses to a questionnaire distributed to chairpersons of accounting departments relating to the use of controls for controlling academic dishonesty in E courses indicated that respondents strongly favored requiring students to provide a digital photo ID and audio capabilities when registering for an E course but rejected the idea of requiring them to provide a web cam that might be used for verifying their identity. Respondents strongly believe that students taking an E course should complete some, but not all, examinations on-line and, whenever possible, on the university web site and that they should complete some, but not all, homework assignments on-line and at the university web site whenever possible. They also tended to believe, even though they did not endorse requiring one, that students should use a web cam when completing examinations on-line and that faculty should compare the photo ID with the web cam image. However, they do not believe that students should be required to use a web cam when completing homework assignments or that faculty should compare the photo ID with the web cam image. Respondents believe that students should be required to participate in on-line chat rooms with both the instructor and with the instructor and other students. The use of a web cam and the comparison of a photo ID with a web cam image were not seen as desirable. Overall accounting chairs endorse requiring the student who enrolls in an E course to obtain some existing technology, except for a web cam, that might help control academic dishonesty. They expect the student to be prepared to spend more than $100 to obtain the technology.