scholarly journals Establishing a Virtual Makerspace for an Online Graduate Course: A Design Case

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Kevin M. Oliver ◽  
Robert L. Moore ◽  
Michael A. Evans
Keyword(s):  
Distance Education ◽  
Informal Learning ◽  
Education Students ◽  
Graduate Course ◽  
Design Decisions ◽  
Face To Face ◽  
Geographically Dispersed ◽  
Design Case ◽  
Key Steps ◽  
Selection Of

This design case discusses key steps taken to establish a virtual makerspace for students enrolled in an online graduate course on informal learning. Two key design decisions are elaborated around (a) the selection of appropriate projects and packaged materials that distance education students can receive by mail to participate in making, and (b) the choice of an online platform for distance education students to document their design processes for assessment purposes and peer interaction and learning. This design case is relevant to a variety of online communities who may wish to engage in maker activities as well as isolated face-to-face communities or individuals who may not have local mentors to support informal making and could, therefore, benefit from online connectivity to an expert or peer support. To promote replication of the design, materials and community tools to support making among geographically dispersed makers are detailed.

Designing Socially Expressive Character Agents to Facilitate Learning

2010 ◽  
pp. 213-230
Author(s):  
Steve DiPaola
Keyword(s):  
Distance Education ◽  
Informal Learning ◽  
Science Museums ◽  
Face To Face ◽  
Design And Implementation

This chapter discusses the design and implementation issues around creating an expressive but easy-to-author 3D character-based system. It then describes several application spaces, including simulated face-to-face collaboration, adaptive socially-based presentations in informal learning settings such as public aquariums and science museums, and multi-user, avatar-based distance education scenarios.

Technology's Role in Distance Education

2005 ◽  
pp. 2777-2783
Author(s):  
Murray Turoff ◽  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Distance Education ◽  
Traditional Students ◽  
Educational Opportunities ◽  
Education Students ◽  
Face To Face ◽  
Blended Courses ◽  
Social Technologies

Learning is enhanced by the physical and social technologies typically used in distance education. Students in distance programs typically have access to tools that allow them to repeat lectures and interact with their fellow students and faculty. Students in all classes, including face-to-face and blended courses, benefit from having similar tools and technologies available. This article will review common tools and technologies used in distance education, and demonstrate why they can facilitate learning and expand the educational opportunities for both distant and traditional students.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

scholarly journals Attitudes of Postgraduate Students Towards Distance Education During the COVID-19 Pandemic: North Cyprus Example

2021 ◽  
Vol 12 ◽  
Author(s):  
Yeşim Üstün Aksoy
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Male Students ◽  
Survey Method ◽  
Average Score ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
North Cyprus

The distance education model has become the most common educational model used around the world due to the COVID-19 pandemic that emerged in China at the end of 2019. In North Cyprus (NC), traditional face-to-face education had been resumed through online channels. The rapid shift to online channels has not only caused distress among students who do not have experience with using in online education systems, but also caused many problems to surface in terms of access to education. This study aims to explore the attitudes and views of higher education students in NC regarding the distance education implemented during the COVID-19 pandemic in the 2020–2021 educational year. In this quantitative study, the survey method was used. A random sampling approach was used for determining the study group, which was formed of 470 volunteer higher education students. According to the analysis of the data collected from the students, it was determined that they received an average score of x̅=82.52±19.50 points from the overall Attitudes Regarding the Use of Distance Education Environments During the Pandemic (ASRUDEEDP) scale, x̅=23.03±7.21 from the competence and education sub-dimension, x̅=26.36±5.81 from the practicality sub-dimension, x̅=18.20±4.83 points from the efficiency sub-dimension, and x̅=14.93±4.12 from the satisfaction sub-dimension. It was identified that there were no differences in the scores according to the age group, grade, or Internet use durations (p>0.05) but the scores of male students were observed to be higher than those of female in the sub-dimensions of competence and motivation as well as practicality within the ASRUDEEDP.

scholarly journals INVESTIGATION OF EDUCATION FACULTY STUDENTS' VIEWS ON DISTANCE EDUCATION: THE EXAMPLE OF INONU UNIVERSITY, TURKEY

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Fatih Kaya ◽  
Ramazan Özkul ◽  
Metin Kirbaç
Keyword(s):  
Distance Education ◽  
Education Faculty ◽  
Education Students ◽  
Face To Face ◽  
Model Research ◽  
Technological Developments ◽  
Research Findings ◽  
Study Population ◽  
Faculty Of Education ◽  
Education Process

<p>İn the last century we live in, technological developments are advancing faster than ever, and the world is changing irresistibly. With the Covid-19 epidemic, this change has moved to a very different dimension. Especially today, the pandemic conditions of the whole world have increased the importance of distance education by directing education to the digital field. The aim of this study is to examine the views of education faculty students towards distance education. This research, which aims to examine the views of education faculty students on distance education, is a quantitative method and causal comparison model research. The study population of the research consists of İnönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. While determining the stratum, the gender variable was taken as a basis. The data of the research were collected with the “Distance Education Evaluation Scale”. The obtained data were subjected to independent groups t-test, one-way ANOVA and descriptive statistics tests. According to the research findings, students preferred distance education to face-to-face education. In addition, in terms of the efficiency of the distance education process, it is important to use computers and students to have their own rooms.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0793/a.php" alt="Hit counter" /></p>

scholarly journals "CAMPUS FREE" BASED ON SELF-REGULATED LEARNING AND EXAMPLES BASED CAMPUS TO INCREASE SELF-STUDY ABILITY AND LEARNING ACHIEVEMENT OF DISTANCE EDUCATION STUDENTS

2021 ◽  
Author(s):  
TETTY SUFIANTY ZAFAR
Keyword(s):  
Distance Education ◽  
Psychological Intervention ◽  
Independent Learning ◽  
First Year ◽  
Education Students ◽  
Learning Achievement ◽  
Learning Abilities ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Self Study

The purpose of research is to download getahui whether psychological intervention, which is usually given in a way of learning that is given from a distance (online) . Given psychological intervention aimed at enhancing the Self-Study Ability and Learning Achievement maha the student. This research is an experimental field study and was conducted to answer the two main hypotheses as follows: (1) intervention will significantly improve the ability of independent learning of first year distance education students, and (2) intervention will significantly improve the first achievement of distance education students year. In short, this research proves that psychological interventions that are usually used in face-to-face education can effectively be used in the context of distance education. Such findings indicate that interventions significantly increase students' awareness of the need for learning which leads to an increase in their independent learning abilities.

scholarly journals Projeto de Intervenção: uma Proposta de Formação em EaD

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Andreza Regina Lopes da Silva ◽  
Andreia de Bem Machado ◽  
Marcelo Ladislau da Silva
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Quality Education ◽  
Graduate Course ◽  
Face To Face ◽  
The Individual

Comunicar é um desafio nos tempos atuais, principalmente no contexto educacional, seja presencial ou a distância. O entrave na comunicação pode ser observado nos processos de orientação realizados na modalidade a distância. O objetivo deste artigo é apresentar a contribuição do professor orientador na construção de um projeto de intervenção em um curso de pós-graduação ofertado na modalidade a distância na busca por pesquisas e práticas que conduzam a uma formação de qualidade. A metodologia utilizada é exploratória, descritiva a partir de um estudo de caso. Como resultado, observou-se que a interação e o uso das mídias, síncronas ou assíncronas, incluindo as redes sociais, contribuem para potencializar a formação do indivíduo como cidadão crítico na sociedade do conhecimento.Palavras-chave: Orientação, Formação, Qualidade, Educação a distância. Intervention Project: a Proposal for Training in Distance EducationAbstractCommunication is a challenge nowadays, especially in education, either face-to-face or distance education. Barriers in communication can be observed in the guidance process in distance education. This paper aims to present the contribution of the advisor teacher in the construction of an intervention project in a distance graduate course, in order to search for researches and practices that lead to a quality education. The methodology is exploratory, descriptive from a case study. As a result, we observed that the interaction and the use of media, synchronous or asynchronous, including social networks, contribute to enhance the training of the individual as a critical citizen in the knowledge society.Keywords: Guidance, Formation, Quality, Distance education.

scholarly journals Views and Evaluations of University Students about Distance Education During the COVID-19 Pandemic

2020 ◽  
Vol 9 (3) ◽  
pp. 185-198
Author(s):  
Ahmet Sahbaz
Keyword(s):  
Distance Education ◽  
Content Analysis ◽  
University Students ◽  
The Internet ◽  
The Novel ◽  
Education Students ◽  
Face To Face ◽  
Daily Routines ◽  
Conventional Content Analysis ◽  
Novel Coronavirus

In recent years, technological devices and the Internet have become an integral part of our lives, changing many of our habits and daily routines. This change became more rapid and intense during the early months of the COVID-19 pandemic when countries compulsorily locked down their populations in an attempt to impede or halt the spread of the novel coronavirus. In order to continue their education, students stayed at home and were required instead to study online using a computer or a mobile device such as a smartphone. According to UNESCO (n.d.), “more than 1.5 billion students are or have been affected by school and university closures during this period.” As a result, distance education has become the “new normal” of the educational system. Prior to the pandemic, many studies had been conducted regarding the opinions and attitudes of university students toward distance education; however, publications on this subject since the beginning of the pandemic are still very new. Indeed, the current study aimed to reveal the views and evaluations of university students towards distance education since the beginning of the pandemic. This qualitative study was carried out at the Turcology Department of Tuzla University in the Bosnia Herzegovina Federation. A questionnaire comprised of 12 open-ended questions was used to collect the data, which was then analyzed using the conventional content analysis approach. From the results of the study, it can be concluded that almost 90% of the participants were against distance education, but firm supporters of face-to-face education.

Issue and Practices of Electronic Learning

2009 ◽  
pp. 795-801
Author(s):  
James O. Danenberg
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Styles ◽  
Time Frame ◽  
Internet Technology ◽  
Electronic Learning ◽  
Face To Face ◽  
Geographically Dispersed ◽  
E Learning ◽  
Definition Of

E-learning (a major subcomponent of the broader term “distance learning”) is one of the tools with which education can be delivered at a distance, electronically. However, today e-learning is not just reserved for geographically-dispersed learners, but instead is now widely used on campuses all over the world with students who do meet regularly. There are many definitions and terms used which are often substituted for e-learning, such as “distance education,” “distributed learning,” “remote education,” but those terms today have little in common. For instance, in the 1990’s the American Association of University Professors (AAUP) defined distance learning as education in which “the teacher and the student are separated geographically so that face-to-face communication is absent; communication is accomplished instead by one or more technological media, most often electronic” (AAUP, 1999). Although we often thought of e-learning and distance education to be synonymous, they are no more. A more accurate and contemporary definition of e-learning would allow for the occasional face-to-face encounter between teacher and student, both physically and electronically, along with the requirements of the teacher and student(s) separated at a distance, where technology is needed to bridge that gap. An elegant definition of e-learning might therefore be that posed by Holmes and Gardner (2006): “online access to learning resources, anywhere and anytime”. E-learning implies that the learning is delivered via Internet technology to overcome the barriers of place and time. Today, however, e-learning offers many other important opportunities for the enrichment of teaching and learning through virtual environments for the delivery, exploration, and application of new knowledge. E-learning allows for such things as cost saving, specialization not typically available on a traditional campus, and a platform where students can get training according to their particular learning styles and in a format and time frame suited to their needs.

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