Evaluating Trends and Issues in Distance Learning

2018 ◽  
pp. 130-145
Author(s):  
Seda Khadimally
Keyword(s):  
Learning Communities ◽  
Educational Leaders ◽  
Mobile Technologies ◽  
Learning Gains ◽  
Web Based ◽  
Learning And Teaching ◽  
Social Media Networks ◽  
Online Social Media ◽  
The World ◽  
Technology Trends

Today's learners are intrinsically motivated in that they are apt to analyze, synthesize, internalize, rebuild, share, and disseminate knowledge not only with their instructors, but also their peers, and the greater community, including a plethora of learning communities from across the world. Web-based technologies play a key role in this learning process. Particularly online social media networks and mobile technologies, the two selected technology trends evaluated in this paper, are thriving in online learning/teaching settings, immensely helping students acquire valid learning gains. These technologies are not a fad, a myth, or talk-of-the-day in learning and teaching environments in any given discipline. With that said, there are also certain issues and challenges that accompany these media and technologies for learning and teaching practices, which will also be addressed in this paper. Finally, future implications on these trends and issues in DL will be further discussed with the hope that educational leaders can draw on them for further inquiry and development in the field.

Evaluating Trends and Issues in Distance Learning

2021 ◽  
pp. 1971-1986
Author(s):  
Seda Khadimally
Keyword(s):  
Learning Communities ◽  
Educational Leaders ◽  
Mobile Technologies ◽  
Learning Gains ◽  
Web Based ◽  
Learning And Teaching ◽  
Social Media Networks ◽  
Online Social Media ◽  
The World ◽  
Technology Trends

Today's learners are intrinsically motivated in that they are apt to analyze, synthesize, internalize, rebuild, share, and disseminate knowledge not only with their instructors, but also their peers, and the greater community, including a plethora of learning communities from across the world. Web-based technologies play a key role in this learning process. Particularly online social media networks and mobile technologies, the two selected technology trends evaluated in this paper, are thriving in online learning/teaching settings, immensely helping students acquire valid learning gains. These technologies are not a fad, a myth, or talk-of-the-day in learning and teaching environments in any given discipline. With that said, there are also certain issues and challenges that accompany these media and technologies for learning and teaching practices, which will also be addressed in this paper. Finally, future implications on these trends and issues in DL will be further discussed with the hope that educational leaders can draw on them for further inquiry and development in the field.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

USE OF BLOGGING TO INCREASE WRITING, READING AND DIGITAL SKILLS IN PRIMARY SCHOOL

2021 ◽  
Vol 12 (1) ◽  
pp. 158-165
Author(s):  
Rumyana Karadimitrova ◽  
Keyword(s):  
Primary School ◽  
Information Flow ◽  
Reading Skills ◽  
Web Based ◽  
Learning And Teaching ◽  
Initial Stage ◽  
Language And Literature ◽  
The World ◽  
Digital Skills ◽  
The Web

In recent decades, more and more web-based solutions are being integrated into the learning and teaching process in schools around the world. One of the most used among them for creating, storing and managing information flow is blogging. The combination of blogging in BEL (Bulgarian Language and Literature) classes is key to the development of digital and communicative speech competencies at all educational stages. There is a significant amount of research that proves that with the use of blogging a significant part of students are motivated and become better writers and readers. The article presents some of the results of a developed and tested system of BEL lessons in two experimental classes from the initial stage. For two months, students used student blogs to introduce texts from assigned tasks to literature. The web-based technology has increased students’ interest in learning, their writing and reading skills.

Collaboration, Communication, and Learning in a Virtual Community

2008 ◽  
pp. 69-79
Author(s):  
Seungyeon Han ◽  
Janette R. Hill
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Virtual Community ◽  
Virtual Learning ◽  
Multiple Perspectives ◽  
Web Based ◽  
The World ◽  
Bulletin Boards

The use of the World Wide Web (Web) for teaching and learning in higher education has increased exponentially in the last five years. Traditional universities (e.g., MIT, University System of California) as well as “virtual universities” (e.g., Western Governors University, Kentucky Commonwealth Virtual University) have moved toward offering courses and degrees around the world. Web-driven communication systems have further increased the popularity of Web-based learning. Web-based course-management and communication systems (e.g., WebCT®, Ellumination®) are specifically aimed at using the Web to support students, instructors, and experts in communicating, sharing, and collaborating with each other in the process of learning. At present, almost any Web-based application may be labeled “collaborative.” Web technologies make possible many-to-many asynchronous and synchronous communication, enabling both time and/or place independence. Time and place independence are important because they offer online learning systems the opportunities to move from individualist modes of delivery to group-oriented interactive modes (Davies, 1995). However, Internet tools such as chat, bulletin boards, or e-mail do not organize the interactions for learning (Roschelle & Pea, 1999), nor were they designed for building and sharing collaborative knowledge. Without advanced pedagogical preparation, these applications may not contribute to collaborative learning. Web-based applications can be empowering, enabling collaborative learning among participants and facilitating the creation of virtual learning communities. However, the underlying theoretical framework to explain how collaborative learning or community building might occur in Web-based contexts does not yet exist. Further, there is little to no agreement amongst researchers related to fundamental concepts associated with virtual communities (e.g., collaboration, communication, or learning) (Lipponen, 2002; Pea, 1996). While this ambiguity can be disconcerting, it is also exciting, reflecting the diversity of emerging field and paradigm for teaching and learning in virtual environments. It is necessary to review this emerging field from multiple perspectives to clarify ambiguity and embrace diversity. Through these efforts, we may be able to suggest new ways of understanding virtual learning communities, exploring what we mean by collaboration, communication, and learning, and thus enable the forward movement of the field.

Collaboration, Communication, and Learning in a Virtual Community

2011 ◽  
pp. 29-35 ◽  
Author(s):  
Seungyeon Han ◽  
Janette R. Hill
Keyword(s):  
Collaborative Learning ◽  
Learning Communities ◽  
Communication Systems ◽  
Teaching And Learning ◽  
Virtual Community ◽  
Virtual Learning ◽  
Multiple Perspectives ◽  
Web Based ◽  
The World ◽  
Bulletin Boards

The use of the World Wide Web (Web) for teaching and learning in higher education has increased exponentially in the last five years. Traditional universities (e.g., MIT, University System of California) as well as “virtual universities” (e.g., Western Governors University, Kentucky Commonwealth Virtual University) have moved toward offering courses and degrees around the world. Web-driven communication systems have further increased the popularity of Web-based learning. Web-based course-management and communication systems (e.g., WebCT®, Ellumination®) are specifically aimed at using the Web to support students, instructors, and experts in communicating, sharing, and collaborating with each other in the process of learning. At present, almost any Web-based application may be labeled “collaborative.” Web technologies make possible many-to-many asynchronous and synchronous communication, enabling both time and/or place independence. Time and place independence are important because they offer online learning systems the opportunities to move from individualist modes of delivery to group-oriented interactive modes (Davies, 1995). However, Internet tools such as chat, bulletin boards, or e-mail do not organize the interactions for learning (Roschelle & Pea, 1999), nor were they designed for building and sharing collaborative knowledge. Without advanced pedagogical preparation, these applications may not contribute to collaborative learning. Web-based applications can be empowering, enabling collaborative learning among participants and facilitating the creation of virtual learning communities. However, the underlying theoretical framework to explain how collaborative learning or community building might occur in Web-based contexts does not yet exist. Further, there is little to no agreement amongst researchers related to fundamental concepts associated with virtual communities (e.g., collaboration, communication, or learning) (Lipponen, 2002; Pea, 1996). While this ambiguity can be disconcerting, it is also exciting, reflecting the diversity of emerging field and paradigm for teaching and learning in virtual environments. It is necessary to review this emerging field from multiple perspectives to clarify ambiguity and embrace diversity. Through these efforts, we may be able to suggest new ways of understanding virtual learning communities, exploring what we mean by collaboration, communication, and learning, and thus enable the forward movement of the field.

Implementing Web-Based Learning and Teaching Using Mobile Technology

2016 ◽  
pp. 145-161
Author(s):  
Bolanle Adefowoke Ojokoh ◽  
Folasade Olubusola Isinkaye ◽  
Olubimtan Ayo Doyeni
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Web Based ◽  
Learner Motivation ◽  
University Environment ◽  
Learning And Teaching ◽  
Mobile Access ◽  
Wide Availability ◽  
Mobile Learning System

Mobile technologies have increasingly become pervasive in everyday life over the past few decades. As a result of their affordability and wide availability, mobile devices have become commonly used by several people. Efforts are being made by researchers and institutions to provide infrastructure, content, and resources related to the integration of mobile devices into learning environments are worthy of note. These have led to the provision of more learner motivation, better interaction between learners and teachers, thus leading to an improved educational experience. This book chapter emphasizes on the benefits of mobile learning and also presents a case study of the development of a mobile learning system that facilitates interactive learning in a University environment. The system provides for the student, mobile access to various functions that can improve the process of learning including assessment and provision of feedback to learners. The system was tested and evaluated with satisfactory results.

scholarly journals Online Misinformation Analysis through Wittgensteinian Lens

2021 ◽  
Author(s):  
Uyiosa Omoregie
Keyword(s):  
Information Quality ◽  
Quality Analysis ◽  
Online Content ◽  
Web Based ◽  
Online Social Media ◽  
The World ◽  
Social Media Platforms ◽  
Novel Method ◽  
Analysis System

We propose a novel method for online misinformation analysis based on a Wittgensteinian approach. We found no previous work that use Wittgenstein’s early philosophy for misinformation analysis. The works of Ludwig Wittgenstein (1889-1951) are usually divided into two: the early and the later philosophy. Wittgenstein’s book Tractatus Logico-Philosophicus (TL-P) is regarded as his early masterpiece. The TL-P is concerned with the role facts play in the world. According to TL-P, the world is composed of facts and we connect with facts by our thoughts. Our thoughts picture the world and are expressed through propositions. The system for online content analysis, described here, is a descriptive tool to clarify the thoughts and propositions found within online content analysed. Web-based written non-graphical information (articles, commentary etc.) is analysed and then scored based on criteria designed to evaluate the information quality of the content. Our hypothesis is that when applied to Web browsers and online social media platforms, the rating produced by this information quality analysis system will help users discern content qualitatively and engage more analytically with other users.

Instructional Interactivity in a Web-Based Learning Community

2010 ◽  
pp. 121-136 ◽  
Author(s):  
Adams Bodomo
Keyword(s):  
Learning Communities ◽  
Learning Community ◽  
Practical Implementation ◽  
Constructivist Learning Environment ◽  
Web Based ◽  
Learning And Teaching ◽  
Course Materials ◽  
Web Based Learning ◽  
Conversational Learning ◽  
Active Communication

It is demonstrated in this chapter that enhanced interactivity is the single most important reason why teachers should practise web-based teaching and why students should be encouraged to construct web-based learning communities. The notion of conversational learning community (CLC) as a kind of constructivist learning environment is introduced. It is shown that instructional interactivity, defined as active communication in a conversational learning community between instructor(s), learners, course materials, and links to remote experts and resources, is a central aspect of the learning situation. A practical implementation of the CLC model is presented through describing the interactive features of a web-based course using WebCT. It is concluded that web-based learning and teaching actually enhances interactivity both within and beyond the classroom setting.

Implementing Web-Based Learning and Teaching Using Mobile Technology

2020 ◽  
pp. 966-982
Author(s):  
Bolanle Adefowoke Ojokoh ◽  
Folasade Olubusola Isinkaye ◽  
Olubimtan Ayo Doyeni
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Web Based ◽  
Learner Motivation ◽  
University Environment ◽  
Learning And Teaching ◽  
Mobile Access ◽  
Wide Availability ◽  
Mobile Learning System

Mobile technologies have increasingly become pervasive in everyday life over the past few decades. As a result of their affordability and wide availability, mobile devices have become commonly used by several people. Efforts are being made by researchers and institutions to provide infrastructure, content, and resources related to the integration of mobile devices into learning environments are worthy of note. These have led to the provision of more learner motivation, better interaction between learners and teachers, thus leading to an improved educational experience. This book chapter emphasizes on the benefits of mobile learning and also presents a case study of the development of a mobile learning system that facilitates interactive learning in a University environment. The system provides for the student, mobile access to various functions that can improve the process of learning including assessment and provision of feedback to learners. The system was tested and evaluated with satisfactory results.

Changing face of medical education during a pandemic: tragedy or opportunity?

2021 ◽  
pp. postgradmedj-2021-140330
Author(s):  
Jean Mei Ching Leong ◽  
Wee Leon Lam ◽  
Shi Zhuan Tan ◽  
Chye Yew Ng
Keyword(s):  
Medical Education ◽  
Learning Communities ◽  
Social Interactions ◽  
Virtual World ◽  
Learning Experience ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Hidden Cost ◽  
Pros And Cons

The COVID-19 pandemic has changed forever the way we do certain things. Although the race for a cure and vaccine has taken centre stage, traditional face-to-face medical education has slowly metamorphosised in the background to a virtual world with innumerable webinars, virtual tutorials and lectures in the World Wide Web. Despite this seemingly ‘perfect’ solution, there remains a hidden cost. Educators are forced to learn new skills to engage students as well as manipulate the electronic platform. Impact on learning for students, both undergraduate and postgraduate from a lack of social interactions, remains unknown. In this article, the authors share their experiences from different specialities about the pros and cons of virtual learning and teaching. Suggestions and practical tips are offered to enhance the learning experience. More emphasis may need to be placed on the creation of learning communities rather than lecture-based curricula. Hybrid curricula or conferences may become the future norm. As we slowly move out of lockdown into a changed world and new ways of doing things, lessons learnt can be harnessed for future hybrid models that can combine the best of technology and physical teaching to reduce worldwide inequalities.

Sign in / Sign up

Export Citation Format

Share Document