Leveraging Distance Education Through the Internet

2011 ◽  
pp. 233-261 ◽  
Author(s):  
Zeynep Onay
Keyword(s):  
Distance Education ◽  
Online Courses ◽  
Classroom Interaction ◽  
The Internet ◽  
Global Knowledge ◽  
Face To Face ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning ◽  
Key Issues

In a global knowledge-based economy, with an ever-growing demand for learning, the Internet is seen as a vehicle for promoting effectiveness in teaching and reaching wider audiences. The number of online courses and programs offered by traditional higher education institutions, as well as new players in the education industry, has been increasing at an exponential rate. Yet the implementation of distance education through the Internet involves much more than a change of medium from face-to-face classroom interaction to an environment free of time and place constraints. Institutions are faced with the challenge of redefining their strategies to incorporate the e-learning paradigm. This chapter provides an overview of the different models that have emerged, and addresses the key issues that need to be resolved for integrating Internet-based learning in traditional universities. The breadth of strategic, administrative, academic and technological concerns encountered through the evolution of an Internet-based education system, from its inception to implementation, are discussed and illustrated by the e-learning initiative of Middle East Technical University in Turkey.

E-Learning Adaptability and Social Responsibility

2011 ◽  
pp. 1323-1328 ◽  
Author(s):  
Karim A. Remtulla
Keyword(s):  
Social Responsibility ◽  
Workplace Learning ◽  
Global Knowledge ◽  
Organizational Governance ◽  
Knowledge Based ◽  
Global Workforce ◽  
Labor Practices ◽  
Learning At Work ◽  
Knowledge Based Economy ◽  
E Learning

The global, knowledge-based economy is causing rapid change when it comes to workforce composition and the nature and character of work itself. At the same time, ‘e-learning’ is increasingly positioned as the panacea for workplace learning needs for a transforming workplace and the global, knowledge-based economy (Industry Canada, 2005; Rohrbach, 2007). In this information age of intense political, social, technological, and environmental upheaval, do organizations bear any social responsibility towards their employees when mandating workplace learning from their employees through e-learning? The International Organization for Standardization (ISO, 2007a) specifies four key areas that all organizations need to pay heed to for ‘social responsibility’ to be accomplished: “environment; human rights and labor practices; organizational governance and fair operating practices; and, consumer issues and community involvement/society development” (para. 6). Accordingly, given the criteria of “organizational governance and fair operating practices,” this article argues for e-learning adaptability as a burgeoning social responsibility in the workplace, when thinking about workplace learning, by discussing: (a) the workforce diversity, and other workplace changes, that increasingly challenge the current approaches to e-learning at work; and then, (b) highlights the e-learning adaptability framework (Remtulla, 2007) as one methodology to assess and enable e-learning adaptability to meet this social responsibility for the benefit of a global workforce.

Lifelong Learning in the Knowledge Economy

2010 ◽  
pp. 115-124
Author(s):  
Maria Rosalia Vicente ◽  
Ana Jesus Lopez
Keyword(s):  
Lifelong Learning ◽  
Knowledge Economy ◽  
Best Practice ◽  
Business Organizations ◽  
Global Knowledge ◽  
Knowledge And Skills ◽  
Training Costs ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
E Learning

In a global knowledge-based economy, the performance of business organizations depends on ensuring that all categories of employees possess current and up-to-date knowledge and skills. Therefore, businesses must analyze their training needs in greater depth and update workers’ skills much more rapidly than in the past, while attempting to reduce training costs to remain competitive in this changing environment (Roy & Raymond, 2008). This requires organizations to educate and train anyone, anytime, and from anywhere with the lowest possible costs (Ong et al., 2004). Thus, many enterprises have turned to e-Learning as a best practice to provide adequate training to their employees. The aim of this paper is to examine e-learning adoption among a sample of European firms (an area for which empirical evidence is quite scarce), and investigate the factors driving its introduction.

Pedagogical Mediator as the Strategic Competence at University Professors Building in Constructionist Online Environment

2010 ◽  
pp. 140-149
Author(s):  
Flávia Amaral Rezende
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Online Courses ◽  
Online Environment ◽  
Ministry Of Education ◽  
University Professors ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
The University

The rapid dissemination and integration of the World Wide Web (also known as Internet), and its related technologies, has resulted in major growth of the educational field through the Internet in such areas as e-learning and e-training. In August 2002, the Ministry of Education established the rules for distance education courses at the university level (Portaria nº 2.253) allowing up 20% of the total course hours to be administered through distance education. At the same time, the Comitê de Educação a Distância from the Distance Education Secretary – SEED/MEC published the Distance Education Quality Indicators, which presents pedagogical guidelines that are clearly constructionist, consistent with those adopted by the Brazilian informatics in education program developed during the 1980’s and 90’s. However an important question remains: how to prepare university professors to be able to function in highly interactive constructionist learning environments? How to develop competencies as planning, designing and implementing such constructionist courses? This research has simultaneously investigated two aspects: developing, implementing and evaluating the characteristics of a constructionist environment and, at the same time,the use of this environment as part of an introductory on-line course to prepare a group of professors from Universidade Cidade de São Paulo (Brazil) to be able to function as mediators in the constructionist online learning environment. The findings indicate that it is possible to create a constructionist learning environment and to prepare university professors through online courses based upon Inverted Symmetry concepts and upon the in-service course based on the estar-junto-virtual (“virtual being together”) approach, to build what we called In-vIsIble reflectIve network, thus allowing the professors to assume news roles not only in the online environment but in the face-to-face education situation as well. This course is the first step for continuous long life learning to be a “ciber teacher”.

Analisis Keefektivitasan Pemanfaatan E-Learning Sebagai Media Pembelajaran Pendidikan Agama Islam Pada Masa Pandemi Corona (Covid-19)

2020 ◽  
Vol 7 (10) ◽  
pp. 875-894
Author(s):  
Yeni Yuliana
Keyword(s):  
Distance Learning ◽  
Religious Education ◽  
Computer Technology ◽  
Learning Process ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Internet Technology ◽  
The Internet ◽  
Face To Face ◽  
E Learning

Abstract The internet can be made as a way to transfer knowledge from lecturers to students, while Learning that utilizes the internet is one of the E-Learning Learning media. E-learning is distance learning that utilizes computer technology or computer networks or the Internet E-learning, so that it can enable the learning process through computers in their respective places without having to physically go to attend classes or lectures in class, Systems e-learning learning is a new way of teaching and learning. E-learning as a special learning media PAI courses provide a very important role and a large function in the course because so far there are many shortcomings and weaknesses such as the limitations of space and time in the teaching and learning process through E-learning which prioritizes the efficiency of learning so students get full teaching even though they do not have to be face to face, can also be accessed anywhere, anytime, according to the assignments given by the lecturer usually scheduled with a specified deadline. The development of education towards e-learning is a must so that the quality standards of education can be improved, E-learning is one of the uses of internet technology in the delivery of learning and its broad reach. E-learning can also be an answer to a health problem that is Pandemic Corona (Covid-19) which is very influential also in every aspect of life, especially in education.Keywords: Effectiveness, Utilization, Islamic Religious Education, E-Learning, Covid 19. Abstrak Internet dapat dijadikan cara untuk mentransfer ilmu pengetahuan dari Dosen kepada mahasiswa/mahasiswi. Adapun Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran E-Learning. E-learning adalah pembelajaran jarak jauh (distance learning) yang memanfaatkan  teknologi komputer atau jaringan komputer atau internet E-learning, sehingga dapat  memungkinkan proses pembelajaran melalui komputer di tempat mereka  masing– masing tanpa harus secara fisik  pergi  mengikuti pelajaran atau pun  perkuliahan di kelas,  Sistem pembelajaran e-learning adalah cara baru dalam proses belajar mengajar. E-learning  sebagai   media pembelajaran khususnya mata kuliah PAI memberikan  peran   sangat   penting  dan fungsi yang besar pada mata kuliah tersebut karena selama  ini terdapat banyak  kekurangan  dan kelemahan seperti keterbatasan ruang dan waktu dalam  proses belajar  mengajar melalui E-learning yang  mengedepankan keefisienan dalam belajar sehingga  mahasiswa mendapat pengajaran yang penuh meski tidak harus bertatap muka, juga bisa di akses di mana saja, kapan saja,  sesuai dengan tugas yang diberikan oleh dosen biasanya terjadwal dengan  batas  waktu  yang  di tentukan. Pengembangan  pendidikan menuju e-learning merupakan suatu keharusan agar standar mutu pendidikan dapat ditingkatkan,  E-learning merupakan salah satu penggunaan teknologi internet dalam penyampaian  pembelajaran  serta  jangkauannya yang luas. E-learning  juga dapat menjadi jawaban dari suatu permasalahan kesehatan yaitu Pandemi Corona (Covid-19) ini yang sangat berpengaruh juga pada setiap aspek kehidupan terutama bidang pendidikan.Kata kunci  :  Keefektifitas, Pemanfaatan, Pendidikan Agama Islam,  E-Learning, Covid 19.  

scholarly journals Creation of environments and scenarios for learning based on internet habits: a theoretical approach for face-to-face, blended and distance education

2020 ◽  
pp. 1-9
Author(s):  
Paul Rafael SIORDIA-MEDINA ◽  
Nadia Sarahi URIBE-OLIVARES ◽  
Sofía de Jesús GONZÁLEZ-BASILIO
Keyword(s):  
Distance Education ◽  
Student Learning ◽  
Learning Environments ◽  
Theoretical Approach ◽  
Teaching Practice ◽  
Virtual Learning Environments ◽  
The Internet ◽  
Technical Knowledge ◽  
Face To Face ◽  
New Challenges

The creation of virtual learning environments requires extensive pedagogical, methodological and technical knowledge that generates relevant training processes and contributes to the development of student learning. That is why this article presents a proposal for a theoretical framework from which environments and scenarios can be designed and developed based on the Internet habits of students and teachers. Various theoretical and author proposals are integrated that allow understanding the complexity of this great task not only for those who work in the non-school modality, but now for those who have had to make the transition from face-to-face to virtual, which has meant significant changes in their teaching practice, but not only for them, but the students have acquired new habits or reinforced those they already had in order to face the new challenges posed by changes in reality.

Supply Chain Knowledge Integration in Emerging Economies

2012 ◽  
pp. 1002-1018
Author(s):  
Ryan Atkins
Keyword(s):  
Emerging Economies ◽  
Knowledge Integration ◽  
Global Knowledge ◽  
Developed Economies ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Level Of Knowledge ◽  
Complex Knowledge ◽  
The Relationship

Firms in developed economies have been purchasing from firms in emerging economies for years, but they typically purchase low value, low margin items. Opportunities have arisen for emerging economy manufacturers to supply higher value products and services to firms in developed economies. In today’s global, knowledge based economy, suppliers must have cutting edge knowledge, and they must constantly upgrade their knowledge to maintain a competitive advantage. When supplying high-value products, complex knowledge based interactions between the buyer and supplier are necessary. A conceptual model is developed in this chapter, proposing that if suppliers in emerging economies are committed to long term relationships with developed economy customers, they can increase the level of knowledge integration in the relationship, and in turn, improve performance. The primary contribution of this chapter is to show that firms in emerging economies can achieve sales growth by becoming critical links in today’s global, knowledge based supply chains.

Comprehensive E-Learning Appraisal System

2019 ◽  
pp. 289-304
Author(s):  
Jose Luis Monroy Anton ◽  
Juan Vicente Izquierdo Soriano ◽  
Maria Isabel Asensio Martinez ◽  
Felix Buendia Garcia
Keyword(s):  
Health Professionals ◽  
Online Courses ◽  
Technological Development ◽  
Healthcare Sector ◽  
Appraisal System ◽  
Virtual Training ◽  
Face To Face ◽  
E Learning ◽  
Training Courses

The healthcare sector in the 21st century presents a big technological development. All fields of medicine are deepening their knowledge, which increases the volume of material that must be handled by professionals in each specialty. This large volume of material should be taken into account by health professionals, because it contributes to a better quality of care. The traditional way of teaching has been face-to-face classes; however, with rising technologies, virtual training via computers and virtual teachers are being implemented in some institutions. This change in the way of teaching also leads to changes in how to assess the knowledge gained through this method of learning. The aim of this chapter is to provide a small analysis of online training courses for health professionals, and deepen into an appraisal system developed to integrate different complementary variables, and how they can be implemented as a method addressed to assess online courses in a more comprehensive way.

Learning to Teach Online

2016 ◽  
pp. 2092-2113
Author(s):  
Christina M. Tschida ◽  
Elizabeth M. Hodge ◽  
Steven W. Schmidt
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Courses ◽  
Rapid Expansion ◽  
Pedagogical Issues ◽  
State University ◽  
Faculty Professional Development ◽  
Course Content ◽  
Face To Face ◽  
Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

The Role of Innovative and Digital Technologies in Transforming Egypt Into a Knowledge-Based Economy

2019 ◽  
pp. 386-400
Author(s):  
Sherif H. Kamel ◽  
Nagla Rizk
Keyword(s):  
Success Factors ◽  
Universal Access ◽  
Knowledge Society ◽  
The Internet ◽  
Public And Private ◽  
Knowledge Based ◽  
Critical Success ◽  
Knowledge Based Economy ◽  
Technology Applications ◽  
The Government

Digital technology, artificial intelligence, the internet of things, and innovative technology applications are gradually transforming businesses and governments in emerging markets making them more competitive and offering opportunities for economic growth and prosperity. This chapter demonstrates Egypt's potential to enable a knowledge society through the deployment of emerging technology tools and applications across different sectors of the society. The chapter analyzes the critical success factors that are necessary for the realization of a digitally driven society where information is seamlessly exchanged for the optimal utilization of resources for decision-making purposes at the government, public, and private sector levels. The chapter highlights the need for the formulation of a nation-wide entrepreneurial ecosystem that promotes a tech-startup culture that can effectively contribute to transforming the society by enabling inclusion, universal access to the internet, more diversified educational opportunities and a comprehensive and conducive environment to development.

From E-Learning to Games-Based E-Learning

2011 ◽  
pp. 1763-1773 ◽  
Author(s):  
Thomas Connolly ◽  
Mark Stansfield
Keyword(s):  
Higher Education ◽  
Mobile Phones ◽  
Drop Out ◽  
The Internet ◽  
New Approach ◽  
Approach To Learning ◽  
Face To Face ◽  
Internet Gaming ◽  
E Learning ◽  
New Form

The emergence of the Internet has had a significant impact on higher education where we have seen elearning evolve from a marginal form of education to a commonly accepted and increasingly popular alternative to traditional face-to-face education. While e-learning has many advantages, there have been problems identified, such as lack of contact leading to feelings of isolation; the need for a motivated, self-disciplined, and mature learner; the monotonous nature of some e-learning materials; and increased drop out rates. If e-learning has developed a reputation for being ‘boring and mindless,’ games have developed the reputation for being engaging and challenging. In recent years, a new form of learning has been developing, namely games-based e-learning, which builds on the successes of e-learning while providing a more stimulating and relevant learning environment for younger people who have been brought up in an environment of powerful home PCs, graphic-rich multiplayer Internet gaming, and mobile phones with ever-increasing functionality. This article will explore the concept of games-based e-learning, discuss some of its pedagogic underpinnings, and examine barriers that may limit the uptake and development of this relatively new approach to learning.

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