Latest Research on Distance Learning : July 21
[1] Issues in Distance Learning
This review of literature and research into the effectiveness of distance
education systems deals with a number of factors which affect their success or
failure. These include the influence of distance learning theory upon
instructional design and delivery, redefining the roles of partners in distance
education teams, media selection, technology adoption, change implementation,
methods and strategies to increase interactivity, inquiry, and active learning,
learner characteristics and modes of learning, teacher mediation and learner support,
operational issues, policy and management issues, and cost/benefit tradeoffs.
It is intended as a companion piece to Sherry and Morse’s (1994) training needs
assessment.
[2] e-Learning, online learning, and distance learning environments:
Are they the same?
It is not uncommon that researchers face difficulties when performing
meaningful cross-study comparisons for research. Research associated with the
distance learning realm can be even more difficult to use as there are
different environments with a variety of characteristics. We implemented a
mixed-method analysis of research articles to find out how they define the
learning environment. In addition, we surveyed 43 persons and discovered that
there was inconsistent use of terminology for different types of delivery
modes. The results reveal that there are different expectations and perceptions
of learning environment labels: distance learning, e-Learning, and online learning.
[3] Distance Learning
Advantage of e-learning often include flexibility and convenience for the
learner, facilitation of communication between learner, greater adaptability to
a learner’s need, more variety in learner experience with using multimedia and
the non-verbal presentation of teaching material. Video interaction provides
visual and audio learner that the user control them that can paused and
reversed for watching again. E-learning is naturally suited to distance
learning and flexible learning, but can also be used in conjunction with
face-to-face teaching, in which case the term Blended learning is commonly
used. E-learning can also refer to educational web sites such as those offering
worksheets and interactive exercises for children. The term is also used
extensively in the business sector where it generally refers to cost-effective
online training. E-Learning is the employment of technology to aid and enhance
learning. Focusing on the use of the Internet in e-learning, three primary uses
have emerged. It is an electronic technology to deliver, support and enhance
teaching and learning. Through e-learning the student will have more
experiences can be achieved, because learn from the content as well learn from
using online communities and networks. In this way, e-learning can support
“learning through reflection and discussion”. E-learning empower learner to
manage their way of learning and the way he like to learn. Because each one has
their own way of learning.
[4] Evolution of Strategies for International Distance Learning: The
First Speech-language Pathology Master’s Training Program in Zambia
With the expansion of technology, distance instruction is becoming an
increasingly viable alternative for providing graduate level educational
opportunities in places where specific training programs may not be
available. In one such instance, Connective Link Among Special needs
Programs (CLASP) International and the University of Zambia (UNZA) partnered to
implement the first master’s degree program in speech-language pathology in
Zambia. Teachers recruited from universities in the United States met
with the Zambian students via synchronous computer connections, and they shared
documents utilizing asynchronous platforms. UNZA proctored examinations and provided
classrooms and research oversight. However, the pedagogical challenges
encountered on both sides went far beyond those that could be solved by
technology. The purpose of this article is to review the program’s encounters
and solutions to pedagogical trials as a model for what is likely to become a
more common approach in global teaching.
[5] Webinars and Social Network in Distance Learning: Students’
Views
Aims: The aim of this study is to present students’ views concerning
the attendance of conference and/or seminars via Internet (webinars) and also
how online social network are used in distance learning.
Study Design: Descriptive quantitative research. Especially, a survey
using questionnaires and interviews for data collection.
Place and Duration of Study: University of Ioannina, one academic year,
2012-2013.
Methodology: A questionnaire was firstly addressed to a small self
selected group of undergraduate students at the beginning of the academic year
(mid–November) as pre-test. Then the questionnaire was revised and the final
version of the questionnaire was addressed to all undergraduate 210 students
attending the 3rd year of their undergraduate studies. This questionnaire was
delivered at the beginning of spring term. Interviews were taken in spring
semester (mid–April) for evaluation of the answers in the questionnaire.
Moreover, a revised questionnaire for a postgraduate group students (20 self
selected students) from the School of Education was given in mid spring
semester.
Results: 18.29% of undergraduates use webinars. 84.28% of them believe
that attending seminars via Internet (webinars) may contribute to the
enrichment of the educational process and facilitates distance learning. 56.89%
of undergraduates prefer to attend conferences and/or seminars with physical
presence, since interaction amongst participants is greater. 89.56% of
undergraduate and 93.47% of postgraduate students use social network for
communication and information on learning material and on other educational
issues.
Conclusions: Both undergraduate and postgraduate students recognize the
advantages of webinars as part of open distance learning and they favor their
application to a greater extent in education. The overall use of social network
in distance learning, promotes communication and interaction amongst learners.
In conclusion, this study revealed, that students use webinars and social
network for learning, communication and information exchange for their studies.
Reference
[1] Sherry, L., 1995. Issues in distance learning. International
journal of educational telecommunications, 1(4), pp.337-365.
[2] Moore, J.L., Dickson-Deane, C. and Galyen, K., 2011.
e-Learning, online learning, and distance learning environments: Are they the
same?. The Internet and Higher Education, 14(2),
pp.129-135.
[3] Al-Arimi, A.M.A.K., 2014. Distance learning. Procedia-Social
and Behavioral Sciences, 152, pp.82-88.
[4] Gill, C., Wainscott, S., Green, L. and Bharadwaj, S.,
2016. Evolution of strategies for international distance learning: The first
speech-language pathology master’s training program in Zambia. Journal
of Education, Society and Behavioural Science, pp.1-11.
[5]
Sypsas,
A. and Pange, J., 2014. Webinars and Social Network in Distance Learning:
Students’ Views. Journal of Education, Society
and Behavioural Science, pp.953-964.