Distance education / Claudia F. MacTeer, editor.

Format:

Book

Contributor:

MacTeer, Claudia F.

Series:

Education in a competitive and globalizing world series.

Education in a competitive and globalizing world

Language:

English

Subjects (All):

Distance education.

Distance education--Cross-cultural studies.

Physical Description:

1 online resource (322 p.)

Edition:

1st ed.

Place of Publication:

Hauppauge, N.Y. : Nova Science, c2011.

Language Note:

English

Summary:

Presents research in the field of distance learning including such topics as virtual classrooms in collaborative distance learning; metacognitive knowledge and distance education; and, using a Web-based e-Learning system (WebELS) to support flexibility and globalisation of higher education in science and technology.

Contents:

Intro

DISTANCE EDUCATION

CONTENTS

PREFACE

ANALYSING HEALTHCARE PROFESSIONALS' INTERPROFESSIONAL LEARNING EXPERIENCES IN AN ASYNCHRONOUS TEXT-BASED ENVIRONMENT

ABSTRACT

INTRODUCTION

1. FAIRCLOUGH'S VERSION OF CDA

1.1. Theoretical Concepts

1.2. Textually Orientated Approach to Discourse Analysis

1.3. Fairclough's View of CDA

1.4. The Relevance of CDA to Examine Social Relations in Interprofessional Online Learning

2.THEORETICAL TENSIONS IN CDA

2.1. Criticisms of CDA

2.2. Easing the Theoretical Tensions of CDA Made Possible

3. APPLICATION OF A CDAANALYTICAL FRAMEWORK TO EXAMINE STUDENT INTERPROFESSIONAL ONLINE LEARNING EXPERIENCES

4. THE STUDY

4.1. Interactional Analysis Based on the CDA Framework

4.1.1. Linguistic analysis

Whole-text language organization

Clauses combination

Grammatical and semantic feature

Words

4.1.2. Interdiscursive analysis

4.1.3.Social analysis

4.2. Student Online Learning Experiences - From the Analysis

4.3. Student Online Learning Experiences-Evaluated by Participant's Own Interpretation of Text

4.3.1. Positioning of nurses as experts being reinforced in the participants' responses

4.3.2. Selective access to learning reinforced in the participants' responses

4.3.3. Didactic and restrictive learning reinforced in the participants' responses

5. REFLECTION OF THE ANALYSIS

CONCLUSION

REFERENCES

WEBELS: CONTENT-CENTERED GENERAL PURPOSE E-LEARNING PLATFORM FOR HIGHER EDUCATION IN SCIENCE AND TECHNOLOGY FOR LOW SPEED INTERNET

BACKGROUND CONCEPT OF WEBELS

OUTLINE OF THE SYSTEM

KEY FUNCTIONS AND IMPLEMENTATION

WebELS Learning

Content authoring

a. Data structure of webels-based content

Part 1. Content information inputting

Part 2. Image converting.

Part 3. Video inserting

Part 4. Audio recording or attaching

Part 5. Cursor action recording

b. Synchronization between audio and cursor actions

Characteristics of WebELS Learning

a. Replacing video by the combination of image, audio and cursor action

b. Streaming-like download and playback

WebELS Meeting

Online presentation

a. Features of online presentation

(1) Slide synchronization

(2) Cursor synchronization

(3) Online annotation function

(4) Slide zoom function

(5) Video playback function

(6) User Management

b. System Implementation and Architecture

(1) Online presentation system architecture

(2) Virtual Presentation Board Data Structure

Video Meeting

a. Related works on video conference systems

b. System architecture of webels video meeting

c. Functionalities of webels video meeting systems

(1) Codec

(2) Camera recognition

(3) Selection of communication quality

(4) Automatic Audio Mute Function

(5) HTTP Tunneling

(6) Auto-Reconnection

(7) Wide Video Display

Online Whiteboard

EVALUATION

PRACTICAL APPLICATION

(1) Multi-Point Access and Interactivity

(2) Unnecessary Firewall and Proxy Setting

ACKNOWLEDGMENT

EVALUATION METHODOLOGY FOR LOGICAL-MATHEMATICAL KNOWLEDGE STRUCTURES: COGNITIVE STRUCTURE FOR CONSTRUCTIVIST EDUCATIONAL TECHNOLOGY - ECOTEC

Piaget's Constructivist Theory

Logical-Mathematical Thought Structures

Some Models for Assessing Computational Tools

Evaluation Methodology of Logical-Mathematical Structures: ECoTEC

Operative Activity in the Concrete Operational Stage

Interaction in the Concrete Operational Stage

Cooperation in the Concrete Operational Stage

Operative Activity in the Formal Operational Stage

Interaction in the Formal Operational Stage.

Cooperation in the Formal Operational Stage

Question Set for the Mediation Process

Questions in the Operative Activities Module

Questions in the Interaction Module

Questions in the Cooperation Module

Ability Factors

ACKNOWLEDGMENTS

BUSINESS SIMULATION IN BUSINESS EDUCATION

1. INTRODUCTION

2. RELATED WORK

2.1. Business Simulators

2.2. Artificial Intelligence and Intelligent Business

3. A PROPOSED TYPOLOGY OF BUSINESS SIMULATORS

4. BUSINESS SIMULATION AND EDUCATIONAL OBJECTIVES: TEACHING METHODOLOGIES

4.1. Teaching Methodologies and Educational Objectives: Instructors' Perspective Using SIMBA

4.2. Simulators in Business Education: Participants Perspective in SIMBA

4.3. Main Contributions of SIMBA

5. MACHINE LEARNING FOR BUSINESS SIMULATORS

5.1. Machine Learning

5.2. Reinforcement Learning

6. DECISION MAKING IN SIMBA

6.1. SIMBA's Architecture

6.2. Classical Business Strategies

6.3. Autonomous Decision Making in SIMBA

6.4. Proposed Algorithms for Learning Virtual Agents

6.5. Results of Virtual Agents in SIMBA

7. CONCLUSIONS

8. REFERENCES

SELF-DETERMINATION THEORY: IMPLICATIONS FOR MOTIVATION IN ONLINE LEARNING

SELF-DETERMINATION THEORY- AN OVERVIEW

ONLINE LEARNING AND STUDENT MOTIVATION

Online Learning May Support Learners' Motivation

Online Learning May Hinder Learners' Motivation

Online Learning May Post Challenges to Learners' Motivation

Online Learning May Bring Motivational Conflictsto Learners

PRACTICAL SUGGESTIONS FOR ONLINE INSTRUCTORS

Avoiding Controlling Behaviors/Promoting Autonomy

Providing Learning Support for Students' Knowledge Construction

Promote Social Interactions

Providing Technical Support and Improving Message Design.

STUDY ON ONLINE STUDENTS' MOTIVATION PROFILES

Context and Participants

Measure

Procedure

RESULTS

Online Students' Motivation Profiles

Changes in Online Students' Motivation

Demographics and Online Students' Motivation

DISCUSSION OF STUDY RESULTS

LIMITATIONS AND RECOMMENDATIONS

EFFECTIVE PRESERVICE TEACHER EDUCATION ‗AT A DISTANCE': AN INVESTIGATION OF THE MULTIMODAL DELIVERY OF A SECONDARY PRESERVICE TEACHER EDUCATION PROGRAM- PERCEPTIONS OF PRESERVICE TEACHERS, TEACHERS AND UNIVERSITY LECTURERS

INTRODUCTION TO THE STUDY

The Research Context

Context of the Study

METHODOLOGY

FINDINGS

1. The Intensive Component

2. The Online Component

3. The School-Based Component

ADDRESSING THE SUCCESSES AND FAILURES OF THE CAMPAIGN FOR UNIVERSAL PRIMARY EDUCATION

WHY EDUCATION FOR ALL?

THE CAMPAIGN FOR EDUCATION FOR ALL

EXPANDING SECONDARY EDUCATION

Secondary Education and Climate Change

Alternative Approaches Needed

The Cost Factor

Can ICTs Help?

OPENSCHOOLS AND MEGA-SCHOOLS

Open Schools: Means and Ends

Complementary Open Schools

Alternative Open Schools

Integrative Open Schools

The Collaborative Creation of Learning Materials

Computers for Children: Can Open Schools Help?

EXPANDING TEACHER NUMBERS

Teacher Recruitment

Teacher Education: Pre-Service or In-Service?

Distance Learning in Teacher Education

The TESSA Programme

A VIRTUAL CLASS EXAMPLE IN SUPPORT OF COLLABORATIVE DISTANCE LEARNING

VIRTUAL CLASSROOMS IN DISTANCE LEARNING

COLLABORATIVE DISTANCE LEARNING (CDL)

METHOD

Collaborative Distance Learning Performance

Student Views on Collaborative Distance Learning Process

CONCLUSION.

REFERENCES

STUDENTS' METACOGNITIVE KNOWLEDGE ABOUT DISTANCE EDUCATION IN VIRTUAL COMMUNITIES AND MULTIMEDIA ENVIRONMENTS: A CROSS-CULTURAL STUDY

METACOGNITIVE KNOWLEDGE IN DISTANCE EDUCATION

METHODS

Materials

Participants

Metacognitive Knowledge about Distance Education

Metalearning

Relationships between Metacognitive Knowledge about Distance Education and Metalearning

DISCUSSION AND CONCLUSIONS

APPENDIX

TOWARD STRUCTURING A GRADUATE PROGRAM IN DISTANCE EDUCATION

2. PURPOSE

3. BACKGROUND OF THE STUDY

Development of Distance Education in Turkey

Need for Training in Distance Education Field

Graduate Programs in Distance Education

4. METHOD

4.1. Research Design

4.2. Research Questions

4.3. Participants

4.4. Data Collection

4.5. Data Analysis

4.6. Credibility of the Study

5. FINDINGS

Courses and Contents

Determining factors

Subjects

Implementation

Changing Decisions Related to Courses

Opinions

Requirements

Changes and developments

Evaluation results

Interactions

Coordination among Stakeholders

Sort of coordination

Subjects to coordinate on

Future Plans

Program design and implementation

Support services

Improvement of distance education field

Needs of individuals and society

Properties and Quality of Education

Resources

Accreditation

Preparatory for work

Technology-supported

Learning design

Support-services

Applications in Implementation of the Program

Network-based learning

6. CONCLUSION

PERCEPTION OF DISTANCE LEARNING (E-PJJ) STUDENTS TOWARD THE SERVICE QUALITY OFFERED BY THE CONTINUING EDUCATION PROGRAMME: A CASE STUDY AT HIGHER EDUCATION INSTITUTIONIN MALAYSIA

INTRODUCTION.

DISTANCE LEARNING IN UITM.

Notes:

Description based upon print version of record.

Includes bibliographical references and index.

ISBN:

1-61761-043-7

OCLC:

836864268