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, Robert Spencer (1982). Keller’s personalised system of instruction: The search for a basic distance learning paradigm. Distance Education 3(1): 51–71. Cummins, James (2002). The potential of ICT to promote academic language learning. Proceedings of the 3rd International Conference Information and Communication Technology in Education . Rhodes: University of Aegean. Curtis, Susan, Joanne Duchastel, Nebojša Radić, (1999). Proposal for an online language course. ReCALL , 11(2): 38–45. Dick, Walter, Lou Carey, James Carey (2011). The Systematic Design of Instruction

in ExELL

References 1. Aghili, M.; Palaniappan, A.K.; Kamali, K.; Aghabozorgi, S.; Sardareh, A.S. (2014). Unifying informal and formal learning environments: Educational use of social network sites through implementing community of inquiry framework. In International Journal of e-Education, e-Business, e-Management and e-Learning, 4(3), (pp. 191-196). 2. Anderson, T. (2005). Distance learning-social software’s killer ap? In proceedings of Conference of the Open and Distance Learning Association of Australia (ODLAA). Adelaide, South Australia: University of South Australia

References 1. Akyol, Z.; Arbaugh, J.B.; Cleveland-Innes, M.; Garrison, D.R.; Ice, P.; Richardson, J.C. and Swan, K. (2009). A response to the review of the community of inquiry framework. In Journal of Distance Learning, 2(23), retrieved from: http://www.jofde.ca/index.php/jde/article/view/630/885 2. Anderson, T. and Elloumi, F. (eds) (2004). Theory and Practice of Online Learning. Athabasca Univerity. 3. Bayma, F. (2004). Educação a distância e educação corporativa. In F. Bayma (ed), Educação corporativa: desenvolvendo e gerenciando competências. São Paulo

, & T. Belawati (Eds.), Quality assurance in distance education and e-learning: Challenges and solutions from Asia (pp. 220-240). New Delhi, India: Sage. 24. McGreal, R., & Elliott, M. (2008). Technologies of online learning (e-learning). In T. Anderson (Ed.), Theory and practice of online learning (2nd ed.) (pp. 143-165). Edmonton, Australia: AU Press, Athabasca University. 25. Moore, M., & Tait, A. (2002). Open and distance learning trends, policy and strategy considerations. UNESCO, 23(2), 96. Retrieved from http://bit.ly/KWpkNH 26. Pangeni, S. K. (2014

, fundamental objectives of an OSS for mathematics. (In Greek). In Proceedings of the 1st Open and Distance learning Conference, May 25-27, Patras, Greece. 6. Holmberg, B. (1995). Theory and practice of distance education. Routledge, London 7. Keegan, D. (1986). The foundations of distance education. Routledge, London 8. Kokkos, A. and Lionarakis, A. (1998), Open and Distance Learning. Hellenic Open University ed., Patras 9. Rovai, A.P. (2002). Building Classroom Community at a Distance: A Case Study. In Educational Technology Research & Development, 49(4), (pp. 33-48) 10

Abstract

The aim of this paper is to propose an approach for quality assessment and efficiency of the web-based system for distance learning. This system has useful options for on-line creation and use of Web-based courses by other medical disciplines in Medical University - Sofia. The results of the assessment will be used to improve the functionality of the processes in the system to meet the user requirements.

Abstract

The Pygmalion Effect is the positive form of self-fulfilling prophecy and shows how teacher expectations influence student performance. According to this phenomenon, higher expectations can lead to an increase in performance. In this research qualitative methodology was adopted both in data collection, and in analysis, in order to investigate the impact of the Pygmalion Effect in distance adult learning. Observation was held in two Contact Sessions of the Postgraduate Module for Open and Distance Education (EKP65) of the School of Humanities at the Hellenic Open University (HOU). Also, 22 interviews were conducted, 6 with Tutors/Advisors and 16 with students of the same Postgraduate Module. The data analysis indicates that both Tutors/Advisors and postgraduate students shape form their expectations based on the behaviour as reflected in their first contact (telephone contact, face-to-face contact, written contact through the CV). Expectations originally are positive, though this could change due to mismatched following behaviour. Tutor’s expectations are expressed in verbal and non-verbal ways both in written and face-to-face communication. However, it is the non-verbal behaviour - and mainly the encouragement and the support towards the students - that influences their positive mood and attitude towards the learning object and distance learning itself. In conclusion, not to reject the educational trend according to which the adult learner has developed selfmotivation, we accept that Tutor’s expectations reflected in encouragement and support towards the student may influence the learning process.

://www.ecdl.org/programmes/ecdl_icdl Gardiner, L.R., Corbitt, G., & Adams, S.J. (2010). Program assessment: Getting to a practical how-to model. Journal of Education for Business, 85, 125-147. Garrison, R. (2000). Theoretical challenges for distance education in the 21st century: A shift from structural to transactional issues. The International Review of Research in Open and Distance Learning, 1. Retrieved 23 September 2015 from http://irrodl.org/index.php/irrodl/article/view/2/333 Harnar, M.A., Brown, S.W., & Mayall, H. J. (2000). Measuring the effect of distance education on the learning experience

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.; Ruitenberg, E.J.; Wright, E.P. (2009). Motivation of university and non-university stakeholders to change medical education in Vietnam. In BMC Med Educ, 9, (p. 49). 14. Mackey, K.R.; Freyberg, D.L. (2010). The Effect of Social Presence on Affective and Cognitive Learning in an International Engineering Course Taught via Distance Learning. In Journal of Engineering Education, 99(1), (pp. 23-34). 15. Mavroidis, I.; Karatrantou, A.; Koutsouba, M.; Giossos, Y. (2013). Technology acceptance and social presence in distance education - A case study on the use of teleconference at