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Tweacher: New proposal for Online Social Networks Impact in Secondary Education
Sebastián ROMERO,Habib Moussa FARDOUN,Victor Manuel RUIZ PENICHET,José Antonio GALLUD
ADCAIJ : Advances in Distributed Computing and Artificial Intelligence Journal , 2013,
Abstract: This paper presents and analyzes the potential uses and motivations of online social networks in education, with special emphasis on secondary education. First, we show several previous researches supporting the use of social networking as an educational tool and discuss Edmodo, an educative online social network. The work carried out during two academic years with senior students of primary and secondary schools is also analyzed. After that we present Tweacher an educative social network application and evaluate its use in the classroom to prove its useful use between teachers and students. This research has allowed us to see the reality of social network use among young people and identify the challenges of its application to education environment.
The Learning Situation and Support Service System of Online Education: The Case Study of X University  [PDF]
Yanqing Yang, Min Chen, Xueqing Zeng, Liang Yu
Creative Education (CE) , 2015, DOI: 10.4236/ce.2015.611111
Abstract: With the development of information technology, the new generation of distance education “online education”, which is developed with the support of multimedia computer technology and network technology, is attracting increasing attention around the world. This article summaries the status quo of online education of X University that is the vanguard of China’s online education, and conducts a survey about learning support service system of online education which will be meaningful to further optimization of online education in X University and provide references for online education of other universities.
MARKETING ONLINE EDUCATION PROGRAMS FRAMEWORKS FOR PROMOTION AND COMMUNICATION  [PDF]
Reviewed by R.Ayhan YILMAZ
The Turkish Online Journal of Distance Education , 2011,
Abstract: Topics of the book is cover on building corporate identity for educational institutions, cultural and regional issues in educational product development, Defining the role of online education in today‘s world, individualization of open educational services, integrated marketing communications, measuring the impact of educational promotions, new customers and new demands, open and Distance education, reputation issues in online education and sustainable communication before, during and after enrollment
Unbundling Faculty Roles in Online Distance Education Programs  [cached]
Patricia W. Neely,Jan P. Tucker
International Review of Research in Open and Distance Learning , 2010,
Abstract: Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.
Experiences from online and classroom education in hydroinformatics
I. Popescu, A. Jonoski,B. Bhattacharya
Hydrology and Earth System Sciences (HESS) & Discussions (HESSD) , 2012,
Abstract: Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering lifelong learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This article presents experiences from delivering two hydroinformatics courses in the fields of flood modelling for management (FMM) and decision support systems (DSS) in river basin management that in recent years have been delivered both online and in classroom settings. Comparisons between the two modes of delivery are provided, with the conclusion that online education in this field, although still faced with many challenges, has a promising potential for meeting future educational needs.
Experiences from online and classroom education in hydroinformatics
I. Popescu,A. Jonoski,B. Bhattacharya
Hydrology and Earth System Sciences Discussions , 2012, DOI: 10.5194/hessd-9-1311-2012
Abstract: Universities and other higher education institutions involved in water-related engineering education are facing new challenges in offering life long learning services and online educational support. Both the curricula and the form of delivery are changing, as contemporary water problems require interdisciplinary approaches involving diverse and up to date expertise maintained via continuous professional development. Hydroinformatics education faces similar challenges in developing relevant curricula and finding appropriate combinations of course delivery to its target group. This article presents experiences from delivering two hydroinformatics courses in the fields of Flood Modelling for Management (FMM) and Decision Support Systems (DSS) in River basin Management that in recent years have been delivered both online and in classroom settings. Comparisons between the two modes of delivery are provided, with the conclusion that online education in this field although still faced with many challenges has a promising potential for meeting future educational needs.
ONLINE EDUCATION FOR LIFELONG LEARNING  [PDF]
Fatih Bayram
The Turkish Online Journal of Distance Education , 2007,
Abstract: This book was edited by, Yukiko Inoue, professor of educational research at the University of Guam, where she teaches online and face-to-face courses. It was published by Information Science Publishing in 2007. The authors of the chapters in this bookare selected from different universities from Guam,Australia, Turkey and Greece. Online education hasprovided considerable opportunities for all peoplein lifelong learning. People who use online learningmaterials has interactive medium for lifelonglearning. The aim of this book is to examine online environment in terms of development, implementation, theories, technology and case studies. It provides theoretical and practical information about online lifelong learning; consequently, it can appeal to researchers, practitioners, online learners and anyone interested in online lifelong learning. This book covers 14 chapters divided into fivesections.
SECONDARY ONLINE EDUCATION: A Review and Synthesis of Central Elements  [PDF]
Thomas G. RYAN,Richard BEAULIEU
The Turkish Online Journal of Distance Education , 2009,
Abstract: In this paper the authors illuminate the distance education field of endeavor to point out that online education can now be found at most educational levels (elementary, secondary, post-secondary) globally. This enterprise requires a multitude of traits which are detailed herein in order to alert the new online educator and remind the veteran educator of the essential elements required to achieve desired outcomes. To instruct online clearly requires informed goal setting, clear processes, and predictable outcomes, from the onset. As well designers need to examine current research, conduct online research, and listen to feedback from online students to maintain and nurture both the program and the students. Some key factors of online education are laid out which include strategic intent (planning), content (curriculum), and pedagogy (incorporating current learning theories into delivery models). As well several underpinning qualities are described that must be present such as the teacher’s quality of online instruction, and level of expertise in distance learning. All online educators need to be aware of the student (profile of successful online learners, interaction), assessment/evaluation (rigorous, comparable and authentic), support (student support and training on using the technology), technical infrastructure, and the need to review program frequently which is key to the development and maintenance of successful online education efforts.
Transparency in Cooperative Online Education
Christian Dalsgaard,Morten Flate Paulsen
International Review of Research in Open and Distance Learning , 2009,
Abstract: The purpose of this article is to discuss the following question: What is the potential of social networking within cooperative online education? Social networking does not necessarily involve communication, dialogue, or collaboration. Instead, the authors argue that transparency is a unique feature of social networking services. Transparency gives students insight into each other’s actions. Cooperative learning seeks to develop virtual learning environments that allow students to have optimal individual freedom within online learning communities. This article demonstrates how cooperative learning can be supported by transparency. To illustrate this with current examples, the article presents NKI Distance Education’s surveys and experiences with cooperative learning. The article discusses by which means social networking and transparency may be utilized within cooperative online education. In conclusion, the article argues that the pedagogical potential of social networking lies within transparency and the ability to create awareness among students.
LEARNING COMMUNITY IN ONLINE EDUCATION  [PDF]
Ziad D. BAGHDADI
The Turkish Online Journal of Distance Education , 2011,
Abstract: Establishing learning communities early in online education helps bridge distances and differences between physical and virtual worlds of teaching and learning. This article sheds light on the importance of learning communities, and gives readers advices for creating communities that connect, engage, and inspire. Several tools for assessment of learning are provided to appraise online learning communities’ benefits to learners at all levels.
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