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Search Results: 1 - 10 of 34269 matches for " Web-based Distance Learning "
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Rapid Prototyping Modules for Remote Engineering Applications
Karsten Henke
International Journal of Online Engineering (iJOE) , 2008,
Abstract: This contribution describes the concept and implementation for an integration of microcontroller and FPGA based Rapid Prototyping modules into a Remote Lab system. This implementation enables a Web-based access to electro-mechanical models. A student uploads a source file implementation to the Remote Lab server in order to test an implementation directly within a hardware environment. The Remote Lab server offers the interfaces to integrate specific project and hardware plug-ins. These plug-ins access a hardware specific software environment to automatically compile and program the resulting firmware. To stimulate this design, the Remote Lab server exchanges digital signals via a serial interface. To allow the student to compare architectures of different designs using the same hardware model, a specific controller (using the Remote Lab interface) can be selected. For this, an IP-based multiplexer provides the control connection between the respective controller and the hardware model. In our contribution we would like to give examples of such a complex design task and how the students can use different tools during several design steps.
Distance Education in Turkish Higher Education
?mür AKDEM?R
Yüksek??retim ve Bilim Dergisi , 2011,
Abstract: The term distance education is used to define education where educators and learners are physically separated. The first use of the distance education as a term goes back to 1924 in Turkey. Establishment of the Open Education Faculty of Anadolu University is the first initiative for the appearance of distance education in the Turkish Higher Education. Distance education is offered at different levels of higher education at present. Changes happening in technology and students characteristics in higher education over the years have made distance education delivered over the internet popular. Systems used to offer education over the internet are called Learning Management Systems. Commercial and non-commercial Learning Management Systems are available and used in different level of higher education to offer distance education. Programs and Learning Management Systems preferred to offer distance education over the internet in Turkish Higher Education are investigated in this study. Results of the study indicated that Management and Computer Technology programs are dominantly preferred in various level of the Turkish Higher Education. It was also found that commercially and open source freely available Learning Management Systems are also used to offer distance education in the Turkish Higher Education. It seems that distance education programs in higher education will continue to grow to respond to the changing needs of students.
Lisa M. Volle
Language Learning and Technology , 2005,
Abstract: This study investigated the acquisition of speaking skills in an online distance education course of 19 first semester Spanish learners. The possibility of oral development in a strictly online course was examined based on students' pronunciation production in two types of recorded speaking activities and in two real-time conversations. Students created two types of voiced audio e-mails each week during the semester: read aloud passages and grammar-drill completions. In order to determine whether students' pronunciation indeed improved over the course of the semester, their performance on these two types of audio e-mails were compared at the beginning of the semester and at the end of the semester. In addition, students participated in two Internet-mediated oral conversations with their instructor using MSN messaging at the mid-term week and final week of the semester. Three kinds of data were collected from the conversations: an articulation score (articulation = pronunciation, stress, and intonation), an accuracy score, and a proficiency score. Students' performance on these interviews provided further evidence regarding the development of their oral skills. The findings suggest that only in the area of oral proficiency were there significant gains in scores.
Toward An Effective Quality Assurance of Web-Based Learning: The perspective of Distance Learning Students
The Turkish Online Journal of Distance Education , 2003,
The Learning Tutor: A Web based Authoring System to Support Distance Tutoring
Maria Chiara Pettenati,Omar Abou Khaled,Christine Vanoirbeek,Dino Giuli
Educational Technology & Society , 2000,
Abstract: In distance learning contexts, such as those are being widely promoted and developed with the extensive use of ICT (Information and Communication Technology) some important issues have to be carefully addressed, in order to make education more effective and available. Distant students have to face sound organizational problems concerning the working time-management and the regulation of all the learning process. These are far more complex at a distance because of the difficulties to understand and objectively evaluate how the study is progressing in term of knowledge and competence acquisition, both for the students themselves and for the teacher who is supposed to adjust the teaching process in case of need. Moreover, the absence of clear indication for the student of the relative level of importance of each piece of information available comes to be another key issue in distance education. This paper describes a Web-based authoring system, the Learning Tutor, conceived to cover these issues. The environment is composed by several interconnected authoring systems: The Course Description, the Guiding Thread and the Agenda , The Work Plan and Themes Reviewer , and The Quizzes self-evaluation facility . This model of combined tools aims at providing the suitable support for organization, work and time management in distance learning processes using well documented mastery learning principles.
A Grid Concept for Reliable, Flexible and Robust Remote Engineering Laboratories
Karsten Henke
International Journal of Online Engineering (iJOE) , 2012, DOI: 10.3991/ijoe.v8is3.2263
Abstract: Within this paper, we will describe a grid concept to realize a universal remote lab infrastructure as well as different operation modes based on this concept. This new infrastructure consists of three parts: an internal serial remote lab bus, a bus protection unit to interface the remote lab bus and to protect it from misuse and damage as well as a protection unit, which protects the physical systems (the electro-mechanical models in our remote lab) against deliberate damage or accidentally wrong control commands and which offers different access and control mechanisms. The interconnection between the Web-control units and the selected physical system during a remote lab work session (experiment) as well as the user management is done by the lab server, which also handles the webcams. The implemented remote lab infrastructure is based on the iLab architecture of the MIT, which allows to interconnect remote labs and to exchange remote lab experiments among different universities worldwide.
ONLINE COURSE SUPPORT IN DISTANCE LEARNING: Student Evaluation of English Language Teaching Bachelor of Arts Program
Nurhan SAKAR
The Turkish Online Journal of Distance Education , 2009,
Abstract: Hereby in this study; the opinions of the senior students, who took course support through web based asynchronous communication methods in the academic year 2007–2008 at the Open Education Faculty, English Language Teaching Bachelor of Arts Program (OEF ELT BA) at Anadolu University, about the general online courses are presented. According to the results of the study favorable and unfavorable aspects of online courses for OEF ELT BA students are defined and amendatory precautions are proposed. ELT BA began accepting student enrollments in 2000–2001 academic years. Aforesaid program is a Bachelor of Arts Program which is identical to the program offered by English Language Teaching Departments of faculties providing formal (face to face) education. In this program web based asynchronous courses have been provided for junior and senior students since the academic year 2003–2004. Online courses are given by instructors from Faculty of Education ELT Department of Anadolu University. Data of the study were acquired from the questionnaires filled by 504 senior students enrolled in the academic year 2007–2008. These students were chosen among 1586 students who lived in Eski ehir during their study. The results show that 58,2% of students have computer and internet connection in their houses. Students generally attend online courses once or twice a week. Attendance to online courses increases during examination terms. Students, who don’t believe in the contribution of online courses don’t attend those courses.
Skill Enhancement for Health: An Evaluation of An Online Pilot Teaching Module on Epidemiology
The Turkish Online Journal of Distance Education , 2006,
Abstract: Skill Enhancement for Health: An Evaluation of An Online Pilot Teaching Module on Epidemiology Rory McGREAL, PhD Athabasca University – Canada’s Open University Athabasca AB, CANADA Sue DAVIS, MSc. New Brunswick Community College–Saint John Saint John, CANADA Terry MURPHY, PhD Consortium for Information Technology in Education (CITE) Saint John, CANADA Chris SMITH, BA Consortium for Information Technology in Education (CITE) Saint John, CANADA ABSTRACT The evaluation of this pilot of an epidemiology course conducted online and delivered across Canada was based on four main criteria: design, content, process and outcomes. Data was collected through seven sources: participant online survey results, post-pilot workshop feedback, four focus groups, telephone interviews with participants, interviews with course developers, examination of online materials, and analysis of log files generated by the web server. The pilot course had the following outcomes: Findings on the delivery showed that the course took much more time than estimated; the online environment was challenging/frustrating for some; there were technical glitches; discussion boards were not regularly used; interaction with instructors was minimal; feedback from instructors was slow in coming; the short development time led to errors/mismatches between content and assessment; and the high student/teacher ratio of 1:48 made it difficult to provide timely feedback.
Automation and Control Learning Environment with Mixed Reality Remote Experiments Architecture
Frederico M. Schaf,Carlos E. Pereira
International Journal of Online Engineering (iJOE) , 2007,
Abstract: This work aims to the use of remotely web-based experiments to improve the learning process of automation and control systems theory courses. An architecture combining virtual learning environments, remote experiments, students guide and experiments analysis is proposed based on a wide state of art study. The validation of the architecture uses state of art technologies and new simple developed programs to implement the case studies presented. All implementations presented use an internet accessible virtual learning environment providing educational resources, guides and learning material to create a distance learning course associated with the remote mixed reality experiment. This work is part of the RExNet consortium, supported by the European Alfa project.
Interactivity in Distance Learning: The Digital Divide and Student Satisfaction
Larry R. Irons,Donald J. Jung,Robert O. Keel
Educational Technology & Society , 2002,
Abstract: Like any other complex communications infrastructure, the network connecting different locations of virtual classes in university systems has developed over time with differing combinations of synchronous and asynchronous communication technologies at the various university locations. This research focuses on graduate nursing students satisfaction with the learning experience in seven distinct virtual classes during the 1998-99 academic year of a midwestern state university system. Each virtual class included course offerings from multiple campuses at eight locations, two urban and six non-urban. Differences between student perceptions of satisfaction for host and remote sites are analyzed, as well as differences between students at urban sites and non-urban sites whether remote or host. When geographic location is controlled, separating the data into urban and non-urban settings, students attending classes with a web requirement in urban settings were more likely to express positive degrees of satisfaction than students attending classes with a web requirement in non-urban settings. The relationship holds for both host and remote classes.
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