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Search Results: 1 - 10 of 22216 matches for " online learning media tools "
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PROFILE OF THE UWI DISTANCE LEARNERS: The Implications for Online Curriculum Development, Teaching and Learning at the University
Stephanie HUNTE
The Turkish Online Journal of Distance Education , 2010,
Abstract: The purpose of this study was to create a more recent profile of the UWI distance learners as a follow up to a study undertaken in 2000, and, based on the profile created, discuss the implications for online curriculum development, teaching and learning at the University. Data on four descriptive characteristics were collected from UWI distance students in two courses in the B. Sc Management Studies degree programme. Comparisons were made with trends in the field spanning the last decade as well as with a 2000 research and development project which examined the use of ICTs and highlighted the critical components necessary for the introduction of full online teaching and learning into the UWI’s distance education programmes. The findings of the present study suggest that there has been no significant change in the demographic, motivational and experiential characteristics of the UWI distance learner over the past decade. They also suggest a new trend in the inhibitory characteristics during this period.
Blended Learning-Effectiveness and Application in Teaching and Learning Foreign Languages  [PDF]
Joel Laffita Rivera
Open Journal of Modern Linguistics (OJML) , 2019, DOI: 10.4236/ojml.2019.92013
Abstract: The present research paper is designed to investigate the importance of the application of Blended Learning (BL) in education as a method for teaching and learning Foreign Languages Subjects (FLs) at university level. The study has used the mixed-method approach for the collection of data and its analysis. The study discloses: The research-design; Foreign Language-framework; Teaching and learning-roleplay-reflection and Methodology-schemes. Although the employment of BL is very important in teaching and learning practices; the paper-results concluded that there is a need to provide methodologies and computer training sessions to the FL teachers for effective employment of BL in foreign languages classes. Consequently to this the study aimed to deliver an applicable script through which Spanish language teachers and foreign language teachers obtain pedagogical-and computer knowledge-inputs to setup foreign languages classes through Blended Learning.
Cost-Effective Strategies for Developing Formative Assessments in Online Workplace Training
Terry Mackey,David Derr,Ellie O'Connor
International Journal of Advanced Corporate Learning (iJAC) , 2009, DOI: 10.3991/ijac.v2i4.992
Abstract: In the context of asynchronous online learning, formative assessments can offer amazing flexibility and support a wide range of learning strategies. While some versions do involve a considerable investment in time and cost, effective formative assessments need not be expensive. Many cost-effective strategies for developing formative assessments exist, and these can be employed quickly and effectively in online workplace training. These strategies allow learners to assess their progress and accomplishments before the risks of decreased motivation, confidence and understanding become unfortunate realities that negatively impact instructional outcomes, on-the-job performance and online learning ROI.
Technical Evaluation Report 36: Advanced Accessibility Features for Inclusive Distance Education
Linda Matula Schwartz
International Review of Research in Open and Distance Learning , 2004,
Abstract: Report #32 in this series has considered the special attention required to make online collaborative tools fully accessible. The particular challenge for software developers is to optimize the accessibility of online education for persons with disabilities. In the process, the software's efficiency for all users is likely to be increased. The current paper expands on Report #32, by the same author, in reviewing specific software products that are rising to the online accessibility challenge: Allen eC, iCommunicator, and OpenCampus.
Enhancing the Quality of E-learning Systems via Multimedia Learning Tools
Haroon Tarawneh,Mohammad Tarawneh,Farid Alzboun
International Journal of Computer Science Issues , 2011,
Abstract: This paper discusses how the multimedia learning tools can enhance the quality of e-learning systems. The construction and use of multimedia learning tools is a relatively new pedagogy, where multimedia learning tools are a learning style. Keefe defined learning style as being characteristic of the cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. Learning style also represents both inherited characteristics and environmental influences. There are many types of learning styles; Visual Learners, learn through seeing, Auditory Learners, learn through listening and Tactile/Kinaesthetic Learners, Learn through, moving, doing and touching. Multimedia learning tools contain three types of learning styles. These three types are effective in the classical ways of learning. The most important question in this paper is; how can multimedia learning tolls improve the quality of e-learning? To get the answer of this question, we must find out what are the requirement of e-learning quality and are the multimedia learning tools meet these requirement and what is the effect they can make for quality. It is hard to assure the quality of e-learning, since it differs from the old fashion of learning.
The role of learning technologists in supporting e-research
Susi Peacock,Ann Robertson,Sarah Williams,Maria Giatsi Clausen
Research in Learning Technology , 2009, DOI: 10.3402/rlt.v17i2.10869
Abstract: This article explores how the role of learning technologists, a professional group that has emerged during the last 15 to 20 years, may be diversifying to include supporting e-research. It contributes to the current debate about the emerging profession and the roles it should play in contemporary higher education. Previous studies have shown that, typically, the profession's role has focussed almost exclusively on curriculum development; traditionally, learning technologists work with students and tutors to enhance the learning environment with technology. This article presents two case studies of PhD research that used a standard e-learning tool, the virtual learning environment (VLE), to conduct focus groups online. The case studies demonstrate the expert role of the learning technologist in supporting researchers to make informed decisions about whether and how to use e-learning tools to conduct qualitative e-research. The learning technologist advised on the potential advantages and limitations of using the VLE for research and fostered collaborative, working relationships with the researchers, acquiring extensive background knowledge about their projects. This required the learning technologist to draw upon her own experience with research into e-learning and on her professional experience gained from supporting curriculum developments. It is suggested that many learning technologists could extend their roles, transferring their knowledge to include supporting e-research. A more inclusive model of the learning technologist's role in academia could help address the potential polarisation of the profession into researchers and practitioners.
The Turkish Online Journal of Distance Education , 2011,
Abstract: New media is giving a new avatar to the education. Especially the second generation of web is drastically altered the education and teaching-learning patterns. Online forum is one of the tiny kids of new media and act as a vibrant tool for the learners. A forum allows many people to chime in about their experiences, information, technical knowhow, etc. It is an online communication between multiple users through text, voice, video and more. Throughout the world billions of forums are exist. This research was carried out to study the role and usage of online forum among the media students during the year 2010. The specific objectives of the study were to know the awareness; analyze the process and usage pattern; to find out the effectiveness and other dimensions of the online forums among the media students. Content analysis, survey and in-depth interview methods were used to find out facts. Forum’s contents like visual appearance, interaction, navigations, interface, etc. were analyzed. Survey was conducted among the media students. In-depth interview was done among the experts. The research has found the following important facts: Online forums are acting better platform for the media students. The users frequently visited the forum and follow the thread. Most of the students post their doubts, queries on the particular topic and got many reply answers from other members like peers, experts, etc. They also exchange their views and clear doubts. It increases their capacity, subject knowledge, etc. Online forum is a cost effective method and a better tool for education.
Esperanza Roman
International Journal of English Studies (IJES) , 2002, DOI: 10.6018/ijes.2.1.48401
Abstract: The potential of the Internet and especially the World Wide Web for the teaching and learning of foreign languages has grown spectacularly in the past five years. Nevertheless, designing and implementing sound materials for an online learning environment involves timeconsuming processes in which many instructors may be reluctant to participate. For this reason. Web-based course management systems (WCMSs) have begun to flourish in the market, in an effoi-t to assist teachers to create learning environments in which students have the necessary means to interact effectively with their peers, their instructors, and the course material. This article reviews the nature of WCMSs, their advantages and disadvantages, and their potential for language learning by focusing on key issues that surround the design implementation, and assessment of Web-based language courses, and by explaining how to integrate WCMSs to increase students' exposure to authentic materials and language-learning related activities, and to motivate them to engage in ineaningful communication processes and collaborative activities.
Using Social Media Technologies to Enhance Online Learning
Linda Weiser Friedman, Ph.D.,Hershey H. Friedman, Ph.D.
Journal of Educators Online , 2013,
Abstract: Models of distance education have evolved over decades, just in time to collide with modern pedagogies in which communication, interaction, student engagement, and active learning are of critical importance. The number of college students taking online classes continues to grow. Today, nearly 30% of college students are taking at least one online class. The social media technologies encompass a wide variety of Web-based technologies such as blogs, wikis, online social networking, and virtual worlds. This paper examines the relevant published literature, looking at online learning activities through the prism of the defining characteristics of today’s new communication technologies.
Examining the Anatomy of a Screencast: Uncovering Common Elements and Instructional Strategies
William Sugar,Abbie Brown,Kenneth Luterbach
International Review of Research in Open and Distance Learning , 2010,
Abstract: The researchers engaged in cooperative inquiry in order to explore screencasts as online instructional tools. In total, each researcher analyzed 37 screencasts, which provided over two hours of instruction. The content area of these screencasts concentrated on teaching specific computing procedures (e.g., how to install web server software or how to add a table in a word processor). The researchers analyzed their own self-produced screencasts as well as those that were professionally produced. Analyses of the screencasts led the researchers to discover common structural components (i.e., bumpers, screen movement, and narration) and common instructional strategies (i.e., provide overview, describe procedure, present concept, focus attention, and elaborate content). By synthesizing the common structure and common instructional strategies, the researchers offer a framework for considering the role of screencasts as online instructional tools. To introduce a practical application of the framework, the researchers created a screencasting checklist, which may be used by online instructors and instructional designers to develop and assess their own screencasts. This initial work invites additional research and development in order to refine the screencasting framework and checklist.
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