Doctoral consortium at ICWL 2016

Encyclopedia of Information Science and Technology, Third Edition, 2015

IFAC Proceedings Volumes, 2005

The aim of this paper is to provide an argument material in order to open up a discussion concerning educational and political strategies within the field of distance education using a work experience of All Armenian Internet University (AAIU). In the field of computer supported collaborative learning (CSCL) the best deifications are where the exploration of the new possibilities is represented by the emerging technologies. In this paper, there is a desire to build learning environments to support a range of distributed cognitive work, i.e., communities of learners, conceptual learning conversations, and knowledge building communities. Instructional designers are in the initial stages of exploring the commonalities and discontinuities between the varieties of CSCL activities in AAIU.

2002

The disappearance of physical social spaces fromtoday’s society is seen by some scholars to be a modern phenomenon, resulting in increasing isolation and lackof socialisation. In fact, this is always the case indistance education, due to geographical dispersion anddisparate time schedules of learners. Very often, peer-to-peer socialisation in distance education only occurs as part of formal learning activities, or is just left to thestudent’s own initiative. This situation is thencompounded by the modularity of VLEs, forcingstudents to jump from one module space to another asthey progress through a course. All discussion threads,conversations or record of previous dialogues are thenlost. This paper describes the design and developmentof a Virtual Social Space (VSS) to resolve this predicament and support the creation of a learningcommunity for a Continuing Professional DistanceEducation (CPDE) Masters in IT Management Programme.

Encyclopedia of Information Science and Technology, Second Edition

The past two decades have ushered in a very pronounced gravitation toward a constructivist approach to teaching and learning in all realms of society and most particularly in the online distance education environment. Augmenting communication in and among those in the academic, business, and military communities, the exponential advancement of science and technology has availed vast amounts of information to virtually millions of people around the globe. In conjunction with this knowledge explosion has been a growing concern for the democratization of the learning process, with constructivism driving much of the educational agenda. This article examines the resurgence of this approach to teaching and learning, its convergence with rapidly changing technological advances, and how it forecasts future trends in online pedagogy.

Post-industrial distance education is quite different from its industrial era predecessor. Especially as it is practiced at the post-secondary level, post-industrial distance education is most often online and online distance education is quite different indeed. This chapter explores those differences. The chapter first reviews the emerging technologies that not only support online learning, but which have the potential to enable significant changes in teaching and learning and which are themselves are at the center of important cultural transformations around our use of media Those transformations obviously contribute to the cultural surround affecting online pedagogies. Another important cultural influence is the relatively recent rediscovery and enthusiastic embrace of social constructivism by the education community. computer-mediated discussion, and because those early online discussions resonated strongly with traditional notions of the importance of interaction, inquiry and critical thinking in post-secondary education, online learning has taken on a distinctly social constructivist character.This trend and its implications for online learning are addressed in the second section of this chapter. In the third section of this chapter, the Community of Iquiry (CoI) framework, perhaps the most widely accepted theoretical model of online learning, is reviewed and research findings supporting it ar explord.

DergiPark (Istanbul University), 2011

New communication technologies and constructivist pedagogy have the great potential to build very powerful paradigm shifts that enhance Internet Protocol Television (IPTV) in distance education. Therefore, the main purpose of this chapter is to explore the new concerns, issues and potentials for the IPTV delivery of distance education to multicultural populations. In this study, the design strategies and principles of how to build social networking based on constructivist learning theory are discussed in order to generate a theoretical framework that provides everyday examples and experiences for IPTV in distance education. This framework also shows the needs, expectations and beliefs, and strengths-weaknesses of IPTV in distance. In short, this framework concentrates on discussing the main characteristics of IPTV in distance education and describes how those characteristics can help build constructivist online communities.

2007

The world has been in a process of structural transformation for over last twenty years. This multidimensional and structural transformation process are associated with the emergence of a new technological paradigm that is based on information and communication technologies (Castells, 2006, p. 3). All organizations are in transition today. Transition in the structures of organizations is the key concept of the 21 st century (Lee, 2001, p. 117).

2008

While one can observe a boom of interest for e-learning in the last 2-3 years, current elearning systems rather focus on content delivery, as opposed to supporting students to solve more complex and open-ended tasks. We are convinced of the ...

In this research work, we examine one of the most applied networking website, namely the Facebook, for conducting courses as a replacement of valuable classical electronic learning platforms. At the initial stage of the Internet community, users of the Internet used email as the main communication mean. Even though email is still the indispensable approach of communication in a appropriate but offline mode, other services were presented, such as many Instant Messaging (IM) software applications like ICQ, Skype, Viber, WhatsApp, Instagram, Musical.ly and Messenger, which let people connect in a real-time mode. Nevertheless, the communication between people was further improved to the next phase, when Facebook came to reality as a social networking homepage that supports many features. People do not only link with others, but also establish all kinds of connections between them. Facebook offers rich functionalities for forming associations. The framework of Facebook delivers without charge software that were provided by traditional electronic learning. This research work looks at how people apply Facebook for teaching and learning, together with recommendations provided.

Revista Brasileira de Aprendizagem Aberta e a Distância, 2008

This article is part of a research carried out by a Group of Studies and Researches about Educational Technology and Distance Education (GETED) and it aims to enrich the theory about how to learn at the virtual context reflecting at the students learning conceptions from this modality. With the objective of analysing the relation between the Distance Education and the new forms of learning, if we can consider them as new, we start the work articulating the concepts of information and knowledge and the new ways of knowledge with the participants excerpts of a graduation course offered at the distance modality. After that, we discuss the question of autonomy at the distance learning process, also with some exemplifications of the collected data at the offered course. The next theme in discussion is the collaborative learning with focus on the interaction. We end the article pointing at some conclusions about how the students see the new learning at the distance education context.