Abstract: This study investigates the satisfaction of distance education university students (DEUS) with the use of audio media as a medium of instruction. Studying students’ satisfaction is vital because it shows whether learners are comfortable with a certain instructional strategy or not. Although previous studies have investigated the use of audio media, the satisfaction of students with an instructional strategy that combines radio teaching and podcasts as an independent teaching strategy has not been fully investigated. In this study, all lectures were delivered through the radio and students had no direct contact with their instructors. No modules or any other material in form of text were given to the students. They instead, revised the taught content by listening to podcasts saved on their mobile electronic gadgets. Prior to data collection, DEUS received orientation through workshops on how to use audio media in distance education. To achieve objectives of the study, a survey, naturalistic observations and face-to-face interviews were used to collect data from a sample of 211 undergraduate and graduate students. Findings indicate that there was no statistically significant difference in the levels of satisfaction between male and female students. The results from post hoc analysis show that there is a statistically significant difference in the levels of satisfaction regarding the use of audio media between diploma and graduate students. Diploma students are more satisfied compared to their graduate counterparts. T-test results reveal that there was no statistically significant difference in the general satisfaction with audio media between rural and urban-based students. And ANOVA results indicate that there is no statistically significant difference in the levels of satisfaction with the use of audio media across age groups. Furthermore, results from observations and interviews reveal that DEUS found learning using audio media a pleasurable medium of instruction. This is an indication that audio media can be considered as an instructional strategy on its own merit.
Abstract: This article discusses the inclusion of people with
disabilities in the process of testing an accessible system solution
for distance education. The accessible system, team profile,
methodologies and techniques covered in the testing process are
presented. The testing process shown in this paper was designed
from the experience with user. The testing process emerged from
lessons learned from past experiences and the end user is present at
all stages of the tests. Also, lessons learned are reported and how it
was possible the maturing of the team and the methods resulting in
a simple, productive and effective process.
Abstract: Virtual environments are a hot topic in academia and more importantly in courses offered via distance education. Today-s gaming generation view virtual worlds as strong social and interactive mediums for communicating and socializing. And while institutions of higher education are challenged with increasing enrollment while balancing budget cuts, offering effective courses via distance education become a valid option. Educators can utilize virtual worlds to offer students an enhanced learning environment which has the power to alleviate feelings of isolation through the promotion of communication, interaction, collaboration, teamwork, feedback, engagement and constructivists learning activities. This paper focuses on the use of virtual environments to facilitate interaction in distance education courses so as to produce positive learning outcomes for students. Furthermore, the instructional strategies were reviewed and discussed for use in virtual worlds to enhance learning within a social context.
Abstract: Currently, most of distance learning courses can only
deliver standard material to students. Students receive course content
passively which leads to the neglect of the goal of education – “to suit
the teaching to the ability of students". Providing appropriate course
content according to students- ability is the main goal of this paper.
Except offering a series of conventional learning services, abundant
information available, and instant message delivery, a complete online
learning environment should be able to distinguish between students-
ability and provide learning courses that best suit their ability.
However, if a distance learning site contains well-designed course
content and design but fails to provide adaptive courses, students will
gradually loss their interests and confidence in learning and result in
ineffective learning or discontinued learning. In this paper, an
intelligent tutoring system is proposed and it consists of several
modules working cooperatively in order to build an adaptive learning
environment for distance education. The operation of the system is
based on the result of Self-Organizing Map (SOM) to divide students
into different groups according to their learning ability and learning
interests and then provide them with suitable course content.
Accordingly, the problem of information overload and internet traffic
problem can be solved because the amount of traffic accessing the
same content is reduced.
Abstract: According to the new developments in the field of information and communication technologies, the necessity arises for active use of these new technologies in education. It is clear that the integration of technology in education system will be different for primary-higher education or traditional- distance education. In this study, the subject of the integration of technology for distance education was discussed. The subject was taken from the viewpoint of students. With using the information of student feedback about education program in which new technological medias are used, how can survey variables can be separated into the factors as positive, negative and supporter and how can be redesigned education strategy of the higher education associations with the examining the variables of each determinated factor is explained. The paper concludes with the recommendations about the necessitity of working as a group of different area experts and using of numerical methods in establishing of education strategy to be successful.
Abstract: The purpose of the study was to investigate the
effectiveness of ICT training workshop of tutors of Allama Iqbal
Open University Pakistan. The study was delimited to tutors of
Multan region. The total sample comprised of 100 tutors. All the
tutors who participated in ICT training workshop in Multan region
were taken as sample in the study. A questionnaire having two parts,
based on five point rating scale was developed by the researcher. Part
one was about the competency level of computer skills while Part
two was based on items related to training delivery, structure and
content. Part One of questionnaire had five levels of competency
about computer skills. The questionnaire was personally administered
and collected back by the researcher himself on the last day of
workshop.
The collected data were analyzed by using descriptive statistics.
Through this study it was found that majority of the tutors strongly
agreed that training enhanced their computer skills. Majority of the
respondents consider themselves to be generally competent in the use
of computer. They also agreed that there was appropriate
infrastructure and technical support in lab during training workshop.
Moreover, it was found that the training imparted the knowledge of
pedagogy of using computers for distance education.
Abstract: Distance education program is a dimension of contemporary and new education technologies. Concepts and applications in this field are the results of a series of educational demands and developments in various communication and education technologies. Distance education applications have some conceptual bases. These are creating new education opportunities, realizing work-education unity, getting democratic in education, lifelong education, tendency to individual matters, effective use of institutions, integration of technology and education, tendency to individual and social needs, taking three dimensional integration as the main principle (publishing, printed materials and face to face education), reaching maximum mass, individual and mass education integrity and education demand and financial matters balance. Economics, Business Administration and Open Education faculties, which have been giving education within Anadolu University since 1982 in Turkey, are carrying on education with nearly 1.000.000 students. The aim of this study is to determine organizational commitment levels of students who have been studying at Anadolu University Economics, Business Administration and Open Education faculties in the scope of affective, continuance and nominative commitment in Allen&Meyer model. In the study, organizational commitment of the Economics, Business Administration and Open Education faculty students, who are receiving education by means of distance education, to their faculties is dealt after introducing Anadolu University Distance Education system which gives higher education via distance education method in Turkey. In order to increase the success level of faculties it is required for students to have high level of organizational commitment to their faculties. A questionnaire has been applied by using “Organizational Commitment Scale", developed by Meyer&Allen to determine organizational commitments of Economics, Business Administration and Open Education students. Organizational commitment is dealt with as affective, continuance and nominative commitment. The questionnaire was applied face to face to randomly chosen 500 students living in Eskişehir and the data was downloaded to the computer by using SPSS program and the results were analyzed in terms of demographic features (gender, age, marital status, years of study, work and income level) of students by using frequency test, ttest and ANOVA test. As a result of these analyses, when the comments of Open Education Faculty students on levels of affective, continuance and nominative commitment to their faculties were examined, it has been revealed that continuance commitment level has the highest rate. Among the female participants; continuance commitment is high in the age range of 30-40, for normative commitment it is 17-22. However no dominant age range was defined for affective commitment. Regarding the marital status; continuance commitment average is higher among married participants; but nominative affective commitment average is higher among single participants. As to the years of study, affective and continuance commitment is higher among senior students while normative commitment is higher among junior students. Moreover; in terms of continuance, affective and normative commitment, those who do not work and have low income have higher level of all there commitment types than those who work and have relatively high income.
Abstract: The paper presents an investigation into the role of virtual reality and web technologies in the field of distance education. Within this frame, special emphasis is given on the building of web-based virtual learning environments so as to successfully fulfill their educational objectives. In particular, basic pedagogical methods are studied, focusing mainly on the efficient preparation, approach and presentation of learning content, and specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. The paper also aims to highlight the educational benefits arising from the use of virtual reality technology in medicine and study the emerging area of web-based medical simulations. Finally, an innovative virtual reality environment for distance education in medicine is demonstrated. The proposed environment reproduces conditions of the real learning process and enhances learning through a real-time interactive simulator.