Relevant bibliographies by topics / Distance education Educational technology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Distance education Educational technology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Distance education Educational technology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Distance education Educational technology"

1

Carlisle, Robert Milton, Danica G. Hays, Shana L. Pribesh, and Chris T. Wood. "Educational Technology and Distance Supervision in Counselor Education." Counselor Education and Supervision 56, no. 1 (March 2017): 33–49. http://dx.doi.org/10.1002/ceas.12058.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kim, Hyeonjin. "Distance education and the task of educational technology." Journal of Educational Technology 36, no. 3 (October 30, 2020): 619–43. http://dx.doi.org/10.17232/kset.36.3.619.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wagner, Ellen D. "Educational technology: Looking at distance education through an educational technologist's eyes." American Journal of Distance Education 4, no. 1 (January 1990): 53–68. http://dx.doi.org/10.1080/08923649009526691.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

БЛИЗНЮК, Микола, Любов ХОМЕНКО, and Олександр МАМОН. "ОСНОВИ ДИСТАНЦІЙНОГО НАВЧАННЯ МАЙБУТНІХ ВЧИТЕЛІВ ОСВІТНЬОЇ ГАЛУЗІ «ТЕХНОЛОГІЯ» НА ПЛАТФОРМІ СLASSROOM G SUITE FOR ЕDUCATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 221–31. http://dx.doi.org/10.31494/2412-9208-2021-1-1-221-231.

Full text
Abstract:
Стрімкий розвиток інформаційних технологій та глобалізаційних процесів зумовлює зміну сучасної освітньої парадигми. Провідні заклади вищої освіти впроваджують інноваційні технології, а викладачі та студенти в процесі навчальної взаємодії все частіше створюють новітні освітні середовища. З-поміж інноваційних освітніх трендів помітно вирізняється дистанційне та змішане навчання, охарактеризоване інтеграцією кращих практик традиційної та електронної освітньої взаємодії на рівні окремої освітньої програми курсу або дисципліни. У статті акцентовано увагу на корисності, зручності G Suite for Education (це Google Classroom, Google Meet та набір інших інструментів) – безкоштовного пакета хмарного програмного забезпечення й цифрових інструментів від компанії Google для організації дистанційного навчання, для забезпечення якого в умовах карантину та створення єдиного інформаційного середовища навчального закладу, педагогічні працівники та адміністрація Полтавського національного педагогічного університету імені В.Г. Короленка перейшли саме на використання пакета даних хмарних сервісів. Хмарно орієнтовна платформа Google Classroom G Suite for Education робить навчання більш продуктивним: дозволяючи зручно публікувати й оформляти завдання, організувавати спільну роботу й ефективну взаємодію всіх учасників освітнього пpoцecy. Створювати курси, роздавати завдання i коментувати роботи студентів – все це можна робити в одному cepвici. Google Classroom є зручною платформою для навчання, за допомогою якої сиcтeмy освіти можна зробити максимально гнучкою, інтерактивною i персоналізованою. При цьому кожен студент може підібрати темп сприйняття матеріалу, обробки та засвоєння інформації, що, у свою чергу, сприяє підвищенню зацікавленості, а отже, і збільшенню мотивації до навчання, кращому засвоєнню матеріалу та спонукає до саморозвитку і самоосвіти. Ключові слова: дистанційне навчання, електронна платформа, цифрові інстументи, Google Classroom, G Suite for Education.
APA, Harvard, Vancouver, ISO, and other styles
5

B�rje, Holmberg. "The role of technology in distance education." Instructional Science 14, no. 1 (August 1985): 87–93. http://dx.doi.org/10.1007/bf00052439.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sharonova, Svetlana, and Elena Avdeeva. "Comparison of distance education and smart education." Revista Tempos e Espaços em Educação 13, no. 32 (November 6, 2020): 1–15. http://dx.doi.org/10.20952/revtee.v13i32.14689.

Full text
Abstract:
In the context of the pandemic caused by the spread of COVID-19, the problems of organizing the educational process based on digital technologies came to the fore, and therefore close attention was paid to distance education. At the same time, to optimize the educational process, questions arise about the use of smart technologies. In this regard, there is often a replacement of concepts such as distance education and smart education. Smart education is often viewed as a form of distance education based on communication and information technology. The article compares two educational systems: distance education and smart education. As a result of the analysis, the main positions were identified that showed the integrity of each of the educational systems under consideration.
APA, Harvard, Vancouver, ISO, and other styles
7

YILDIRIM, Kevser. "İstisnai Bir Uzaktan Eğitim-Öğretim Deneyiminin Öğrettikleri." ALANYAZIN EĞİTİM BİLİMLERİ ELEŞTİREL İNCELEME DERGİSİ - CRITICAL REVIEWS IN EDUCATIONAL SCIENCES 1, no. 1 (July 1, 2020): 7–16. http://dx.doi.org/10.22596/cresjournal.0101.7.16.

Full text
Abstract:
In this article, firstly, the differences of Covid-19 emergency remote teaching period with distance education and online learning are emphasized. Then, the importance of evaluating this period and possible future directions in education (using technology more effectively in face-to-face education, making blended education a regular part of the lessons and being ready for distance education in an emergency) are emphasized. In the last section, some prominent issues in this period such as technology integration, teacher presence, social presence, autonomy, flipped learning, blended learning, course hours, professional development, online learning communities, screen time, digital literacy, netiquette, digital divide, equality in education, universal design, culture of criticism and debate, educational theory-philosophy, have been examined and suggestions are made regarding these issues.
APA, Harvard, Vancouver, ISO, and other styles
8

Benjamin, Richardean. "Technology in Nursing Education." International Journal of Human Caring 12, no. 2 (March 2008): 57–64. http://dx.doi.org/10.20467/1091-5710.12.2.57.

Full text
Abstract:
Offering on-line and web-enhanced courses provides educational advancement to nursing students who have limited or no access to traditional educational institutions in terms of on campus classes during fixed course times. Two educational institutions describe strategies used to increase access for two student populations through various distance education formats. Critical to success of this endeavor is support to students and faculty. Student satisfaction is directly related to faculty caring behaviors such as respect, frequent timely feedback, personal connection, and empathy. Strategies described reinforce the need to provide faculty support for learning the technology while maintaining sound teaching and learning principles.
APA, Harvard, Vancouver, ISO, and other styles
9

Firat, Mehmet. "How Open and Distance Education Students use Technology? A Large Scale Study." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 164–71. http://dx.doi.org/10.18844/gjhss.v3i3.1549.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Liao, Yuan Yuan. "The Application of Web Mining in Distance Education Platform." Applied Mechanics and Materials 347-350 (August 2013): 2814–17. http://dx.doi.org/10.4028/www.scientific.net/amm.347-350.2814.

Full text
Abstract:
Although the rapid development of the modern distance education, there is still some shortcomings. In order to overcome these shortcomings and use a large number of data in these remote teaching sites effectively, it is necessary for the introduction of data mining technology to the modern remote education system. The paper introduced distance education system based on Web mining, and how data mining of these distance education website.Modern distance education is the common trend of the development of education in the world. With the development and application of satellite and cable TV, as well as a variety of electronic communications technology, especially with the advancement of the global computer network and multimedia technology, many universities have established distance education platforms. Because of a large number of students, we are relative lack of educational resources nowadays. For this reason, our country is actively developing modern distance education and integrating the various types of educational resources by advanced information technology and educational technology.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Distance education Educational technology"

1

Storrings, Deborah A. "Attrition in distance education a meta-analysis /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Armellini, Cesar Alejandro. "Educational technology in in-service language teacher education in open and distance learning settings." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322837.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ganesan, Radha. "Perspectives and practices of expert teachers in technology-based distance and distributed learning environments." Related electronic resource:, 2005. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Keramidas, Cathy Galyon, Cindy Chambers, Tina Hudson, and Lori J. Marks. "Gambling on Technology: Setting up Technology for Supervision at a Distance." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/526.

Full text
Abstract:
This presentation will review technology used in programs that have successfully supervised students at a distance. Additionally, one university will outline their path to provide distant supervision. Participants will learn of technologies available along with struggles and successes of supervising students in rural placements.
APA, Harvard, Vancouver, ISO, and other styles
5

Scheckler, Rebecca K. "Weaving feminism, pragmatism, and distance education." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26638.

Full text
Abstract:
From images of distance education (DE) in advertisements to examples of extant DE theory and practice, and finally to a possible dystopia and utopia for DE, this dissertation investigates the rich representations at the intersection of feminism, pragmatism, and web based distance education. It is composed of three parts. The first part is the construction of a feminist-pragmatic theoretical and analytical tool, motivated by images of DE in commercial advertisements. These images include control of nature (and the natural body), gendered experience, transactions of bodies and tools, loss of bodies, and atomic individualism. In response to these images, the main unifying theme of the tool is organic holism where the world as a dynamic system connects with culture, biology, history, and context. It draws heavily on the work of John Dewey, Charlene Haddock Seigfried, Timothy Kaufman-Osborn, Shannon Sullivan, Nancy Fraser, Donna Haraway, Sandra Harding, and Carolyn Merchant in order to form a rich weaving useful to instructional technologists and philosophers of education. The second part explores three examples of extant web based distance education using this tool. Lastly, I explore alternatives to current instantiations of distance education including a dystopia and a melioristic option that I call sustainable technology.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
6

Mohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.

Full text
Abstract:
This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely on a team-based approach. Most make use of course-design and management software. Training is linked to course strategy and evaluation, while experience is associated with implementation. Respondents emphasized communication and student feedback. While both users and non-users of distance education technology foresaw the increased use for course delivery in the future, a notable percentage (13%) of current users indicated a desire to discontinue use.
APA, Harvard, Vancouver, ISO, and other styles
7

Wood, Latania. "Faculty understanding of key differences in educating the distance (online) versus traditional student| A descriptive study." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10182303.

Full text
Abstract:

This descriptive research study examined if the training for online class delivery that post-secondary faculty currently experience includes best practices for online design and delivery.

As of 2015 most colleges and universities had indicated that offering online course programming was necessary to achieve key strategic goals for their institution. Demand for online classes is strong, but enrollment and re-enrollment in these classes have not consistently increased since 2009. Dropout rates have increased and are reported at twice that of traditional classes with students blaming the school or faculty, and faculty and academic leadership blaming the student for lack of self-motivation, which is key to successful online learning.

As online programming has become ubiquitous, academic leadership is no longer wondering whether they should offer online courses, but rather have shifted focus to how to address and maintain the satisfaction of the online student. Faculty training in online delivery can impact student motivation and satisfaction. This study examined what type of training faculty experience and as a result, whether they were able to indicate knowledge of best practices in demonstrating Presence in an online class, understanding importance, and methods, of Interaction, whether they understood the best practices associated with the Design of an online class, how design can impact student motivation, as well as whether faculty felt confident in their ability to deliver an online class, or prepared to communicate virtually with their online students.

A self-report survey was administered to more than 2800 faculty and 254 responded. The majority of participants acknowledged having received some type of training and were more likely to indicate knowledge of best practices than those that had received no training at all. Those that indicated training that included both design and delivery of an online class were more knowledgeable in the best practices than those that had received training in the software alone. Finally, faculty that received training that included design and delivery elements were more likely to say they felt confident in their ability to deliver an online class and that they felt prepared to communicate virtually with their online students.

APA, Harvard, Vancouver, ISO, and other styles
8

Billman, Cynthia Susan. "The impact of instructional delivery methods on retention of BSN-C students." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2008. http://etd.umsl.edu/r3501.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

El-adawy, Rasha Mahmoud. "Teaching EAP Through Distance Education: An Analysis of an Online Writing Course." Thesis, Connect to resource online, 2010. http://hdl.handle.net/1805/2187.

Full text
Abstract:
Thesis (M.A.)--Indiana University, 2010.
Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Thomas A. Upton, Julie A. Belz, M. Catherine Beck. Includes vitae. Includes bibliographical references (leaves 97-106).
APA, Harvard, Vancouver, ISO, and other styles
10

Rice, Kerry Lynn. "Priorities in K-12 distance education : a Delphi study examining multiple perspectives on policy, practice, and research /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179962871&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Distance education Educational technology"

1

1939-, Bates Tony, ed. Technology, e-learning, and distance education. 2nd ed. New York: RoutledgeFalmer, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Emerging technologies in distance education. Edmonton: AU Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Manitoba. Task Force on Distance Education and Technology. Task Force on Distance Education and Technology: Final report. [Winnipeg, Man., Canada]: Manitoba Education and Training, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Baggaley, Jon. Distance education technologies in Asia. New Delhi: SAGE, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

American Association of Colleges of Nursing. Task Force on Distance Technology and Nursing Education. Distance technology in nursing education. Washington, D.C: The Association, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dede, Christopher. The evolution of distance learning: Technology-mediated interactive learning : a report for the study, "Technologies for learning at a distance," Science, Education, and Transportation Program, Office of Technology Assessment, Congress of the United States. [Washington, D.C.?: The Office, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Niskier, Arnaldo. Educação à distância: A tecnologia da esperança : políticas e estratégias para a implantação de um sistema nacional de educação aberta e à distância. São Paulo, Brasil: Edições Loyola, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Council for Educational Technology for the United Kingdom., ed. Adult learning by choice: Results of the CET Learning Links Project. London: Council for Educational Technology, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Isabel Maria Sabino de Farias. Docência no telensino: Saberes e práticas. [Fortaleza, Brazil]: Governo do Estado do Ceará, Secretaria da Cultura e Desporto, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Giusta, Agnela da Silva, and Iara Melo Franco. Educação a distância: Uma articulação entre a teoria e a prática. Belo Horizonte, MG: Editora PUC Minas, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Distance education Educational technology"

1

Ryan, Yoni, and Colin Latchem. "Educational Technologies in Distance Education." In The Wiley Handbook of Learning Technology, 160–79. Hoboken, NJ: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118736494.ch10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Denis, Brigitte, and Sylvie-Anne Piette. "Regulation of training systems for adults in educational technology." In Quality Education @ a Distance, 221–30. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Smith, Randall B. "A Prototype Futuristic Technology for Distance Education." In New Directions in Educational Technology, 131–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77750-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hokanson, Brad, and Senenge T. Andzenge. "Synchronous Distance Education and Being Live Online." In Educational Media and Technology Yearbook, 13–16. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71774-2_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kinash, Shelley, James Birt, and Madelaine-Marie Judd. "Is Technology Enabling or Disabling for Diverse Learners Studying Online?" In Handbook of Distance Education, 295–310. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Agrifoglio, Rocco, Concetta Metallo, and Luisa Varriale. "When Technology Supports Educational Services: Distance Education Use in Rural Italian Schools." In Lecture Notes in Business Information Processing, 212–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28227-0_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Rhode, Jason. "My Unintentional Journey Into Distance Education Leadership." In Lessons in Leadership in the Field of Educational Technology, 71–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29501-1_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Blake, Robert. "Distance Education for Second and Foreign Language Learning." In Language, Education and Technology, 157–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Blake, Robert. "Distance Education for Second and Foreign Language Learning." In Language and Technology, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02328-1_13-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Spector, J. Michael. "The Future of Distance Learning Technology: It’s Not About the Technology and It’s Not About the Distance." In The Next Generation of Distance Education, 21–29. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-1785-9_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Distance education Educational technology"

1

O'Lawrence, Henry. "A Review of Distance Learning Influences on Adult Learners: Advantages and Disadvantages." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2876.

Full text
Abstract:
This paper discussed the advantages and disadvantages of distance learning influences on adult learners. Distance learning has become popular in higher institutions because of its flexibility and availability to learners and teachers at anytime, regardless of geographic location. With so many definitions and phases of distance education, this paper only focuses on the delivery mode of distance education (the use of information technology), background, and its disadvantages and advantages for today’s adult learners. Overall, distance learning is increasingly becoming an alternative in education, industry, large corporation, and various government entities, by and large when students, employees are far and wide spread geographically within and outside that region in which the course has been taken place. As a result of this success, the benefits of distance learning have led many higher educational institutions to implement some distance learning classes, even if on an experimental basis. As a consequence, society in general may benefit from an overall increase in literacy through greater access to education (Belanger & Jordan, 2004). In the United States alone, 62% of public 4-year institutions offered some courses over the Internet in 1995, an increase of 150% over 1992 (National Center for Educational Statistics, 1997).
APA, Harvard, Vancouver, ISO, and other styles
2

Grechenev, Vladimir P. "GEOGRAPHIC EDUCATION IS INTERESTING!" In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-105-106.

Full text
Abstract:
The article diskusses the problematic issues of obtaining continuing geographical education in a modern russian school and also dives an example of personal experience of inclusion in the educational prozess (distance learning)
APA, Harvard, Vancouver, ISO, and other styles
3

"Distance Education Technology in Teaching Chinese as a Foreign Language." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000920.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Guadalupe Díaz de León-López, Ma, María de Lourdes Velázquez-Sánchez, Silvia Sánchez-Madrid, and José Manuel Olais-Govea. "Rethinking the Teaching-Learning Process Managing Educational Technology Tools in a Distance Education Model." In ICETM 2020: 2020 3rd International Conference on Education Technology Management. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3446590.3446593.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Guang, Zhang, and Kong Lingfu. "An Analysis on the Sharing of Educational Resources in Distance Education by Grid Technology." In 2009 Second International Conference on Information and Computing Science. IEEE, 2009. http://dx.doi.org/10.1109/icic.2009.91.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dzhindzholiya, Raul'. "Electro-education and distance education in the implementation of higher legal education programs: current definitions and issues of legal regulation." In Development of legal systems in Russia and foreign countries: problems of theory and practice. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02061-6-126-134.

Full text
Abstract:
The article is devoted to the study of topical issues of the use of e-learning and remote educational technology in the implementation of higher education programs and, in particular, in the training of specialists with higher legal education. During the study, the author identified and refined the prospects of e-education, presented noteworthy arguments justifying the benefits of e-education in comparison with traditional full-time students. The main sources of legal regulation of e-learning of students in higher law schools have been analyzed.
APA, Harvard, Vancouver, ISO, and other styles
7

Hasanova, J. V., K. A. Najafova, and G. A. Karimova. "Digital Technology Development: Distance Education." In 2nd International Scientific and Practical Conference “Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth” (MTDE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200502.066.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Manalo, Romeo G., and Marivic V. Manalo. "Distance Reading Education." In 2010 IEEE International Conference on Management of Innovation & Technology. IEEE, 2010. http://dx.doi.org/10.1109/icmit.2010.5492733.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Xenos, Michalis, Bill Vassiliadis, and Athanassios N. Skodras. "GRID Technologies => ‘Education’ = ‘Distance Education’." In 1st International ELeGI Conference on Advanced Technology for Enhanced Learning. BCS Learning & Development, 2005. http://dx.doi.org/10.14236/ewic/el2005.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Senn, Gary. "Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3358.

Full text
Abstract:
Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Distance education Educational technology"

1

Mitchell, Greig W. Application of Distance Learning Technology to Strategic Education. Fort Belvoir, VA: Defense Technical Information Center, February 1996. http://dx.doi.org/10.21236/ada308992.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

Full text
Abstract:
The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
APA, Harvard, Vancouver, ISO, and other styles
3

Kaye, Tom, Caspar Groeneveld, Caitlin Moss, and Björn Haßler. Nepal “Ask me anything” Session: Responses to audience questions. EdTech Hub, May 2020. http://dx.doi.org/10.53832/edtechhub.0014.

Full text
Abstract:
On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
APA, Harvard, Vancouver, ISO, and other styles
4

Koomar, Saalim, Caitlin Moss Coflan, and Tom Kaye. Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0042.

Full text
Abstract:
This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). The World Bank (2020) states that by 2030 FCV settings will be home to up to two thirds of the world’s extreme poor; these settings have become increasingly complex over the past decade, with the COVID-19 pandemic threatening to exacerbate existing challenges. This list explores effective uses of EdTech in FCV settings. It particularly emphasises interventions and evidence relevant to the Yemeni context and distance learning during the COVID-19 crisis. These resources were selected with the intention to include practical recommendations on technology-enabled interventions which could support a proposed national distance learning system in Yemen.
APA, Harvard, Vancouver, ISO, and other styles
5

Goldin, Claudia, and Lawrence Katz. The Race between Education and Technology: The Evolution of U.S. Educational Wage Differentials, 1890 to 2005. Cambridge, MA: National Bureau of Economic Research, March 2007. http://dx.doi.org/10.3386/w12984.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Coflan, Caitlin Moss, and Thomas Kaye. Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries. EdTech Hub, April 2020. http://dx.doi.org/10.53832/edtechhub.0021.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

Full text
Abstract:
Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
APA, Harvard, Vancouver, ISO, and other styles
8

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

Full text
Abstract:
In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
APA, Harvard, Vancouver, ISO, and other styles
9

Chung, Jinmyeong, and Jiseon Yoo. Skills for Life: Digital Literacy. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003368.

Full text
Abstract:
As the global economy and workforce are constantly being diversified with a greater emphasis on technology, 21st Century citizens are required to acquire basic digital literacy competencies. In this brief, we examine the concept of literacy and digital literacy. Then, we review the latest digital literacy studies in the United Nations Educational, Scientific and Cultural Organization (UNESCO), the European Commission, the United Kingdom, and the United States. Lastly, we provide suggestions by comparing digital literacy studies, including ICT studies, in South Korea with international literacy assessment metrics. This brief aims to contribute to developing digital literacy measurements applicable to ICT in education internationally and mitigate the digital divide.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Distance education Educational technology' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography