Academic literature on the topic 'Distance education – Zambia – Case studies'
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Journal articles on the topic "Distance education – Zambia – Case studies"
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Yeshaw, Yigizie, Tadeg Jemere, Henok Dagne, Zewudu Andualem, Yonas Akalu, Reta Dewau, Achamyeleh Birhanu Teshale, Getayeneh Antehunegn Tesema, and Baye Dagnew. "Factors associated with births protected against neonatal tetanus in Africa: Evidences from Demographic and health surveys of five African countries." PLOS ONE 16, no. 6 (June 17, 2021): e0253126. http://dx.doi.org/10.1371/journal.pone.0253126.
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Introduction Maternal and neonatal tetanus remains a global public health problem affecting mainly the poorest and most marginalized subpopulations. In spite of the problem, studies conducted on the associated factors of births protected against neonatal tetanus are scarce in Africa. Therefore, this study aimed to identify both individual and community-level factors associated with births protected against neonatal tetanus in the region. Methods The most recent Demographic and Health Survey datasets of five African countries (Ethiopia, Burundi, Comoros, Zimbabwe and Zambia) were used to investigate the associated factors of births protected from neonatal tetanus. STATA Version 14 statistical software was used for the analysis. The data were weighted before doing any statistical analysis and deviance was used for model comparison. Multilevel binary logistic regression was used to identify the associated factors of births protected against neonatal tetanus. Finally, the adjusted odds ratio (AOR) with its 95% confidence interval (CI) was calculated for each potential factors included in the multivariable multilevel logistic regression model. Results A total weighted sample of 30897 reproductive age women who had a birth within 5 years preceding the survey were included in the analysis. Those women with age of 20–34 (AOR = 1.32, 95%CI: 1.18–1.48) and 35–49 years (AOR = 1.26, 95% CI: 1.10–1.44), high community level of women education (AOR = 1.13, 95%CI: 1.04–1.23), being from poorer(AOR = 1.23, 95% CI: 1.14–1.33), middle (AOR = 1.31, 95%CI: 1.21–1.43), richer (AOR = 1.21, 95%CI: 1.11–1.32) and richest households (AOR = 1.59, 95%CI: 1.44–1.74), having antenatal care follow up (AOR = 9.62, 95% CI: 8.79–10.54), not perceiving distance to health facility as a big problem (AOR = 1.18, 95% CI: (1.11–1.25) had higher odds of having births protected against neonatal tetanus. Conclusion Both individual and community level factors were found to be associated with births protected against neonatal tetanus in Africa. This suggests that a variety of factors are affecting births protected against neonatal tetanus in the region. Hence, the impact of these factors should be recognized while developing strategies to reduce neonatal tetanus in the region.
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Kramer, Heidi. "The Distance Education Evolution: Issues and Case Studies." Internet and Higher Education 7, no. 2 (April 2004): 151–54. http://dx.doi.org/10.1016/j.iheduc.2004.03.004.
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Smith, Christopher J. "‘Distance learning’ or ‘learning at a distance’? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia." Innovations in Education and Teaching International 47, no. 2 (May 2010): 223–33. http://dx.doi.org/10.1080/14703291003718950.
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Simui, Francis, Godfrey Mwewa, Amos Chota, Fabian Kakana, Kasonde Mundende, Lukali Thompson, Peggy Mwanza, Daniel Ndhlovu, and Boniface Namangala. "“WhatsApp” as a Learner Support tool for distance education: Implications for Policy and Practice at University of Zambia." Zambia ICT Journal 2, no. 2 (November 14, 2018): 36–44. http://dx.doi.org/10.33260/zictjournal.v2i2.55.
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One of the norms of distance education is that learners are the drivers of their learning and teachers merely facilitate the learning process. To this effect, learners are expected to be fully engaged in their studies throughout for them to perform well in their studies. However, the ‘distance’ factor inherent in distance education has been identified as one of the major challenges for learners studying in this mode. The geographical isolation significantly detracts from the need for social interactions that are usually afforded by face-to-face situations. Consequently, the void leads to isolation, confusion, stress and ultimately contributing to high failure rate and drop-outs from the academic programmes. In this study, we document the use of “WhatsApp” as a tool for learner support among postgraduate students on the distance learning mode within the University of Zambia. The study, through “WhatsApp”, follows students where they are found and learns from them without disrupting their privacy and culture to inform ODL policy and practice. It is now clear that the University should be proactive to encourage the creation of self-generated social networks to mitigate vexing emergent issues students face on the distance learning mode.
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Dickey, Michele D. "Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education." British Journal of Educational Technology 36, no. 3 (May 2005): 439–51. http://dx.doi.org/10.1111/j.1467-8535.2005.00477.x.
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Nduna, Mwenya, and Wanga Chakanika. "An Investigation into the Challenges Encountered by the University of Zambia in the Implementation of Extension Education: A Case of North Western Province." Journal of Law and Social Sciences 2, no. 1 (January 26, 2021): 86–106. http://dx.doi.org/10.53974/unza.jlss.2.1.435.
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The Extra Mural Studies Department (now known as Extension Studies Section) was established in order to maintain the university links with the community as well as serve as a conduit through which university knowledge and university ways of thought can be transmitted to people in their locality. This research therefore, was an undertaking to identify challenges encountered in the implementation of University Extension Education. It was guided by the following objectives; identify the challenges encountered in the implementation of Extension Education, find out whether or not the University of Zambia Extension Education programs are in tandem with the educational needs of the local society in North Western Province, and assess whether or not the University of Zambia Extension Studies in North Western Province conducted other outreach programs apart from evening classes. In terms the research design, the study employed a case study design as it allowed the researcher to bring out a case and study it in its natural setting. Questionnaire and interview guide were the instruments used to collect data from the respondents comprising 97 students and 1 officer administering the office of the Resident Lecturer. It emerged from the findings that there were many challenges that the University of Zambia encountered in the implementation of extension education, central of all was the lack of qualified part time tutors in addressing the educational needs of the community in which it operated. The study also established that most of the courses offered by the University Extension Studies in North Western Province did not answer to the educational needs of the people in the Province. In view of the findings the study recommended that the University of Zambia should ensure that the provincial office is adequately and appropriately staffed with qualified personnel and also make a deliberate effort to create a policy to involve the local community.
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Wong, Billy Tak Ming. "Learning analytics in higher education: an analysis of case studies." Asian Association of Open Universities Journal 12, no. 1 (May 2, 2017): 21–40. http://dx.doi.org/10.1108/aaouj-01-2017-0009.
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Purpose The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.
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REYNEKE, Yolande, and Christina Cornelia SHUTTLEWORTH. "Accounting Education in an Open Distance Learning Environment: Case Studies for Pervasive Skills Enhancement." Turkish Online Journal of Distance Education 19, no. 3 (July 18, 2018): 140–55. http://dx.doi.org/10.17718/tojde.445115.
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Featherstone, Allen M., and Lynnette M. Brummett. "Using Distance Education in Graduate Programs." Journal of Agricultural and Applied Economics 39, no. 2 (August 2007): 285–99. http://dx.doi.org/10.1017/s1074070800022999.
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There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative and management practices that govern a program are essential to the success of the program.
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Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education." International Journal of Psychology and Educational Studies 8, no. 1 (January 27, 2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.
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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.
Dissertations / Theses on the topic "Distance education – Zambia – Case studies"
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Lupele, Justin Kalaba. "Action research case studies of participatory materials development in two community contexts in Zambia." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003298.
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This research reports on two action research case studies of participatory materials development in two rural community contexts in Zambia, namely Chiawa and Nalusanga. It aims to explore and articulate the relationships between community-based environmental education and participatory materials development in the WWF Zambia Education Project context; clarify participatory materials development processes by identifying the roles of different ‘actors’ in these processes and identify and analyse the contextual and other factors that may influence development and use of environmental education materials in rural communities. These aims were explored by means of a number of action research cycles of inquiry in the two communities. The study also articulates the significance of considering ambivalent globalising influences such as international conferences, debates, overseas development aid, national policies and how these shape and influence materials development work in a local context. In order to gain more insight into the local contexts, I developed contextual profiles on the two communities. These capture the contextual factors that influenced the participatory materials development processes. They include issues such as language, ethnicity, literacy, power relations and the local social economy, amongst others. Although this study has been predominately guided by the socially critical orientation to research and education, I have drawn on aspects of other research orientations. I have also explored some of the emerging critiques of the socially critical orientation. The findings of this study reveal the different roles participants can play in participatory materials development; participatory materials development processes as a learning process; the dynamics of participation in an African context; the role of language and literacy in materials development; the need for open-ended process models of learning amongst adult learners and the importance of merging expert and local knowledge in participatory materials development. This study opens up possibilities for further exploration of participatory materials development processes within the WWF ZEP context and beyond.
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Kayombo, Kelvin Mukolo. "The identification, measurement and competitive positioning of a higher education institution brand in Zambia : the case of Zambia Centre for Accountancy Studies (ZCAS)." Thesis, Heriot-Watt University, 2014. http://hdl.handle.net/10399/2732.
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The aim of this research project was to identify and measure the ZCAS brand in the higher education (HE) sector in Zambia and, through the study, identify areas for strengthening the brand‟s competitive position. ZCAS is earmarked for conversion into a university following the completion of a major infrastructure expansion project that has doubled its service delivery capacity. This transition requires rebranding and repositioning the institution as a university; and this research could play a significant role in this undertaking by providing insights into brand building in the Zambian HE sector. The research was carried out in two phases. The first research phase was a qualitative multiple case study designed to identify the principal branding elements in the Zambian HE market. Data were collected through three focus group discussions with first year students at ZCAS and twenty semi-structured interviews with marketing executives at ZCAS and twelve universities. Thematic and content analysis of the discussions and interviews revealed that the top five most considered HE branding factors in Zambia are teaching quality, fees, course availability, facilities and employability; while course availability, teaching quality and facilities emerged as the top three sources of competitive advantage. The study also revealed that the most consulted information sources about universities are print media, friends, education expos and electronic media, while the most prolific influencers of student choice are friends, parents and self. In the second research phase a conjoint questionnaire was administered to 390 first year students in eight HE institutions to establish ZCAS‟ competitive brand position in Zambia. Five principal branding attributes (i.e. teaching quality, fees, course availability, learning environment and employability) identified in the first research phase were employed in the conjoint analysis. The study revealed that ZCAS has a strong brand position because the most important elements in its brand model, i.e. course availability, teaching quality and facilities, are also the premier brand dimensions in the market. This study therefore adds to the increasing body of knowledge on HE branding, particularly in developing countries, by developing and then testing a brand orientation model for the Zambian HE market.
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Persons, Heather Jamieson. "The effect of affiliation activities on drop-out, satisfaction, and performance in distance education." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25803.
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Students who are unable or unwilling to attend classes at an educational institution can often study at home through distance education programs. A consistently noted problem for students in these programs centres on the isolation experienced in such independent study. This sense of isolation may be one of the causes of the high drop-out rates common in distance education.
The hypothesis of this study was that interaction with other students via telephone conferencing would decrease the drop-out rate, increase student satisfaction and improve academic performance.
Twenty-nine students from a community college in British Columbia were involved in the study. They completed a questionnaire measuring the personality constructs "need for affiliation", "need for achievement" and "need for autonomy". They were randomly assigned to either the treatment or control group. Members of the treatment group participated in telephone conferences with the course instructor and three or four other students. Members of the control group received only individual telephone calls from the instructor. The completion rates of the two groups, measures of satisfaction and marks were compared.
Only 2 of the 15 students in the treatment group dropped out while 7 of the 14 students in the control group failed to complete the course. The chi square with one degree of freedom was 4.55 significant at the .03 level. A Yates correction for continuity of curve, which was applied because of the small numbers, lowered the significance to .08.
Differences in measures of student satisfaction were not statistically significant.
For all students there was a moderate correlation between student achievement as measured by marks and need for affiliation, r=-.38, p=.10. However, when the correlation was computed for the treatment group only, r was -.11, p=.72, but for the control group only, the correlation was r=-.70, p=.08. This suggests that for the treatment group student-to-student interaction may have moderated the effect of the students' need for affiliation on student performance.
The results indicate that student-to-student interaction may be beneficial to students in distance education courses and that need for affiliation may play a role in student success. Further study is recommended.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.
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Distance education and open and flexible learning policies have done much to
extend accessibility to higher education throughout the world. However, distance
education is not just a move away from learning in the classroom. It is a complete
paradigm shift and when delivering learning materials outside the classroom
across any distance, it is important that technologies and techniques support
students. Against this background, the case has been made that the provision of
student support services, according to the diverse needs and expectations of
adult distance education students, should be an integral part of the provision of
open and distance learning.
The focal point of this study was to evaluate student support services, provided
at the northern campus of the University of Namibia, from a student perspective.
A combination of both quantitative and qualitative methodologies was chosen
and data were collected by means of a literature review and a questionnaire,
supplemented with open-ended questions. The subjects of the study were
second- and third-year B.Ed. students from the northern campus of the University
of Namibia.
The results of this study have provided evidence that adult distance education
students indeed value the provision of student support services. Specifically,
students in this study placed the greatest importance on student support services
related to getting started with their studies, for example orientation sessions
about available student support services and contact and communication with
tutors and fellow students by means of vacation schools, face-to-face tutorials on
Saturdays at regional centres and support through study groups. One of the conclusions of the study was that the institutional policy and the role
of management are crucial in the establishment of an effective student support
model to facilitate distance learning.
The following recommendations were formulated:
The University’s Centre for External Studies (CES) should conduct periodic and
regular evaluation studies of its distance education students to design, develop
and provide student support services that will be tailored to students’ specific
needs and expectations.
CES should pay attention to support services that help reduce barriers if it is to
attain its mission of making quality higher education more accessible.
CES should provide adequate training to tutors to prepare them for the special
challenges presented by open and distance learning.
CES should design and implement an appropriate Information and
Communication Technology (ICT) course to empower distance education
students adequately for the use of modern ICT.
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Atchade, Pierre Jacques. "A qualitative study of distance learners' perceptions of learning computer technology delivered through two-way audio video conferencing and online instruction." Ann Arbor, MI : UMI Dissertation Services, 2002. http://0-proquest.umi.com.aupac.lib.athabascau.ca/pqdweb?did=726373631&sid=1&Fmt=6&clientId=12302&RQT=309&VName=PQD.
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Lee, Chia-Kun. "Administrative incentives of interorganizational coordination for distance learning." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1466726.
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Collaboration has become a critical trend in the field of distance education.
Many studies indicated that academic administrators believe in the positive impact of
distance education, but they did not consider their roles in making distance learning
programs effective. It is beneficial to investigate the administrators’ perceptions of
establishing relationships with the other partners for enhancing the competitive
advantages of their distance learning programs. This study examines the incentives
that drive distance education administrators to consider collaboration. It also reveals
how the administrator’s role influences the function and development of
collaboration.
In order to uncover administrators’ incentives for interorganizational
coordination, this study implemented semi-structured interviews and document
reviews for data collection through a case named INAC, which was an international
academic joint venture by using videoconferencing technology. Eight interviewees
comprised two higher-level administrators, 4 mid-level administrators, and 2 lower
administrators. The open and axial coding techniques were used to process collected
data. The findings indentified four administrative incentives: the opportunity of
international exchanges, technology, organizational prestige, and commercialization.
These incentives influenced the interorganizational coordination in terms of goals
development, participant recruitment, resource leveraging, communication enhancing,
and course design. In addition, the INAC project was compared with the literature
based on Mattessich’s model (2003). It illustrated how the collaboration components,
such as leadership, evaluation, communication, goals, budget, and technology,
influenced the development of interorganizational coordination in the practical
context.Department of Educational Studies
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Keyter, Charles Antonie. "A distance education management model for the Polytechnic of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52633.
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Thesis (PhD)--Stellenbosch University, 2002.ENGLISH ABSTRACT: A major factor affecting higher education world wide and in particular in Namibia is a trend towards massification. Within Namibia this trend is due to an increase in population, an increased demand for skilled human resources and an increase in political power of the formerly disadvantaged communities. This resulted in a rising demand that the government of Namibia provide access to higher education for increasing numbers of young people. The Polytechnic of Namibia (PaN) has therefore opted for distance education as a means of providing flexible and cost-effective education to the people of Namibia. The term "distance education" is currently accepted internationally to describe a whole range of educational activities in which teaching and learning take place without the students and the educators being together for all, or even most of the time. This is made possible by the use of communication media in the form of print, broadcasts, audio and video recordings, telephones or computers and often a combination of several of these, usually in conjunction with occasional face-taface contact between students and educators or between fellow students. These common characteristics are the result of the convergence of various traditlena and a variety of political, economic, social, educational and technological developments in different countries at different times. Managing distance education is a complex undertaking. In addition, educators have so far only had limited experience of managing distance education, because it has such a short history. This situation is further complicated by the fact that such diverse media are used, each with its own peculiar characteristics and that the scale of operation is often larger than in conventional education institutions. For the purpose of this dissertation distance education institutions were divided into four types, namely, dedicated distance education institutions, departments of existing conventional education institutions, consortia and hybrids. Furthermore, the internal organisation and management issues related to the management and administration of distance education were explored and certain criteria were identified to develop a normative model of distance education management for a mixed or dual mode institution like the PaN. The current distance education management model at the PaN was evaluated in terms of the normative management model identified. An evaluation was undertaken to identify the shortcomings and to make certain recommendations to overcome these shortcomings. A new distance education management model was also proposed. The aim of this distance education management model is to ensure that a suitable division of labour is created to fulfill the required distance education activities, and to ensure that all distance education activities are properly co-ordinated within the PaN and that the Centre for Open and Lifelong learning (COll) which is responsible for the managing of all distance education .. activities at the PaN gets the support it needs to carry out its task. The writer believes that distance education will increasingly be an essential factor in making education accessible at all levels, in all forms, to all people at every stage of their life. New technology is increasingly making this possible. Due to the fact that distance education will become of vital importance in the twenty first century, distance education practitioners and planners need to be more flexible and open-minded about distance education's appropriate role and usage.
AFRIKAANSE OPSOMMING: 'n Belangrike faktor wat hoër onderwys dwarsoor die wêreld en veral in Namibië beïnvloed, is 'n neiging tot massifikasie. Binne Namibië kan hierdie neiging toegeskryf word aan 'n toename in bevolking, in die vraag na opgeleide menslike hulpbronne en in politieke mag by die voormalige agtergeblewe gemeenskappe. Dit het uitgeloop op groter eise dat die regering van Namibië toegang tot hoër onderwys moet verskaf vir 'n groeiende getal jongmense. Die PoN het dus besluit op afstandsonderrig as 'n manier om buigbare en koste-effektiewe onderrig aan die mense van Namibië te voorsien. Die term "afstandsonderrig" word tans internasionaal aanvaar as die beskrywing van 'n hele reeks onderwysaktiwiteite waartydens onderrig en leer plaasvind sonder dat die studente en die opvoeders voortdurend of selfs vir die meeste van die tyd bymekaar is. Dit word moontlik gemaak deur die gebruik van kommunikasiemedia in die vorm van drukwerk, uitsendings, oudio- en beeldopnames, telefone of rekenaars, en dikwels 'n kombinasie van 'n aantal hiervan, gewoonlik gepaard met toevallige persoonlike kontak tussen studente en opvoeders of tussen mede-studente. Hierdie gemeenskaplike eienskappe is die resultaat van 'n sameloop van verskeie tradisies, asook 'n verskeidenheid van politieke, ekonomiese, sosiale, opvoedkundige en tegnologiese ontwikkelings in verskillende lande op verskillende tye. Om afstandsonderrig te bestuur is 'n ingewikkelde onderneming. Hierbenewens het opvoedkundiges tot dusver slegs beperkte ondervinding opgedoen ten opsigte van die bestuur van afstandsonderrig, omdat dit so 'n kort geskiedenis het. Hierdie situasie word verder gekompliseer deur die feit dat 'n verskeidenheid van media gebruik word, elkeen met sy eiesoortige eienskappe, en dat die skaal waarop hierdie soort onderrig onderneem moet word dikwels groter is as in konvensionele opvoedingsinrigtings. Vir die doel van hierdie proefskrif is afstandsonderriginrigtings in vier tipes verdeel, naamlik, afstandsonderwysinrigtings wat geen ander doel het nie, departemente in bestaande konvensionele opvoedkundige inrigtings, konsortia en 'n samestelling van twee of meer van hierdie drie. Hierbenewens is die interne organisasie en bestuursvraagstukke verwant aan die bestuur en administrasie van afstandsonderrig ondersoek en sekere kriteria is geïdentifiseer om 'n normatiewe model van afstandsonderrigbestuur te ontwikkel vir 'n gemengde of dubbelganginrigting soos die PoN. Die afstandsonderrig-bestuursmodel wat tans aan die PoN gebruik word, is geevalueer ten opsigte van die normatiewe bestuursmodel wat geïdentifiseer is. 'n Evaluasie is gedoen om die tekortkominge te identifiseer en om sekere aanbevelings te doen om hierdie tekortkominge aan te spreek. 'n Nuwe afstandsonderrig-bestuursmodel word ook voorgestel. Die doel van hierdie afstandsonderrig-bestuursmodel is om te verseker dat 'n geskikte arbeidsverdeling geskep word sodat die nodige afstandsonderrig aktiwiteite doeltreffend binne die PoN gekoordineer word, en dat die Sentrum vir Ope- en Lewenslange Leer, wat verantwoordelik is vir die bestuur van alle afstandsonderrig aktiwiteite aan die PoN die nodige steun kry om sy taak uit te voer. Die skrywer glo dat afstandsonderrig toenemend noodsaaklik sal wees om onderwys toegangklik te maak op alle vlakke, in alle vorme, aan alle mense in elke stadium van hulle lewens. Nuwe tegnologie maak dit toenemend moontlik. Aangesien afstandsonderrig 'n noodsaaklike rolspeler sal word in die een en twintigste eeu, sal die beoefenaars en beplanners hiervan toenemend buigbaar en oop van gemoed moet wees ten opsigte van afstandsonderrig se toepaslike rol en toepassing in die samelewing.
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De, Clercq Loya Marie, and University of Lethbridge Faculty of Education. "Student-teacher rapport in video-conferencing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.
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Education and delivery methods of this education to students are always chaning. To teach students in geographically separated locations, many technologies are being used and one of these technologies is video-conferencing. However, the human element of education must neither be lost nor forgotten as we continue with new ways of educating students of the future. That is, the value of the student-instructor relationship and the critical role it plays in effective teaching and learning must be retained by distance educators. To develop a deeper understanding of the relationship between instructors and students of a video-conferenced classroom is the goal of this study. This case of student-teacher rapport in video-conferencing was conducted over a six-week summer course. Data were collected by questionnaire, student and instructor interviews, and class observations from both sites. From these primarily qualitative research techniques, several recurring themes emerged. All of these were central to the establishment and perceptions of an instructor-student rapport. Some of these areas were crucial to this video-conferencing case study and will serve to assist futre educators. The primary result of this case study was that very little rapport was established between the instructor and his students and it was perceived by the instructor and the students that this scant
amount of rapport was sufficient. The paramount themes which were revealed include: the lack of name knowledge on the part of the instructor and the students' perception that this was acceptable; the technological problems; the question-asking procedures; and the amount of side-chatter and other off-task behaviours. All of these factors compounded to suppress the existence of an instructor-student rapport in this course. Recommendations for distance educators are included.xiii, 223 leaves : ill. ; 28 cm.
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Chipeya, Nyamutowa Lucky Rachel. "An assessment of readiness for self-directed learning of diploma students in a South African Technikon." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49833.
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Thesis (MPhil)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students.
AFRIKAANSE OPSOMMING: Selfgerigte leer is noodsaaklik om 'n klimaat van lewenslange selfontwikkeling te bevorder. Hierdie leerstrategie verplig leerders om verantwoordelikheid vir hul eie vordering te aanvaar, met beperkte hulp van ander. Daar is 'n verwagting dat Hoër Onderwys studente sal voorberei om hul plek vol te staan in dinamiese werkstituasies. Daar word ook van gekwalifiseerde beroepslui verwag om op verskeie terreine 'n bydrae te maak tot hul gekose beroep en hulself lewenslank te ontwikkel. Die doel van hierdie studie was om die diplomastudente in Radiografie by Technikon Witwatersrand se gereedheid tot selfgerigte leer te evalueer. Hierdie evaluering word algemeen beskou as die eerste stap in die beplanning en implementering van so 'n leerstrategie. Die Gereedheidskaal vir Selfgerigte Leer (Self-directed Learning Readiness Scale) is gebruik om die studente se houding teenoor hierdie onderrigmetode te evalueer. Altesaam 133 geregistreerde Radiografie studente het aan die navorsing deelgeneem. Van die 133, was 51 eerstejaar-, 36 in hul tweedejaar- en 46 finalejaarstudente. Data analise het getoon dat die eerstejaars 'n hoër graad van gereedheid getoon het vir selfgerigte leer as die tweede- en derdejaars. Die toepassing van bepaalde beginsels van evaluerings en vorige blootstelling aan hierdie leermetode is geïndentifiseer as faktore wat tot hierdie resultaat gelei het. Die resultate van hierdie navorsmg het die Radiografiedepartement aan die Technikon Witwatersrand van waardevolle inligting voorsien in die beplanning, implementering en konseptualisering van selfgerigte leer. Daar word aanbeveel dat dosente 'n selfrigtinggewende benadering met eerstejaarstudente moet volg, terwyl die selfgerigte leerbenadering geleidelik in die tweede en derde studiejare ingefaseer word.
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Barnhart, Tei. "Conceptual frameworks and models for effective delivery of distance education : a planning aid tool derived from multiple case studies." Thesis, Loughborough University, 2002. https://dspace.lboro.ac.uk/2134/6837.
Full textBooks on the topic "Distance education – Zambia – Case studies"
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Barker, Bruce O. Distance learning case studies. [Washington, D.C.?: Office of Technology Assessment, 1989.
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Mizell, Al P., and Anthony A. Piña. Real-life distance education: Case studies in practice. Charlotte, NC: IAP-Information Age Publishing Inc., 2014.
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Witherspoon, John P. Distance education: A planner's casebook. Boulder, Colo: Western Interstate Commission for Higher Education, 1996.
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Prakash, Nirmala C. Empowerment of women through distance education. Mysore: Prasaranga, Karnataka State Open University, 2010.
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Open University. Institute of Educational Technology., ed. Learning and teaching in distance education: Pedagogical analyses and interpretations in an international perspective. London: Kogan Page published in association with the IET, OU, 2001.
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Cases on professional distance education degree programs and practices: Successes, challenges and issues. Hershey PA: Information Science Reference, an imprint of IGI Clobal, 2014.
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Learning and teaching in distance education: Analyses and interpretations from an international perspective. London: Kogan Page, 1998.
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Prümmer, Christine von. Women and distance education: Challenges and opportunities. London: Routledge, 2000.
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V, Sivalinga Prasad, Venkaiah V. 1952-, Srinivasacharyulu G, Prof. G. Ram Reddy Research Academy of Distance Education., and Dr. B.R. Ambedkar Open University., eds. Best practices in open and distance education. Hyderabad: Booklinks Corporation, 2003.
Find full textBook chapters on the topic "Distance education – Zambia – Case studies"
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Applebee, Andrelyn C. "Peer Review for Distance Educators: Two Case Studies." In Peer Review of Learning and Teaching in Higher Education, 125–36. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7639-5_8.
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Yermish, Ira. "A Case for Case Studies via Video-Conferencing." In Distance Learning Technologies, 208–17. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch015.
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Demands are being placed on educational institutions to provide course content in new and complex forms to address the needs of an ever more mobile student body. This chapter explores the issues of delivering a normally highly interactive graduate level course using these new technologies within the demands of organizational missions and constraints. We will argue that a course covering topics of organizational technology assimilation is the ideal place to begin this process. It will describe the problems and issues that were faced in one typical course. We will also suggest that this is an ideal area to focus future research in organizational adoption of new technologies that address missions and strategies. The “passing of remoteness” is how one commentator described the phenomenon of the rise of the Internet and other distance-shrinking technologies. Ever since the advent of television, educators have wrestled with the viability of using this technology to reach wider audiences. Educational television facilitated the distribution of high-quality program content in a one-directional fashion. Yet for many educators, this approach lacked the interactive give-and-take so important to the educational process. Video-conferencing has been used heavily in industry to reduce the costs of travel within far-flung organizations. This technology made it possible to meet “face-to-face,” even if the faces were a little blurry and movements were jumpy at best. The visual cues so often considered important in determining if messages were being properly communicated were now available. Immediate visual feedback leads to more productive dialog. Educational institutions have always lagged behind industry in adopting these technologies for two critical reasons. First, there is the psychological barrier that faculty must cross adapting new technologies. One could argue that despite the popular view of “radical academia”, the reality is much more conservative. Changes in curriculum or program delivery can be glacial. Second, and perhaps more critically, the investment in the infrastructure to support these technologies was beyond the means of the organization. Yet these same constraints are tipping the balance toward the requirements to adopt these technologies. Resource constraints, particularly in the area of a scarce, high-quality faculty, competition among educational institutions for market share, and the declining technology costs and improvements in transmission quality are combining to drive experiments in this area. In graduate business education, there has always been an emphasis on the interactive approach to education. Universities pride themselves on, and like to print, glossy brochures about the interactive classrooms where the faculty and students conduct highly charged dialogues on topics of immediacy. One popular form of this dialogue is the case study approach. Similar to the kinds of activities one might find in a law school moot-court experience, potential managers must, with often limited and yet at the same time overwhelming data, process situations, explore options and develop recommendations. The instructor may provide a gentle push based upon the direction the class takes but shouldn’t, assuming good case study pedagogy, be dominating a one-sided presentation. Unlike a lecture in nuclear physics, there is no way to predict the exact direction of the class interests - a very dynamic approach is required. How can the video-conferencing technologies address the needs of this very complex form of the educational experience? This chapter will review our experiences and organizational issues surrounding this issue and raise some future research questions that should be addressed to improve the quality and efficiency of this specific form of education.
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Rasmussen, Karen, and Joyce Coleman Nichols. "Case Studies in Virtual Multicultural Education." In Virtual Technologies, 935–51. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-955-7.ch057.
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To be successful members of a diverse, multicultural society, individuals must possess a fundamental level of knowledge about others and develop strategies to work with other individuals. Multiculturalism and diversity, as content areas in education and training opportunities, are of critical importance in our search for global understanding. The outcome of such content areas is to help learners relate personal belief systems and behaviors to the world and their place in the world. Integrating distance and mobile technologies instructional strategies helps to meet learners where they live, work, and play at times and places of needs. Innovative and, hopefully, motivating instructional strategies that promote engagement and active learning. Instructional strategies that integrate a variety of technologies permit the instructional technologist or educator the capability to craft an environment that is comprised of highly supportive, engaging virtual environments that promote dignity, respect, and understanding. In this chapter, we focus on strategies that can be delivered virtually, through online and mobile environments.
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Corr, Patrick H. "Computer Studies Education in Least Developed Countries: A Case Study of Zambia." In Technology and Developing Countries, 270–80. Routledge, 2020. http://dx.doi.org/10.1201/9781315037516-30.
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Farmer, Lesley. "Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education." In Human Rights and Ethics, 341–60. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6433-3.ch021.
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This chapter explains how case studies can be used successfully in distance education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision-making while addressing ethical standards and theories. The creation and choice of case studies are key for optimum learning, and can reflect both the instructor's and students' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.
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Osborne, Jo. "Managing Project-Based Workplace Learning at a Distance." In Adult and Continuing Education, 2018–25. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch117.
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This case description outlines the development of a Master's course in Clinical Leadership involving a partnership arrangement between the University of Tasmania and a New South Wales (NSW) Area Health Service, where partners are based in different states, and course participants complete their studies predominantly in distance mode. Workplace learning through project implementation is core to the course. The university takes responsibility for the development and delivery of online units, while the health service partner has major responsibility for the coordination and assessment of workplace learning assignments, with the academic moderation of the university teaching team. The integration of theory-based units with project implementation has been well received by course participants. Distance factors provide significant challenges for course implementation. Early course evaluations have informed revisions to unit structures, but changes in the client base may force revisions to course delivery to maintain participant access to study materials and activities. Lecturers, health service instructors, course participants, and their workplace supervisors are all affected by changing dynamics.
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Murdoch, Deborah, Chris Bushell, and Stephanie Johnson. "Designing Simulations for Professional Skill Development in Distance Education." In Adult and Continuing Education, 757–76. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch042.
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Designing simulations for higher education requires planning. This chapter explores the use of a design process of an iterative model with frequent evaluation of the process to ensure strong design in blended and flexible learning. Two case studies are used to demonstrate how the ADDIE process is used in an iterative method to develop simulations to teach and refine professional practice in distance learning situations, from both a course and subject perspective. The authors argue that if a strong development and evaluation process is followed, sustainable simulations can be developed. Results show that students have a positive response to simulation use in learning and appreciate a well structured simulation to aid in professional practice development.
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González-González, Ines, and Ana Isabel Jiménez-Zarco. "Using an Audiovisual Case Methodology to Develop Critical Thinking Competence in Distance E-Learning Environment." In E-Learning 2.0 Technologies and Web Applications in Higher Education, 171–87. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4876-0.ch009.
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This chapter analyzes how universities can combine ICT with new methods and learning resources in order to improve the acquisition and implementation of key competencies in the workplace. In particular, the authors present a teaching innovation project that was develop by Economics and Business Studies of Open University of Catalonia. The project was defined in order to advance the development and assessment of one of the competencies needed by students according to the White Paper of Business and Economy of the National Agency for Quality Assessment and Accreditation (ANECA) in Spain, specifically, critical thinking competence.
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Blakey, Leah. "The Proliferation, Pitfalls, and Power of Online Education." In Web-Based Education, 28–50. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch003.
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Accreditation, Assessment, Asynchronous Discussion, Bloom’s Taxonomy, Case Study, Classroom Instruction, Continuing Studies, Course Evaluation, Course Objectives, Curriculum Designers,Distance Education, Electronic Mail (Email), Faculty, Higher Education,instructional designers, Interactive Assignments, Internet Access, Learning Management System (LMS), learning styles, Online Classroom, Online Course,online education, Online Teaching,Pedagogy, Synchronous Tools, Virtual World
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Sundar Sethy, Satya. "Online Education." In Meta-Communication for Reflective Online Conversations, 282–91. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-071-2.ch017.
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This chapter discusses and examines online learning in distance education (DE) context. It seeks to argue how learners cope with online education and become successful online learners. Further, while learning through the online mode how do communication skills assist them to prevent barriers in their learning activities? A critical reflection on communication skills of online learners is summarized and highlighted. The online learners’ reactions and responses are also mentioned in this chapter, documented in a few case studies available at different journals and Web portals. Further, the significance of blogging as a communication tool of online platform is elucidated with reference to learners’ engagement in social interaction and collaborative learning situations.
Conference papers on the topic "Distance education – Zambia – Case studies"
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El-Sherbini, Ahmed M., Mohamed A. Aboul-Dahab, Mohamed Mostafa Fouad, and Mohamed F. Abdelkader. "Distance learning during Covid-19: Lessons learned and Case studies from Egypt." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454051.
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Suing, Abel, Lilia Carpio, and Patricio Barrazueta. "PRACTICAL SKILLS IN DISTANCE STUDIES OF THE COMMUNICATION DEGREE. CASE OF THE UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1977.
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de Villiers, Ruth. "Multi-Method Evaluations: Case Studies of an Interactive Tutorial and Practice System." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2940.
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The teaching and learning of a complex section in Theoretical Computer Science 1 in a distance-education context has been enhanced by a supplementary interactive e-learning system with tutorial and practice functionality in a classic computer-aided instruction (CAI) style. A participative action research process was used to develop, evaluate and refine the application over a longitudinal period. Case studies are presented of evaluations by four different methods - questionnaire surveys, interviews, heuristic evaluation and a post-test. Their respective findings, relating to functionality, usability and contributions to learning, are given and discussed. The findings lead to reflection and lessons are learned regarding the design of e-learning applications. In an overview, the complementary roles of different evaluation techniques are discussed.
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Hosseini, Zahra, and Sirkku Kotilainen. "THE ROLE OF COMMUNICATION AS THE DRIVE FOR IMMIGRATION: A CASE STUDY IN FINLAND." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end083.
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Recently many studies have remarked migration issues. Thus, in countries such as Finland, having a governmental strategy for increasing the number of migrants, especially educated immigrants or encouraging international students to stay, is highly important. While Finland is recognized as the happiest country, it would be arguable why it is not included in the list of top destination countries for immigration. The literature shows communication is one of the most issues for immigrants and international students, particularly those from Asian countries. Therefore, this study aims to understand how technology-based communication such as the use of social media influences international students' decision to immigrate. Respectively, 23 Iranian tertiary-level students were interviewed as the case of the study. Uses and Gratification theory was employed to investigate the role of media usage among the participants. The findings showed that although there is high desire among the participants to immigrate to Finland, the difficulty and unpopularity of the Finnish language and culture of distance in Finland reduces the motivation to emigrate and made the participants feel being the outsider in the university and society. The use of communication media has facilitated university admissions and communication with family, friends, compatriots and other international students, but has not been able to connect them to Finnish society. While educated immigrants in every country are human resources, the results of this study draw our attention to explore different aspects of communication, identifying motivating factors and reducing frustration among international students for immigration. These results emphasize on the development of strategies and tools for harnessing the potential of media and technology to connect international students as future educated immigrants in the host community.
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Jewels, Tony, Carmen de Pablos Heredero, and Marilyn Campbell. "Does Technology Impact on Teaching Styles or Do Teaching Styles Impact on Technology in the Delivery of Higher Education?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2792.
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Although there are many teaching styles in higher education, they can usually be reduced to two: the traditional, on campus attendance, lecturing, student-passive style and the newer, distance education, self-paced, student-active style. It is the contention of this paper, illustrated by two case studies of one Spanish and one Australian university, that the differences in technology seem to have evolved due to these different teaching styles. On the other hand, both institutions seem to be in the same stage of technological implementation, although the technological product appears different. A discussion is provided to consider the interaction effects in practice, teaching styles and institutional adoption stage on web based technologies in these two universities.
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Higley, James B., David A. McLees, and Mohammad A. Zahraee. "A Case Study in Laboratory-Based Online Courses: Teaching CNC Programming." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42204.
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Asynchronous web based instruction, more commonly known as online education or distance learning, has been available for some time. This technology has brought education within the reach of many who would otherwise be unable to attend live classes. Time schedules and distance no longer have a bearing on attending a course. Even group projects are manageable with email and discussion groups. Many courses convert quite well to the online format, and studies have shown that students can learn as much from online courses as from live courses. In many cases, multiple course certificate programs and even some complete degree programs are offered online. As inviting as online courses may be, they do have their limitations, especially classes with a laboratory component. A number of institutions have offered laboratory-based classes in an online format with varying degrees of complexity and success. In some cases, students travel to the institution a limited number of times for extensive laboratory experiences while other institutions use what might best be described as virtual reality based systems. This paper discusses Purdue University Calumet’s first laboratory-based online course, MFET 275, Computer Numerical Control Programming Application. A combination of technologies makes this course successful and effective. Development procedures for this course along with technology used, online pedagogy issues, and course assessment are covered in this paper. Suggestions for future course development complete the discussion.
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Cohen Zilka, Gila. "The Experience of Receiving and Giving Public Oral and Written Peer Feedback on the Teaching Experience of Preservice Teachers." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4502.
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Aim/Purpose: This study examined how peer feedback, received and given face-to-face and on the course site, shapes the teacher’s image, from the student’s point of view as the one providing and receiving feedback. Background: This study examined the effect of receiving and giving peer feedback, face-to-face and on the course site, on forming the teacher’s image, from the student’s point of view as someone who provides and receives feedback. Methodology: The research question was, “How do preservice teachers experience giving and receiving public, oral and written, peer feedback on the teaching experience?” This is a qualitative study. Two hundred fifty-seven preservice teachers educated in teacher training institutions in Israel participated in the study. Contribution: The study attempted to fill the missing pieces in the experience of providing and receiving peer feedback in the process of training for a teaching certificate. The topic of feedback has been extensively researched, but mostly from the point of view of experts providing feedback to the student, whereas this study examined peer feedback. In addition, many studies have examined the topic of feedback mainly from the point of view of the recipient. By contrast, in this study, all the students both gave and received feedback, and the topic was examined from the perspective of both the feedback recipient and the feedback provider. It was found that receiving feedback and providing feedback are affected by the same emotional and behavioral influences, at the visible, concealed, and hidden levels. Findings: It was found that in oral feedback given by students face-to-face they took into account the feelings of the recipient of the feedback, more so than when feedback was given in writing on the course site. It was found also that most students considered it easier to provide feedback in writing than orally, for two reasons: first, it allowed them to edit and focus their feedback, and second, because of the physical distance from the student to whom the feedback applied. About 45% noted that the feedback they provided to others reflected their own feelings and difficulties. It was found that both giving and receiving feedback was influenced by the same emotional and behavioral layers: visible, concealed, and hidden. Recommendations for Practitioners: When an expert gives feedback, the expert has more experience than the students and wants to share this experience with others. This is not the case with peer feedback, where everybody is in the process of training, and the feedback is not necessarily expert. Therefore, clarification and discussion of feedback are of great importance for the development of both feedback provider and recipient. Recommendation for Researchers: About 45% of preservice teachers noticed that the feedback they provided to others stemmed from their own internal issues, and therefore dialogic feedback stimulated a sense of learning, empowerment, and professional development. Dialogic feedback may clarify for both provider and recipient what their habits, needs, and difficulties are and advance them in their professional development. Impact on Society: People must ask themselves whether they are in a position of conducting a dialogue or in a position of resistance to what is happening in the lesson. A sense of resistance to what is happening in the lesson may cause one to feel attacked and in need of defending oneself, and therefore to criticize. It is difficult to establish fruitful and enriching dialogue in a state of resistance, and with the desire to defend oneself and go on attack. Future Research: Knowledge of virtual feedback needs to be deepened. Does the feedback stem from the desire to advance the student who taught the lesson? Does the feedback stem from anger? etc.
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Vogt, Damian M., and Torsten H. Fransson. "Podcasting the Whiteboard: A New Way of Teaching Engineers." In ASME Turbo Expo 2012: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/gt2012-70154.
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The education of engineers largely relies on traditional classroom teaching in which a teacher instructs a subject using a variety of techniques ranging from the traditional blackboard (nowadays also whiteboard), over overhead to computer-based presentations. In order to deepen knowledge and get hands-on experience, students are often given practical exercises or case studies to perform, be it individually or in group in the form of a seminar. It is experienced that black- (or white) board based lectures are having an advantage over overheads / slide shows as knowledge is built up instantaneously at a natural pace rather than confronting students with pages of prepared material. The present paper presents a new technique herein referred to as “podcasted whiteboard lectures” in which lectures are given in a traditional lecture hall setup but with having the teacher lecturing by means of an electronic whiteboard. A key advantage of this technique is that it can be recorded and made available to students afterwards, which is here done using podcasting. It is experienced that the technique is very efficient for maximizing the students’ learning experience as one is given the possibility to follow a subject ubiquitous and at preferred pace. Another advantage is that animations and simulations can be integrated right into the lecture and into the same medium used for lecturing. The technique is thereby equally applicable to campus as well as distance-based teaching.