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Books on the topic 'Distance learning interaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Mantyla, Karen. Interactive distance learning exercises that really work!: Turn classroom exercises into effective and enjoyable distance learning activities. Alexandria, VA: American Society for Training & Development, 1999.

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2

Student-teacher interaction in online learning environments. Hershey, PA: Information Science Reference, 2015.

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3

Ragusa, Angela T. Interaction in communication technologies and virtual learning environments: Human factors. Hershey, PA: Information Science Reference, 2010.

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Ragusa, Angela T. Interaction in communication technologies and virtual learning environments: Human factors. Hershey, PA: Information Science Reference, 2010.

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5

Anastasiades, Panagiotes S. Interactive videoconferencing (IVC) as a crucial factor in distance education. Hauppauge, N.Y: Nova Science Publishers, 2010.

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6

Andrew, Barry P. Distance interactive learning in economics: Computer based learning using remote control software. Portsmouth: University of Portsmouth, Dept. of Economics, 1993.

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7

Interactive distance learning in preK-12 settings: A handbook of possibilities. Westport, Conn: Libraries Unlimited, 2003.

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8

Yiyu, Cai. Interactive and digital media for education in virtual learning environments. Hauppauge, N.Y: Nova Science Publishers, 2009.

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9

Paine, Nigel. Information technology & open learning: The interactivity analogue : paper presented to ETIC '83, Exeter 28-31 March. Glasgow: Scottish Council for Educational Technology, 1985.

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10

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.

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11

Interactive and digital media for education in virtual learning environments. Hauppauge, N.Y: Nova Science Publishers, 2009.

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12

Hartig, Juliane. Learning and Innovation @ a Distance: An Empirical Investigation into the Benefits and Liabilities of Different Forms of Distance on Interactive Learning and Novelty Creation in German Biotechnology SMEs. Wiesbaden: Gabler Verlag / Springer Fachmedien Wiesbaden GmbH, Wiesbaden, 2011.

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13

1961-, Houghton Timothy J., and Pratt Michele M, eds. Online learning: The easy way! [Flint, Mi.]: Baker College, 2008.

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14

1956-, Jong Ton de, Sarti Luigi 1953-, and EG-Programm DELTA, eds. Design and production of multimedia and simulation-based learning material. Dordrecht, Netherlands: Kluwer, 1994.

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15

Kuznecov, Sergey, and Konstantin Rogozin. All of physics on your palm. Interactive reference. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/501810.

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This is a unique visual book created by the best techniques of modern education. It presents the basic laws and formulas for all sections of physics with a huge number of interactive additions, explanations, illustrations, charts, graphs, tables, and drawings, allowing you to learn the material more efficiently. A clear and concise style of writing focuses the reader's attention in the target material, and numerous exercises, control questions and tasks allow you to securely fix in the memory the knowledge. Additional materials for all sections of General physics course available to You on the Internet in ABS Znanium.com. Using your mobile device, scan the QR code and get it on your smartphone or tablet access to comprehensive information throughout the course of physics in the media formats. In addition, on the YouTube channels "Salisylate and Isminimal from rocky" (from "the Russian Creative Internet") hosted a large number of additional training materials and videos used in this book. Interactive Handbook is intended for use in the educational activities of teachers and students of technical specialties of full-time and distance learning forms, as well as students of technical schools and secondary schools.

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16

Jong, Ton. Design and Production of Multimedia and Simulation-based Learning Material. Dordrecht: Springer Netherlands, 1994.

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17

Băjenescu, Titu I. Power of multimedia communication: Tele-education, tele-imaging, tele-teaching, tele-training, videoconferencing, distance learning, home-working, tele-medicine, remote access and interactive entertainment, and modern communication technologies. Cluj-Napoca, Romania: Editura Albastră, 2002.

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18

1951-, Owens Diana L., ed. Multimedia-based instructional design: Computer-based training, Web-based training, distance broadcast training. San Francisco: Jossey-Bass/Pfeiffer, 2000.

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19

The Role of ‘Learning Interaction’ in Open & Distance Learning (ODL):: Issues, Experiences and Practices. Sintok, Kedah Darul Aman, Malaysia: Penerbit Universiti Utara Malaysia, 2008.

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20

Mantyla, Karen. Interactive Distance Learning Exercises that Really Work! ASTD, 1999.

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21

Dzakiria, Hisham, Rozhan Mohd Idrus, and Hanafi Atan, eds. The role of learning interaction in Open & Distance Learning (ODL): Issues, experiences and practices. UUM Press, 2008. http://dx.doi.org/10.32890/9789833827701.

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This book of readings is about one specific but vital aspect of Open Distance Learning (ODL): The Role of Learning Interaction in Open & Distance Learning: Issues, Experiences and Practices.In many ways, interaction and interactivity have not received the attention warranted. The learning conditions are quite different for distance learners as compared with the conventional type of learning where face to face (f2f) meeting between students and instructors are common.This may affect learning outcomes significantly in ODL.There needs to be a strong emphasis on the provision of learning interactions as a means of support, which is designed to facilitate learning between the learners and the teachers with the course content. Interaction is a very important component of ODL.Evidently, it has been proven by various research that learning without sufficient interaction possibly could lead the learners to delay their completion of a programme or drop out altogether.In short, ODL without sufficient learning interactions within the primary stakeholders (namely the students and the teachers), will not succeed.The target audience of this book is a wide range of staff either currently on ODL schemes, or about to start.They may be distance teachers, tutors, ODL policy makers, advisers, counselors working directly with distance learners or administrators and managers organising learning support in ODL.

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22

1971-, Ragusa Angela T., ed. Interaction in communication technologies and virtual learning environments: Human factors. Hershey, PA: Information Science Reference, 2010.

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23

Patnaik, M. S. Interactive Distance Learning Over Internet. Rajat Publications, 1999.

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24

Kitchen, Will, and Karen Litchen. Interactive Television for Distance Learning: From Plan to Practice. Natl School Board Assn, 1988.

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25

Berge, Zane L. Computer Mediated Communication and the Online Classroom: Distance Learning. Hampton Pr, 1995.

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26

Engaging Students in Distance Learning: Interactive exercises and activities for field sites. New Mexico State Univ Center, 1999.

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27

Newell, Noël. An interactive computer based manual for a video switcher used in distance learning. 1994.

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28

Juwah, Charles. Interactions in Online Education: Implications for Theory and Practice (Open and Flexible Learning Series). Routledge, 2006.

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29

Interactions in Online Education: Implications for Theory and Practice (The Open and Flexible Learning Series). Routledge, 2006.

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30

Oxford, Gerry. Developing a model for web-based distance-learning environments using an object-oriented framework: A case study. 1998.

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31

G, Straus Susan, ed. Improving the Army's assessment of interactive multimedia instruction courseware. Santa Monica, CA: RAND, 2009.

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32

G, Straus Susan, ed. Improving the Army's assessment of interactive multimedia instruction courseware. Santa Monica, CA: RAND, 2009.

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33

G, Straus Susan, ed. Improving the Army's assessment of interactive multimedia instruction courseware. Santa Monica, CA: RAND, 2009.

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34

G, Straus Susan, ed. Improving the Army's assessment of interactive multimedia instruction courseware. Santa Monica, CA: RAND, 2009.

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35

Design and Production of Multimedia and Simulation-Based Learning Material. Springer, 1994.

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36

Critical factors in the start-up and operation of a two-way interactive video and audio distance learning project. Ann Arbor, Mich: University Microfilms International, 1995.

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37

Owens, Diana L., and William W. Lee. Multimedia-Based Instructional Design : Computer-Based Training, Web-Based Training, and Distance Learning. Pfeiffer, 2000.

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38

Techniques for Fostering Collaboration in Online Learning Communities Premier Reference Source. Information Science Publishing, 2010.

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39

L, Weigand Cheryl, and California State University, eds. From email to earthquakes: On teaching and learning with technology in the California State University. Long Beach, CA: California State University Press, 2003.

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40

From Email to Earthquakes: On Teaching and Learning with Technology in the California State University. Not Avail, 2003.

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41

1935-, Lasker G. E., International Institute for Advanced Studies in Systems Research and Cybernetics., and International Conference on Systems Research, Informatics and Cybernetics (8th : 1996 : Baden-Baden, Germany), eds. Advances in education: Improving teaching and learning, environmental education, educational cybernetics, education and human development, electronic university without borders, new technologies for interactive global education, virtual education and classroom, distance education internet course, training trainers, education policies. Windsor, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 1996.

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42

1935-, Lasker G. E., Andonian Greg, International Institute for Advanced Studies in Systems Research and Cybernetics., and International Conference on Systems Research, Informatics and Cybernetics (18th : 2006 : Baden-Baden, Germany), eds. Advances in education: Sustainable education for sustainable future, education for raising sociopolitical consciousness, revisiting and rethinking evolution, alternative methods and approaches to education, teaching and learning in virtual reality environment, culture-specific education, hybrid models of education/experiential learning, the role of body motion communication in perception, creativity, interdisciplinarity and sustainability in education, invention and innovation in environmental design education, strategic management in private higher education, distant interactive education in cyberspace, perspectives on UNESCO's major programs, interactive Ph. D. programs, Lampsacus Project for UNO. Windsor, Ont: International Institute for Advanced Studies in Systems Research and Cybernetics, 2007.

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43

Baobaid, Mohammed, Lynda Ashbourne, Abdallah Badahdah, and Abir Al Jamal. Home / Publications / Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada Pre and Post Migration Stressors and Marital Relations among Arab Refugee Families in Canada. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137983.

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The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettled in Canada. The study also examines the role of professional service providers in supporting these Arab refugee families. The unique experiences of Arab families displaced from their countries due to war and political conflict, and the various hardships experienced during their stay in transit countries, impact their family relations and interactions within the nuclear family context and their interconnectedness with their extended families. Furthermore, these families encounter various challenges within their resettlement process that interrupt their integration. Understanding the impact of traumatic experiences within the pre-migration journey as well as the impact of post-migration stressors on recently settled Arab refugee families in Canada provides insight into the shift in spousal and family relationships. Refugee research studies that focus on the impact of pre-migration trauma and displacement, the migration journey, and post-migration settlement on family relationships are scarce. Since the majority of global refugees in recent years come from Arab regions, mainly Syria, as a result of armed conflicts, this study is focused on the unique experiences of Arab refugee families fleeing conflict zones. The Canadian role in recently resettling a large influx of Arab refugees and assisting them to successfully integrate has not been without challenges. Traumatic pre-migration experiences as a result of being subjected to and/or witnessing violence, separation from and loss of family members, and loss of property and social status coupled with experiences of hardships in transit countries have a profound impact on families and their integration. Refugees are subjected to individual and collective traumatic experiences associated with cultural or ethnic disconnection, mental health struggles, and discrimination and racism. These experiences have been shown to impact family interactions. Arab refugee families have different definitions of “family” and “home” from Eurocentric conceptualizations which are grounded in individualistic worldviews. The discrepancy between collectivism and individualism is mainly recognized by collectivist newcomers as challenges in the areas of gender norms, expectations regarding parenting and the physical discipline of children, and diverse aspects of the family’s daily life. For this study, we interviewed 30 adults, all Arab refugees (14 Syrian and 16 Iraqi – 17 males, 13 females) residing in London, Ontario, Canada for a period of time ranging from six months to seven years. The study participants were married couples with and without children. During the semi-structured interviews, the participants were asked to reflect on their family life during pre-migration – in the country of origin before and during the war and in the transit country – and post-migration in Canada. The inter - views were conducted in Arabic, audio-recorded, and transcribed. We also conducted one focus group with seven service providers from diverse sectors in London, Ontario who work with Arab refugee families. The study used the underlying principles of constructivist grounded theory methodology to guide interviewing and a thematic analysis was performed. MAXQDA software was used to facilitate coding and the identification of key themes within the transcribed interviews. We also conducted a thematic analysis of the focus group transcription. The thematic analysis of the individual interviews identified four key themes: • Gender role changes influence spousal relationships; • Traumatic experiences bring suffering and resilience to family well-being; • Levels of marital conflict are higher following post-migration settlement; • Post-migration experiences challenge family values. The outcome of the thematic analysis of the service provider focus group identified three key themes: • The complex needs of newly arrived Arab refugee families; • Gaps in the services available to Arab refugee families; • Key aspects of training for cultural competencies. The key themes from the individual interviews demonstrate: (i) the dramatic sociocul - tural changes associated with migration that particularly emphasize different gender norms; (ii) the impact of trauma and the refugee experience itself on family relation - ships and personal well-being; (iii) the unique and complex aspects of the family journey; and (iv) how valued aspects of cultural and religious values and traditions are linked in complex ways for these Arab refugee families. These outcomes are consist - ent with previous studies. The study finds that women were strongly involved in supporting their spouses in every aspect of family life and tried to maintain their spouses’ tolerance towards stressors. The struggles of husbands to fulfill their roles as the providers and protec - tors throughout the migratory journey were evident. Some parents experienced role shifts that they understood to be due to the unstable conditions in which they were living but these changes were considered to be temporary. Despite the diversity of refugee family experiences, they shared some commonalities in how they experi - enced changes that were frightening for families, as well as some that enhanced safety and stability. These latter changes related to safety were welcomed by these fami - lies. Some of these families reported that they sought professional help, while others dealt with changes by becoming more distant in their marital relationship. The risk of violence increased as the result of trauma, integration stressors, and escalation in marital issues. These outcomes illustrate the importance of taking into consideration the complexity of the integration process in light of post-trauma and post-migration changes and the timespan each family needs to adjust and integrate. Moreover, these families expressed hope for a better future for their children and stated that they were willing to accept change for the sake of their children as well. At the same time, these parents voiced the significance of preserving their cultural and religious values and beliefs. The service providers identified gaps in service provision to refugee families in some key areas. These included the unpreparedness of professionals and insufficiency of the resources available for newcomer families from all levels of government. This was particularly relevant in the context of meeting the needs of the large influx of Syrian refugees who were resettled in Canada within the period of November 2015 to January 2017. Furthermore, language skills and addressing trauma needs were found to require more than one year to address. The service providers identified that a longer time span of government assistance for these families was necessary. In terms of training, the service providers pinpointed the value of learning more about culturally appropriate interventions and receiving professional development to enhance their work with refugee families. In light of these findings, we recommend an increased use of culturally integrative interventions and programs to provide both formal and informal support for families within their communities. Furthermore, future research that examines the impact of culturally-based training, cultural brokers, and various culturally integrative practices will contribute to understanding best practices. These findings with regard to refugee family relationships and experiences are exploratory in their nature and support future research that extends understanding in the area of spousal relationships, inter - generational stressors during adolescence, and parenting/gender role changes.

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