Relevant bibliographies by topics / Telecommunication in higher education Distance education Business education

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

Academic literature on the topic 'Telecommunication in higher education Distance education Business education'

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Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Telecommunication in higher education Distance education Business education"

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Berg, Gary A. "Distance Learning in Higher Education." education policy analysis archives 6 (June 12, 1998): 11. http://dx.doi.org/10.14507/epaa.v6n11.1998.

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The Western Governors University (WGU) and the California Virtual University (CVU) are revealing examples of the complex issues involved in implementing distance learning on the public policy level. Although technology is certainly important, it has masked the fact that the WGU and CVU initiatives mark the rise of learner-centered higher education and the increased role of business in the academy. In comparing and contrasting WGU and CVU, it is clear that the WGU is a more radical proposition because of competency-based credit and the connection with private industry. Two important issues driving public policy are raised in these two efforts: First, are the California and Western Governors Association initiatives the product of the commercialization of education or the result of a reform of higher education that may lead to an increased learner-centered orientation? Second, what is the appropriate role of private industry in higher education?
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Yavich, Roman, and Alexandra Gerkerova. "Distance Communication of the Lecturer and Students in the Higher Education." International Journal of Higher Education 8, no. 2 (2019): 82. http://dx.doi.org/10.5430/ijhe.v8n2p82.

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The article suggests an information-pedagogical model of a teacher-student interaction via telecommunication means. The necessity of information technologies implementation into the educational process is determined by the changing role of the teacher in today’s education. The suggested model may help to develop the theoretical grounds for comprehensive management of students’ educational activity distantly, the model may be also used for the work with the students who take full-time course.
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Onževs, Oskars, and Antons Kiščenko. "INFORMATION EXCHANGE PROVISION CREATING VIRTUAL HIGHER EDUCATION INSTITUTION." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2001): 279. http://dx.doi.org/10.17770/etr2001vol1.1947.

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The computerised distance education system created by School o f Business Administration Turiba (Latvia) has been reviewed in this paper, the main aim o f which is to ensure the full possibility of mastering the speciality of business management through the Internet. The system practically provides the student all the necessary methodical and informational support. The structural specifics, organisation of the study process, the design and development strategy of the given distance education system have been reviewed in this paper. The computerised distance education system has been designed specially taking into account the specifics of Latvia.
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Mamina, Raisa, and Evgeniya Piraynen. "DIGITAL BUSINESS ETIQUETTE IN THE DISTANCE FORMAT OF HIGHER EDUCATION." Studia Humanitatis 17, no. 4 (2020): 15–20. http://dx.doi.org/10.15393/j12.art.2020.3662.

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The article highlights the essential characteristics and specifics of Digital Business Etiquette. The role and importance of digital business etiquette as a tool for effective communication in the internet space of the university environment are shown within the framework of the problem areas of the di-station format of higher education, which were updated in the context of the pandemic. The study is based on the application of the methodology of cultural-philosophical, axiological and interdisciplinary approaches to the consideration of digital etiquette as a new communicative phenomenon of a new reality.
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Mesquita, Anabela, and Paula Peres. "Critical Success Factors in the Adoption of Technologies in Education in Higher Education." International Journal of Online Pedagogy and Course Design 6, no. 1 (2016): 29–41. http://dx.doi.org/10.4018/ijopcd.2016010103.

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Distance learning has evolved a lot since the moment students received materials by mail and as regular correspondence. At that time, students worked already at their own pace and concluded training according to their professional work and agenda. Today, although courses by correspondence still exist, they are being quickly replaced by distance learning. And the success of this format of education are at the basis of the emergence of different offers and new business models. The success of adoption of technology depends on several factors related with the organization where it is implemented and with the individuals involved. In this paper, the authors will present a case, the evolution of the solutions offered concerning distance learning in the school under study, the actual offers and the concerns for the future. The authors will identify the factors that enabled or constrained this evolution. They will also raise some questions that are still unanswered and will point out some clues for future research.
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Semchuk, Svitlana. "INTRODUCTION OF INTERNET TECHNOLOGIES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 136–42. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235223.

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The article considers the ways of introduction of Internet technologies in the educational process of higher education institution. The principles of building computer training centers based on network technologies are highlighted: versatility, accessibility, use of standard network solutions and building a system based on a universal integrated database that allows you to easily and virtually unlimitedly build, transfer and scale it. Based on these principles, you can build a prototype of the Internet distance learning system, which allows you to create courses in technical, humanities and other disciplines. The technology of distance learning is described, which provides the educational process based on the use of modern information and telecommunication technologies. The conditions of efficiency and quality of teaching of students by means of distance learning are determined: favorable conditions for growth of activity of students by selection of means of training taking into account specificity of their individual cognitive properties are created; effective means of support of individual and group forms of training are used; the experimental-research basis of the educational process is expanding; the gap between the existing content of education and the achieved level of development of modern science is reduced. Peculiarities and advantages of using distance learning of students in comparison with traditional forms (full-time and part-time) are highlighted. It was found that the tutorial is one of the main components of the educational process in distance learning, which uses a set of methods and approaches to learning focused on the needs of students. The article states that one of the distance learning systems is the Moodle system, which is designed to organize online learning in a networked environment using Internet technologies.Keywords: Internet technologies, distance learning, Case technology, TV technology, Network technology, tutorial, higher education institutions, Moodle distance learning system.
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Shisharina, Natalia Victorovna, Tatyana Alexandrovna Romm, and Pavel Olegovich Tatyana Alexandrovna. "Hygienic Assessment of Educational Programs During the Pandemic." Siberian Pedagogical Journal, no. 4 (September 8, 2021): 99–105. http://dx.doi.org/10.15293/1813-4718.2104.10.

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In 2020, the World Health Organization announced the beginning of a pandemic of the new coronavirus infection COVID-19. To prevent the spread of viral infection in all regions of the Russian Federation, a self-isolation regime was announced. In this connection, on March 15, 2020, the Ministry of Education recommended that all higher educational institutions carry out educational activities using modern information and telecommunication technologies that allow learning at a distance without direct contact between the teacher and the student - distance learning. The introduction of self-isolation and the transition to distance education led to the need to change the usual way of life, and adapt to the prevailing conditions of educational activity. The aim of this work is to analyze data on the impact of distance learning on the quality of students’ health. Methodology and research methods. The work was performed using a descriptive method by collecting, summarizing and analyzing literature data regarding the problem being studied. Results. The authors have highlighted the main characteristics of distance education. An analysis of modern sources has shown that, given the modern achievements in the field of telecommunication technologies, distance education is not fully capable of replacing the classical one; there are negative aspects both in the quality of training of students and in relation to the health of all participants in the educational process. Conclusion. With the continuation of teaching using modern information and telecommunication technologies, it is necessary to develop and implement programs aimed at preserving health and adapting to the conditions of distance education.
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Mense, Evan G., Christopher J. Garretson, Pamela A. Lemoine, and Michael D. Richardson. "Global Marketing of Higher Education E-Learning." International Journal of Technology and Educational Marketing 8, no. 2 (2018): 59–74. http://dx.doi.org/10.4018/ijtem.2018070104.

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Many business and political leaders speculate that globalization is rapidly connecting all aspects of international political, economic, cultural, and social life. One of the most used aspects of globalization is the continued development of instructional technology, particularly e-learning. As a result, e-learning and distance learning technologies have accelerated tremendously during the last decade. e-learning necessitates changes in development and delivery of instructional content, including altered instructional methods and the expansion of support services for e-learning activities. These new information technologies significantly influence most aspects of higher education, both globally and locally. Changes in teaching and learning have impacted everyone associated with applying technology to the global delivery of learning services. E-learning has increasingly become the vehicle of choice for many higher education institutions and corporate clients who are actively engaged in creating diverse international markets for their goods and services.
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McMurrey, David. "Book Review: Distance Learners in Higher Education: Institutional Responses for Quality Outcomes." Journal of Business and Technical Communication 13, no. 1 (1999): 109–11. http://dx.doi.org/10.1177/105065199901300109.

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Pavliuk, Roman. "Contemporary approaches to informatization of educational process in higher education in Ukraine." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 322. http://dx.doi.org/10.17770/sie2014vol2.652.

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The article describes the modern approaches to the informatization of educational process in higher educational institutions of Ukraine. The relevance of introducing of and its regulatory framework are investigated and the views of scientists to the definitions of "distance learning" and "information-educational environment" are summarizes. The system of work with students using distance learning courses "Business Foreign Language" and "Modern children's literature English-speaking countries" is shown on the example of BorysGrinchenko Kyiv University (Kyiv, Ukraine). The results of investigation based on a survey of students at the beginning and end of the distance courses work demonstrated that the use of distance learning coursespromotes to the self-organization of the student, improving computer skills, facilitates the process of self-learning.
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Dissertations / Theses on the topic "Telecommunication in higher education Distance education Business education"

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Anderson, Lorraine P. "Interactive televised instruction factors that influence student evaluations of business courses /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1273.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 156-165).
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Wilkinson, Thomas Walter. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education /." This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-10032007-171515/.

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Wilkinson, Thomas W. "The perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39547.

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This study investigated the perceptions and actions of selected distance educators on academic procrastination in telecommunications-based distance education programs in higher education. Data were collected via mail survey from a sample of 276 telecommunications-based distance education programs identified by two national data sources. Specifically, subjects were asked to provide information on: the extent to which they perceived academic procrastination to be a problem in their program, the data they collected on academic procrastination, and the strategies they used to com.bat academic procrastination. Responses from 143 programs (135 program directors and 297 faculty) indicated that 95 percent of the distance educators believed student procrastination was a problem and 37.5 percent believed it was a serious problem. However, distance educators' data collecting efforts on academic procrastination were neither extensive nor systematic. The data that they reported collecting came from traditional sources and unsophisticated methods of data collection. The sources and unsophisticated methods of data collection. The distance educators did report using a variety of strategies to combat academic procrastination. These strategies had little relationship to the distance educators' perception of academic procrastination or the data they collected on procrastination. Distance educators tended to add more structure and control to reduce procrastination as opposed to rewarding students for early completion of assignments. This study indicated that distance educators were sufficiently concerned about academic procrastination to warrant further investigation. Focus should be placed on comparing programs with low procrastination against programs with high procrastination, perceptions and actions of distance learners on academic procrastination, and determining what data collecting techniques and strategies to reduce procrastination are most effective.<br>Ed. D.
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Patterson, Norma J. H. "Interaction in face-to-face and asynchronous groupware experiences a collective case study /." [Lincoln, Neb. : University of Nebraska-Lincoln], 2002. http://www.unl.edu/libr/tech/dissertations/PattersonDis.pdf.

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Thesis (Ph. D.)--University of Nebraska--Lincoln, 2002.<br>Title from title screen. PDF text: [2] leaves abstract; viii, 181 leaves dissertation : ill. Sites viewed on Aug. 30, 2002. Includes bibliographical references (leaves 159-163 of dissertation).
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Peterson, Christine A. "The impacts of technology on interactivity in a distance learning course." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2133.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains xii, 147 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 134-140).
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Thomas, Matthew J. W. "Virtual learning environments : the impact of information and communication technologies on a sustainable higher education /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09pht459.pdf.

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Mortensen, Mark H. "An Assessment of Learning Outcomes of Students Taught a Competency-Based Computer Course in an Electronically-Expanded Classroom." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc277899/.

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This study sought to determine whether there was a difference in subject matter knowledge as measured by a pretest and posttest, a difference in final course grade as a numeric score, and a difference in attitudes toward computers between students in a competency-based ("hands-on") computer applications course taught in an electronically-expanded classroom compared to students taught in a traditional classroom setting. In addition, students taught in the electronically-expanded classroom completed a questionnaire assessing attitudes toward the presentation method. Another purpose of this study was to evaluate the feasibility of applying distance education techniques to teach what was, in essence, an on-campus course. The vehicle for this investigation was an electronically-expanded classroom. The electronically-expanded classroom utilized distance education technology (video, audio, and computer networking) to connect two classrooms in the one building. Students in these two classrooms were the treatment group. Students taking the course in a traditional setting functioned as the comparison group. A total of 109 participants completed the study. Results of the study revealed no significant difference in scores on the subject matter posttest, the final course grade as a numeric score, and attitudes towards computers posttest between students taught the course in an electronically-expanded classroom and students taught the course in the traditional classroom. Results of the survey to measure satisfaction with the presentation method revealed that students in the receive room were slightly more satisfied than students in the send room with the presentation method, but the difference was not significant. The survey indicated that participants in the study were sensitive to technical problems, especially audio-related difficulties. While participants noted some dissatisfaction with audio quality, it had no apparent effect on learning outcomes and attitudes for this study. The study concluded that students taking a course in an electronically-expanded classroom have learning outcomes and attitudes toward computers comparable to those students taking the course in a traditional classroom.
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Bangpipob, Savanee. "Graduate Students' Perceptions of the Effectiveness of a Two-Way Audio/Video Distance Learning Session and of Its Effects on Graduate Students' Comfort Level." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279243/.

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The purposes of this study were to (a) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the delivery system, (b) determine graduate students' perceptions of the effectiveness of the delivery system and their level of comfort with the teacher, (c) determine graduate students' level of comfort with the delivery system and their level of comfort with the teacher, (d) determine differences in graduate students' ratings of the effectiveness of the delivery system before a distance education session and after a distance education session, and (e) determine differences in graduate students' level of comfort with the teacher before a distance education session and after a distance education session.
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Winslow, Cessna Catherine Smith. "An Exploration of the Characteristics of Public Relations in Regards to Face-to-Face Versus Distance Learning in Two Private Liberal Arts Higher Education Settings." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615461.

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<p> This study explored perceptions of Public Relations (PR) among graduate higher education publics regarding distance learning as contrasted with face-to-face learning contexts. The research questions assessed student, faculty and administrator perceptions of characteristics of PR: trust, communication, quality, respect and rigor.</p><p> Participants included students and professors who had experienced both online and face-to-face learning, as well as administrators from two private universities. The larger of the two schools was in the Midwest region of the United States, and at the time of this study, was relatively new to online instruction. The smaller school was located in the Southeast region and offered an established online instruction program. Survey responses were collected from 69 students and 108 faculty, staff, and administrators. Out of those surveyed, six students, seven faculty, and six administrators were interviewed. Furthermore, I interviewed three human resources administrators from educational establishments who had experience hiring people with graduate education degrees. In addition, I analyzed student evaluations of courses taught both online and face-to-face at the smaller university. </p><p> Following completion of qualitative coding of interview data, examination of numeric descriptive trends within survey responses, and analysis of course evaluations, the findings revealed overall positive perceptions with strengths identified in online communication, respect, and rigor and weaknesses in trust and quality. Recommended improvements included strengthening academic integrity efforts through the consistent use of anti-plagiarism software and implementation of a rigorous culture of ethical enforcement. There is also a need for proactive provision of professional development for online teaching to provide the most student-efficient distance learning environment. Additionally, results of this study indicated a need for restructure of student evaluations of teaching to ensure assessment of the unique dynamics of online coursework. </p><p> The significance of these findings is two-fold: First, the data can potentially help university administrators effectively connect with internal and external publics and possibly foster collaboration between administration, faculty, and PR staff. Secondly, the insights reported from the analyzed data may be useful in rationalizing institutional beliefs and subsequent needs when writing departmental or institutional strategic improvement plans.</p>
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Qui, Kuan-Yao. "Relationships among student demographic characteristics, student achievement, student satisfaction, and online business-course quality /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052163.

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Books on the topic "Telecommunication in higher education Distance education Business education"

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Duning, Becky S. Reaching learners throughtelecommunications: Management and leadership strategies for higher education. Jossey-Bass, 1993.

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The survey of distance learning programs in higher education. 2nd ed. Primary Research Group, 2014.

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Stahmer, Anna. Communcations technology and distance learning in Canada: A survey of Canadian activities. Dept. of Communications, 1986.

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Distance learning and copyright. American Bar Association, 2008.

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The business of higher education: A study of public-private partnerships in the provision of higher education in South Africa. HSRC Press, 2005.

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Stahmer, Anna. Communications technology and distance learning in Canada: A survey of Canadian activities. Dept. of Communications, 1987.

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Texas Higher Education Coordinating Board. Instructional telecommunications in Texas higher education: A progress report to the 74th Legislature in response to SCR 66 of the 73rd Legislature. The Board, 1995.

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Umar, A., and Patrick Alan Danaher. Teacher education through open and distance learning. Commonwealth Of Learning, 2010.

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Miller, Inabeth. Distance learning. Kaplan Educational Centers, 1997.

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Roffe, Ian. Innovation and e-learning: E-business for an educational enterprise. University of Wales Press, 2004.

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Book chapters on the topic "Telecommunication in higher education Distance education Business education"

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Wright, Carol. "Distance Education." In Encyclopedia of Multimedia Technology and Networking, Second Edition. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch055.

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The term distance education is used to describe educational initiatives designed to compensate for and diminish distance in geography or distance in time. The introduction of technology to distance education has fundamentally changed the delivery, scope, expectations, and potential of distance education practices. Technology and electronic communications are becoming exponentially more embedded in every facet of daily life, including business, the professions, and education, a normalization which continues to facilitate and enhance distance education delivery. Ubiquitous advertisements for online courses and degree programs are a testament to an expanded audience and increasing enrollments. Components of e-learning first adopted by distance education have since been adopted by the traditional education community. So pervasive are the application of new information and communication technologies to education delivery that the terms distance education, e-learning, and blended learning have become conflated. It is important that the clear distinctions between them are understood. Distance education represents an environment where the student and the instructor are separated; blended learning is any combination of electronic media or tools that supplement but do not replace face-to-face learning; e-learning is the application of technology to an instructional module or lesson. The relationship between these approaches is dynamic and may further blur, but distinctions will always remain. Distance education programs are offered at all levels, including primary, secondary, higher, and professional education. The earliest antecedents of distance education at all levels are found worldwide in programs described most commonly as correspondence study, a print-dependent approach prolific in geographic areas where distance was a formidable obstacle to education. As each new technology over the last century became more commonly available, it was adopted by educational practitioners eager to improve communication and remove barriers between students and teachers.
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Saiz-Alvarez, José Manuel, Edgar Muñiz-Ávila, and Delia Lizette Huezo-Ponce. "Informational Competencies Entrepreneurship and Integral Values in Higher Education." In Business Education and Ethics. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3153-1.ch030.

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Universities play a key role in modern societies inserted into a globalized economic world. This chapter studies how informational competencies, entrepreneurship, and integral values in higher education are necessary to foster economic growth and fight corruption. The authors especially are focused on distance education as it can be a tool to fight poverty by diminishing high illiteracy rates, mainly existing in developing countries. The purpose of the chapter is two-fold: 1) to study the impact of informational competencies in both education and entrepreneurship, and 2) to emphasize the importance of acquiring integral values by learners to be applied into educational processes based on emotional intelligence. As a result, students will be defined as prospective entrepreneurs endowed with the ability to recognize, internalize and understand emotions to be adjusted into relations and business behavior to impulse their goals. And in this sense, online education has an important role to play, especially in postgraduate studies, as in the case of MOOCs that are also analyzed.
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Hoanca, Bogdan, and Kenrick Mock. "Social Implications of Distance Education in Alaska." In Electronic Business. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-056-1.ch097.

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Alaska is the largest and most sparsely populated state in the United States of America. Extreme weather patterns and extreme cultural diversity compound the challenge of delivering quality education to state residents in remote areas. E-learning technologies have emerged as a cost-effective, interactive means of delivering quality teaching to even the most isolated locations in the state. Additionally, the ability to archive content and to access it at will, in an asynchronous manner, is highly suited to the different learning styles and different learning rates of the various populations in the state. This chapter introduces the challenges associated with delivering e-learning in Alaska, reviews the historical evolution of distance-learning networks, and summarizes present achievements and future opportunities. The analysis includes K-12 education, higher education and professional continuing education.
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Tubulingane, Booysen Sabeho. "Statistical Analysis of Distance Education Quality." In Quality Management Implementation in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9829-9.ch014.

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There is a need to identify factors which impact the performance of students before the quality of the education can be improved. Assessing the level of student performance is one of the requirements before a qualification is accredited by the National Council of Higher Education in Namibia. Low student performance can be an indication that students are receiving low-quality support during their studies. However, concentrating only on student support does not provide a comprehensive picture of where education needs to be improved. Thus, this chapter looks at distance Basic Business Statistics 1A student characteristics and tutor characteristics as predictors of student performance. The chapter is based on a sample of 187 out of 474 distance students who were enrolled for Basic Business Statistics 1A during 2018. Regression and chi-square tests were applied, and study results revealed that student age, achievement in secondary mathematics, and tutor's sex and education level predict student performance.
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Rahman, Hakikur. "Interactive Multimedia Technologies for Distance Education Systems." In Encyclopedia of Multimedia Technology and Networking, Second Edition. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch100.

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Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee &amp; Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.
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Stein, David S. "Keeping the Promise of Distance Education." In Handbook of Research on Ethical Challenges in Higher Education Leadership and Administration. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4141-8.ch015.

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Distance education programs in the form of online instruction continue to grow in terms of enrollments as well as courses available. However, consideration of the values promoted by ideal distance and open learning systems may not be guiding the design and development of such programs. The values of access, availability, affordability, continuity, connection, independence equity can form the basis for a conversation on how a program is realizing the promise of distance education given the constraints of institutional mission, culture, and business/academic model.
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Rudd, Denis, and Carianne Bernadowski. "An Investigation of a Computer Training Company's Migration to a New Distance Learning Platform and the Implementation of an Online Professional Development Program." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch029.

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The purpose of the study was to determine if the Training Partner Program was successful in preparing trainers to use a new distance learning platform. Results indicate the program was a success in improving self-efficacy, engagement, and collaboration among trainers. Additionally, characteristics of online trainers are identified. Online learning in higher education, business training, and elementary/secondary schools is increasing exponentially and developing effective professional development programs to prepare instructors is of paramount importance. The current study provides valuable insight for any training managers or educators developing activities and exercises to train their faculty on distance learning software and systems.
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Regalado-Pezua, Otto, and Manuel Leonardo Toro Galeano. "From Face-to-Face Education to Online Education." In Global Trends, Dynamics, and Imperatives for Strategic Development in Business Education in an Age of Disruption. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7548-2.ch008.

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Currently, traditional formal education has taken an unexpected turn due to the events caused by the pandemic as a consequence of COVID-19 and social distancing, leading to educational institutions changing the way of imparting knowledge and skills, study modalities, by strengthening and prioritizing virtual education and distance education (e-learning). Under this scenario, new challenges arise and adaptation and/or creation of new processes, which the different higher education institutions are forced to adapt to remain competitive in the market. The case of a higher education institution in Lima is presented, which, from the global crisis presented by COVID-19, had to adapt to a one hundred percent virtual education. The strategy defined by the business school and the monitoring of the implemented measures is favorably influencing the student experience.
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Mesquita, Anabela, and Paula Peres. "Critical Success Factors in the Adoption of Technologies in Education in Higher Education." In Technology Adoption and Social Issues. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5201-7.ch026.

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Distance learning has evolved a lot since the moment students received materials by mail and as regular correspondence. At that time, students worked already at their own pace and concluded training according to their professional work and agenda. Today, although courses by correspondence still exist, they are being quickly replaced by distance learning. And the success of this format of education are at the basis of the emergence of different offers and new business models. The success of adoption of technology depends on several factors related with the organization where it is implemented and with the individuals involved. In this paper, the authors will present a case, the evolution of the solutions offered concerning distance learning in the school under study, the actual offers and the concerns for the future. The authors will identify the factors that enabled or constrained this evolution. They will also raise some questions that are still unanswered and will point out some clues for future research.
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Mesquita, Anabela, and Paula Peres. "Critical Success Factors in the Adoption of Technologies in Education in Higher Education." In Online Course Management. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch063.

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Distance learning has evolved a lot since the moment students received materials by mail and as regular correspondence. At that time, students worked already at their own pace and concluded training according to their professional work and agenda. Today, although courses by correspondence still exist, they are being quickly replaced by distance learning. And the success of this format of education are at the basis of the emergence of different offers and new business models. The success of adoption of technology depends on several factors related with the organization where it is implemented and with the individuals involved. In this paper, the authors will present a case, the evolution of the solutions offered concerning distance learning in the school under study, the actual offers and the concerns for the future. The authors will identify the factors that enabled or constrained this evolution. They will also raise some questions that are still unanswered and will point out some clues for future research.
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Conference papers on the topic "Telecommunication in higher education Distance education Business education"

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Fan, Wenqiang, Qing Lei, and Yonghong Ma. "A Multi-dimensional Framework for Understanding How Higher Education Institutions Offer Distance Education and Its Application." In 2010 International Conference on E-Business and E-Government (ICEE). IEEE, 2010. http://dx.doi.org/10.1109/icee.2010.885.

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Lehmann, Tine, Veit Wohlgemuth, and Annette Ammeraal. "Challenges in Higher Education Teaching Collaborations – a CAGE distance framework analysis." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11135.

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Transnational teaching collaborations have many advantages, but also create challenges. Many challenges relate to distances between partner countries. The CAGE (cultural, administrative, geographic, economic) framework helps to assess and classify the impact of various distances. The framework was initially developed for a business context. We test the usability of the CAGE model in a higher education institution (HEI) context by relying on insights from an EU-teaching collaboration project. Within the project, students and lecturers from different HEIs consult real-life firms in going abroad. Teams from the home and the host country of the firms work together in these collaborations. We conclude that the framework is helpful for HEIs. Administrative distances seem to be the most crucial aspect in selecting the right partners for teaching collaborations, whereas geographic and economic distances are manageable. Cultural distances had less of an impact in our setting, but we expect a stronger impact for other projects. The teaching community can learn from the insights of the illustrated collaborations to avoid specific challenges and successfully set up cross-country teaching collaborations.
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Van Der Vyver, Glen, and Michael Lane. "Higher Education Course Content: Paper-Based Online or Hybrid Course Delivery?" In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2794.

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The emergence of the Internet has made many institutions involved in the delivery of distance education programs re-evaluate the course delivery framework. A variety of models and techniques co-exist in an often uneasy alliance at many such institutions. These range from the traditional distance learning model, which remains paper-based, to the purely online model. Recently, hybrid models have emerged which apparently attempt to forge elements taken from several models into a unified whole. Many of these hybrid models seek to eliminate paper-based materials from the tuition process. While many arguments are put forward about the efficacy of purely electronic delivery mechanisms, cost containment is often the driving motivation. This study explores student perceptions of the various delivery mechanisms for distance learning materials. In particular, it seeks to determine what value students place on paper-based delivery mechanisms. The study surveys a group of undergraduate students and a group of graduate students enrolled in the Faculty of Business at a large regional Australian university.
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Byrne, Graeme, and Lorraine Staehr. "International Internet Based Video Conferencing in Distance Education: A Low-Cost Option." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2451.

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Higher education institutions in Australia are increasingly embracing the Internet as a tool to support academic programs offered in the Asian region. The purpose of this study is to describe a low cost internet-based international video conferencing system and to assess staff attitudes toward its use to deliver lectures and tutorials to Hong Kong. The students are enrolled in undergraduate business programs at a regional campus of an Australian university. The video conferencing system is used to deliver around 50% of the course content with the remainder delivered in “face-to-face” mode requiring the lecturer concerned to travel to Hong Kong. To evaluate the use of the videoconferencing system, semi-structured interviews were conducted with staff involved in the program. The results revealed an overall positive attitude toward the technology itself, but revealed some shortcomings in its effectiveness as a teaching tool.
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Kalogerou, Victoria. "The development of Business English courses using online technology to address the emerging needs in the Cypriot context." In INNODOCT 2019. Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10144.

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The global financial crisis, the implosion of the local economy in Cyprus as well as European and global trends pertaining to the modernization of Higher Education, have urged educational administrators, departments and faculty members to rethink the mode of delivery of their traditional face-to-face courses and redesign them with the support of electronic online platforms, Moodle is a case in point, in blended learning mode or entirely in Distance Learning mode and thus increase student enrollement and satisfaction as well as minimize costs for their respective institutions. Towards these goals the utilization of the Moodle Learning Management System has been gradually widely accepted, which has been increasingly gaining popularity at the European as well as at the global level in helping converting traditional courses into online ones apart from introducing options for blended learning. In this paper, I present initially the rationale behind the need to redesign and deliver a Bachelor degree in Business Administration in Distance learning mode in the first language of the majority of the enrolled students, Greek. Then I move on to describe the steps taken in order to offer for the first time the course BADM231 (Business Communicaions) in Greek using the Moodle Learning Platform to convert the traditionally taught course while I also present and discuss the associated challenges prior to launcing the course in entirely Distance Learning Mode in Spring 2018. Finally I briefly report on the solutions saught and their implementation and I close by etting the goals for the future.
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Vallis, Carmen, and Courtney Shalavin. "Bend me, stretch me: connecting learning design to choice." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0117.

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Active and interactive learning approaches in course design are widely supported as increasing student engagement and learning outcomes in blended or technology-enhanced environments. As such, designing for student engagement in self-paced distance and online learning environments is a growing area of research. However, learning is increasingly developed and delivered via the institutional LMS where the design and sequencing of content is linear and has an inherent directional flow. Learner choice in navigation and activity in online learning environments may also impact learner engagement but there is less research on these factors. In this research project, we evaluate the redesign and prototype of one week of a first-year business subject that offers learner choice in navigating the online environment and choice of activity. Insights into the innovative educational design and implementation of non-linear and interactive learning are presented within an Australian higher education business context, where flexibility and choice emerge as key design affordances.
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