Bibliografías temáticas / Computer conferencing in education

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Literatura académica sobre el tema "Computer conferencing in education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 4 de marzo de 2023

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Artículos de revistas sobre el tema "Computer conferencing in education"

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Hollenbeck, John. "Democracy and computer conferencing". Theory Into Practice 37, n.º 1 (enero de 1998): 38–45. http://dx.doi.org/10.1080/00405849809543784.

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Adeyeye, Gbenga Michael. "Positive Impact of Computer Conferencing in Distance Education". European Journal of Multidisciplinary Studies 4, n.º 2 (31 de mayo de 2019): 6. http://dx.doi.org/10.26417/ejms-2019.v4i2-533.

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A number of studies have examined the dynamics and style of communication adopted in computer conferencing in distance education (Mason, 1993). Computer conferencing by higher education institutions offering distance education courses has expanded rapidly since 1987. Lately computer conferencing has developed in fame as a vehicle of distance education. While protecting the opportunity related with asynchronous communication and giving wide access to low-end innovation users, computer conferencing enables students and instructors to take part in group learning and associate 'many-to-many' (Harasim, 1989). Much has already been written on the subject of computer conferencing in support of educational processes, in particular distance education (DE). Using unstructured interviews and observations at adult students' homes or worksites, the study investigated adult student perspectives of distance study by computer conferencing. The focal finding of this investigation was that computer conferencing can bolster a scope of learning situations, from teacher-led symposium to symposium to a student-centered community workshop. In addition, adults actively engaged in social relationships outside their distance studies which sustain their educational pursuits. The students provided insights into aspects of the on‐line environment: as synchronicity, interactivity, textual communications, and collaboration.
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Landis, B. J. y Mary Wainwright. "Computer Conferencing". Nurse Educator 21, n.º 2 (marzo de 1996): 9–14. http://dx.doi.org/10.1097/00006223-199603000-00004.

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Dirksen, Charles J. y Truls Ostbye. "Effective Computer Conferencing in University Education". Journal of Education for Business 64, n.º 8 (mayo de 1989): 348–51. http://dx.doi.org/10.1080/08832323.1989.10117388.

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Harris, Rachel. "Computer‐Conferencing Issues in Higher Education". Innovations in Education & Training International 36, n.º 1 (febrero de 1999): 80–91. http://dx.doi.org/10.1080/1355800990360111.

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Klemm, W. R. "USING COMPUTER CONFERENCING IN TEACHING". Community College Journal of Research and Practice 22, n.º 5 (enero de 1998): 507–18. http://dx.doi.org/10.1080/1066892980220504.

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Pincas, Anita. "The educational potential of computer conferencing". ReCALL 6, n.º 1 (mayo de 1994): 15–18. http://dx.doi.org/10.1017/s0958344000002974.

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Computer conferencing is a mode of communication in which participants send text messages between each others' computers which are all linked to a host computer via telephone lines. It is different from email in that it uses software that allows genuine group interaction. It is used for administrative purposes, for information exchange, for informal group interaction, and for distance education in which it can be combined with other media, e.g. face-to-face, satellite broadcasting, videoconferencing, ordinary correspondence, telephone contact, etc. The great benefit of computer conferencing for distance education is that it can be accessed at any time that is convenient to participants, since it need not be used for synchronous conferencing and the relevant files remain open to users for 24 hours of every day. It thus brings learners into frequent contact with each other as well as with their tutors and obviates, to a large extent, the need for cumbersome distance materials.
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Walton, Roger. "New Wineskins? Distance Education and Computer Conferencing". British Journal of Theological Education 9, n.º 2 (junio de 1997): 38–48. http://dx.doi.org/10.1080/1352741x.1997.11674105.

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Austin, Roger. "Computer conferencing; discourse, education and conflict mediation". Computers & Education 29, n.º 4 (diciembre de 1997): 153–61. http://dx.doi.org/10.1016/s0360-1315(97)00038-9.

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Phillips, Amy Friedman y Pamela S. Pease. "Computer: Computer conferencing and education: Complementary or contradictory concepts?" American Journal of Distance Education 1, n.º 2 (enero de 1987): 44–52. http://dx.doi.org/10.1080/08923648709526583.

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Tesis sobre el tema "Computer conferencing in education"

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Stachowicz, Thomas Joseph. "Teleconferencing and the MARRS computer conferencing system". Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9955.

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Janning, Ronald M. "Features of the MARRS computer conferencing system". Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9920.

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Deacon, Diana Ruth. "Designing support for Web-based continuing education using computer conferencing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ53631.pdf.

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Mason, Robin D. "A case study of the use of computer conferencing at the Open University". Thesis, Open University, 1989. http://oro.open.ac.uk/56447/.

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This case study is set within the theoretical framework of distance education, and is centred on the first large-scale use of computer conferencing for distance education at the Open University. The concepts of independence and autonomy, of the quasi-industrialisation of large distance teaching universities, and of interaction with learners, are taken as the frameworks for analysing the success of this application of the medium. The hypothesis concerning the convergence of traditional and distance education systems is given further support by the introduction of this new technology. The perspectives of the students who used conferencing as part of their course on Information Technology, the tutors who used conferencing for tutoring the course, and the course team who designed and wrote the course, and then maintained it with conferencing, are the central areas of investigation and analysis in this study. Qualitative data - from interviews, observation and conference content, is used along with quantitative data from user-generated statistics, from surveys and from the course database. The success of the application is analysed in three ways: its effectiveness as a mass distance teaching medium, its value as a medium for tutoring, and its use as a minor component of a multi-media course. The results show that computer conferencing can be used with large numbers of students mastering the system at a distance, though not necessarily using it interactively. The medium is very successful for certain tutoring duties - support, advice and information exchange, and potentially for interactive discussion. However, as a minor component of a course, it is too powerful and too time consuming to be successful.
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Bullen, Mark. "A case study of participation and critical thinking in a university-level course delivered by computer conferencing". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq25024.pdf.

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Osorio, Antonio Jose Meneses. "Telematics for the education and professional development of teachers". Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361339.

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Stammen, Ronald M. "Rural school administrators' perspectives about problems and barriers regarding the utilization of computer conferencing /". The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683401444348.

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Gabriel, Martha A. "Communication and learning, how distance learners construct meaning in the computer conferencing environment". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0020/NQ48099.pdf.

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Gunter, Michael R. "A Distance Education Conferencing System Utilizing Voice and Text Data Over a Low Bandwidth Communications Link". NSUWorks, 1996. http://nsuworks.nova.edu/gscis_etd/558.

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This dissertation addresses the technical utilization of multimedia computer technology to increase the effectiveness of distance education. Text-based conferencing using computers has been in use for more than ten years but suffers from interaction speeds paced by the participant's keyboarding proficiency. Multimedia computers capable of rendering voice and graphics can increase information delivery by an order of magnitude. Constraining the development of multipoint conferencing system are the low bandwidth communications infrastructure, the absence of a data bridge, and effective multimedia compression and multiplexing techniques for the diverse user platforms. Many applications are reviewed that can, in part, perform at least some of the functions required. Research is presented describing current implementations of group conferencing systems which use both high-power workstation computing equipment and high-speed communication connections. Implementations of voice point-to-point connectivity, found in the numerous "internet phone" applications, are surveyed. A key component of each system is a technique to address the high data rates required for voice data. Voice data compression can use differing techniques, depending on the computing hardware and auxiliary compression hardware available. An analysis of software voice compression techniques is performed noting that computing power for encoding and decoding are not always symmetrical. Unlike standard data driven systems, a voice conferencing application is time-sensitive. Network behaviors, such as queuing, or multitasking operating systems which are not deterministic can introduce significant delays during transmission. Additionally, multitasking operating systems which are not deterministic can also introduce delays. These delays can render voice transmission unusable, introducing sudden stops and starts in the voice reproduction. Techniques for design of a time-sensitive system will be developed. The dissertation develops an implementation of a group conferencing system combining the capabilities of text-data and voice multiplexing, compression, and bridging. The system will be designed to adapt to the many diverse hardware platforms, selecting the compression algorithm to maximize performance on the client system.
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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment". Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)
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Libros sobre el tema "Computer conferencing in education"

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Kaye, Anthony R. Collaborative Learning Through Computer Conferencing: The Najaden Papers. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992.

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1942-, Kaye Anthony y NATO Advanced Research Workshop on Collaborative Learning and Computer Conferencing (1991 : Copenhagen, Denmark), eds. Collaborative learning through computer conferencing: The Najaden papers. Berlin: Springer-Verlag, 1992.

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Chandler-Crichlow, Catherine. Hypertext and computer conferencing: Empowering the online learner. [Toronto]: Educational Evaluation Centre, Ontario Institute for Studies in Education, 1989.

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Chandler-Crichlow, Catherine. Hypertext: A new method for analyzing educational computer conferencing. [Toronto]: Educational Evaluation Centre, Ontario Institute for Studies in Education, 1989.

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Harasim, Linda M. Final conferencing report on the Ontario Women Educators' Computer Network: Women and computers in education. [Toronto]: Ontario Institute for Studies in Education, 1986.

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Wells, Rosalie. Computer-mediated communication for distance education: An international review of design, teaching and institutional issues. University Park, PA: American Center for the Study of Distance Education, College of Education, Pennsylvania State University, 1993.

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Harasim, Linda M. Final report on the Women Educators' Computer Conferencing Research Project. [Toronto?]: Federation of Women Teachers' Associations of Ontario, 1988.

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Levinson, Paul. Learning cyberspace: Essays on the evolution of media and the new education. San Francisco: Anamnesis Press, 1995.

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Eastmond, Daniel V. Alone but together: Adult distance study through computer conferencing. Cresskill, N.J: Hampton Press, 1995.

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Trottier, Vicki. Workshops the wired way: More tips and tools for developing and delivering an online workshop. Barrie, ON: Community Literacy of Ontario, 2000.

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Capítulos de libros sobre el tema "Computer conferencing in education"

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Austin, Roger. "Quality learning through computer conferencing". En World Conference on Computers in Education VI, 387–94. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_38.

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Pearson, John. "Lurking, anonymity and participation in computer conferencing". En Communications and Networking in Education, 79–89. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-0-387-35499-6_8.

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Henri, France y Claude Ricciardi Rigault. "Collaborative Distance Learning and Computer Conferencing". En Advanced Educational Technology: Research Issues and Future Potential, 45–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/978-3-642-60968-8_3.

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Hamilton, Edward C. "The Age of Ambivalence: Early Experiments in Educational Computer Conferencing". En Technology and the Politics of University Reform, 73–100. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137503510_4.

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Crow, Joanna. "Conferencing Indigenous Education". En Itinerant Ideas, 297–317. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-01952-4_11.

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Weik, Martin H. "video conferencing". En Computer Science and Communications Dictionary, 1890. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_20772.

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Weik, Martin H. "data conferencing repeater". En Computer Science and Communications Dictionary, 344. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_4233.

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Guest, Michael. "An ‘Age of Conferencing?’". En Springer Texts in Education, 15–20. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2475-8_2.

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Gillis, William R. y Colleen Taugher. "Computer Conferencing: Protocols and Applications". En Handbook of Computer Networks, 768–76. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118256107.ch49.

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Rourke, Liam y Heather Kanuka. "Computer Conferencing and Distance Learning". En Handbook of Computer Networks, 831–42. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118256107.ch53.

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Actas de conferencias sobre el tema "Computer conferencing in education"

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Kumar, Chandra Bhushan, Anjali Potnis y Shefali Gupta. "Video conferencing system for distance education". En 2015 IEEE UP Section Conference on Electrical Computer and Electronics (UPCON). IEEE, 2015. http://dx.doi.org/10.1109/upcon.2015.7456682.

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"FACILITATING LEARNING WITH WEB CONFERENCING - Recommendations based on Learners’ Experiences". En 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003898903730378.

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"SYNCHRONOUS ONLINE DISCUSSIONS - Participation in a Group Audio Conferencing and Textual Chat as Affected by Communicator's Personality Characteristics and Discussion Topics". En International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001848900180023.

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Lobas, Stefan, Mario Geisler y Frank Fischer. "Cosmic Call Tech – A hands-on space radio workshop for students in secondary education". En Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.027.

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The DLR_School_Lab Braunschweig, Germany, organized an amateur radio contact with an astronaut on board the International Space Station (ISS) for students from five different schools for the third time. While the contact itself was always an exciting event for the participating students our goal was to increase the sustainability in learning with a deeper understanding of the technology used for the radio contact. As a result, we present our concept for engaging with the students and preparing them for the actual radio contact with an inexpensive hands-on space radio workshop that was conducted remotely via video conferencing and thus is independent in regard to distance between the lecturer and the group. During the workshop the students built their own ground station to receive amateur radio satellites and the ISS. Due to the COVID-19 pandemic the workshop could not be conducted fully as an in-person learning experience. To overcome this obstacle, we chose a hybrid approach. Each session started with a short introductory lecture using a video conferencing software. After the introduction the students worked in groups following a written guide which we provided. During the rest of the session we assisted online in case of any questions or technical difficulties. We also supplied the schools with a Raspberry Pi single board computer, an inexpensive software defined radio and some coaxial cables for building antennas. The tasks necessary building the ground station included setting up the hardware, configuring the software and building antennas. The written guide gave detailed information on how to complete the individual steps. It also provided some optional more in-depth information on propagation of electromagnetic fields, antenna theory and orbital mechanics to accommodate the range of participating school forms with different levels of proficiency and wide range of age of the students participating. The students were very motivated to take part in this workshop, even as an extracurricular activity during their spare time. The students as well as the teachers involved also highlighted the interesting and useful lectures and the professional support via video conferencing software. This kind of hybrid approach was a new and innovative learning experience for the schools. Our workshop offered the students an introduction to radio technology and space which would be otherwise beyond most teachers’ knowledge and capabilities. We demonstrated that such a workshop can be realized over distance besides pandemic conditions broadening the field of schools that can be involved
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Aladakatti, Shweta, Yojak Raote, Jasdeep Jain, Sailesh Rathi, Ankit P. Navik, Kaustubh Ghormade y Vinay Kumar. "Enhanced battery life for video conferencing use case in the educational PC segment". En 2022 International Conference on Electrical, Computer and Energy Technologies (ICECET). IEEE, 2022. http://dx.doi.org/10.1109/icecet55527.2022.9872708.

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Randall Spaid, M., Sumitra Himangshu y Stuart Fleischer. "Preservice Teachers Learning Science Inquiry: eMentors Using Web 2.0 Learning Tools to Foster Student Inquiry". En InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3303.

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In this descriptive study, the authors examined the online interactions of 45 teams of American International Schools (AIS) middle school students conducting science fair investigations with their distance mentors. Forty-five preservice teachers in a methods of teaching science college course served as “eMentors” using Blackboard™ and the 2.0 Learning Tools (wiki and blog) as their individually assigned teams planned their projects, shared outcomes of their experiments, and analyzed their data. eMentoring, as defined for this project, is the use of “computer conferencing systems to support a mentoring relationship when a face-to-face relationship would be impractical" (O'Neill, Wagner, & Gomez, 1996, p. 39). The Near East South Asia Virtual Science Fair (NVSF) was designed to implement a science fair that encompasses hundreds of students, distance mentors, judges and teachers from eighteen American International Schools crossing geographic and geopolitical zones. Recognizing that today’s middle schoolers are growing up in a dynamic digital environment, students easily master the technologies of chat, instant messaging, blogs, and a “virtual” science fair using Internet technologies and digital tools.
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Roesler, Valter, Guilherme Longoni y Rafael Valle. "Videoconferência multiambientes: o sistema Multipresença com foco na área da saúde". En XXIV Simpósio Brasileiro de Sistemas Multimídia e Web. Sociedade Brasileira de Computação - SBC, 2018. http://dx.doi.org/10.5753/webmedia.2018.4602.

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This paper presents the Multipresence system with a focus on its uses for eHealth. The Multipresence system performs multi-technology videoconferencing, that is, it allows the interoperation of various technologies and devices such as: Telepresence rooms in high definition (until Full-HD); Ultra-telepresence room (4K); Sharing of content (images, texts, applications); Legacy videoconferencing systems (SIP standard); software application installed on the personal computer; Web conferencing (via web browser); Mobile devices and SIP phones. UFRGS University works in the coordination of the technological development of the Working Group GT-Multipresença in partnership with RNP (National Research and Education Network) and with Mconf Tecnologia Ltda. The project is in its fourth year of development, with functional prototypes very stable, and already been used for transmission and interaction in robotic surgeries. The objective of this article is to disseminate this technology as a driving force in the creation of video collaboration panels and integration within and between countries, in the educational or e-Health area.
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Sharifi, Daler y Alla Aslitdinova. "INTRODUCTION AND USE OF MODERN EDUCATIONAL TECHNOLOGIES IN EDUCATION IN THE REPUBLIC OF TAJIKISTAN". En eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-151.

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The changing socio-economic situation in the modern world has led to the need to modernize the education, rethink theoretical approaches and the accumulated practice of educational institutions in the Republic of Tajikistan. The main direction of the strategic development of Tajikistan in modern conditions is comprehensive modernization, the key prerequisite of which is the presence of social actors with innovative potential and opportunities for its implementation. Creating a solid base for the successful development of modernization processes is impossible without the participation of the higher education system in this process. Modern information technologies are actively being introduced into the educational process in the Republic of Tajikistan. Educational institutions are equipped with a variety of network equipment and computer equipment, allowing them to integrate into the worldwide Internet. All this has changed the distance learning and made it really effective in the modern world. The proliferation of "fast Internet" made it possible to use audio and video broadcasting, audio and video conferencing, online conferences, webcasts, as well as online simulators and game managers that simulate learning processes that give basic management skills to both a small company and large. Today there is no need to prove that the twenty-first century, admittedly, is becoming the century of globalization and the erasure of borders, information and communication technologies and the Internet. Modern society is involved in the general historical process, called "informatization". Tajikistan is creating the prerequisites for the development of distance learning, creating bases for the development of multimedia lessons and video lessons, the opportunity for videoconferencing, a number of projects being implemented. Currently, already some higher educational and scientific institutions of the country are connected to the educational portal and the Internet, which allows introducing into the educational process methods of distance learning, a wide range of information and communication services for students. The Republic of Tajikistan has set itself the goal - to create the necessary opportunities and conditions for our children to grow up fully and harmoniously developed people with the most modern intellectual knowledge, people who fully meet the requirements of the XXI century in which they will live and work. Dr. Alla Aslitdinova Tajik National University Associate academician of the International Informatization Academy, European project bureau. Republic of Tajikistan, Dushanbe, Rudaki Avenue 17. aslitdinovaalla@mail.ru Daler Sharifi Tajik National University, Ph.D candidate, Department of International Relations. Republic of Tajikistan, Dushanbe, Rudaki Avenue 17. dalersharifi@gmail.com
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Barcelos, Thiago Schumacher y Ismar Frango Silveira. "Teaching Computational Thinking in initial series An analysis of the confluence among mathematics and Computer Sciences in elementary education and its implications for higher education". En 2012 XXXVIII Conferencia Latinoamericana En Informatica (CLEI). IEEE, 2012. http://dx.doi.org/10.1109/clei.2012.6427135.

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Belli, Gabriella. "Finding, evaluating, & organizing internet resources: issues for statistics instruction". En Statistics and the Internet. International Association for Statistical Education, 2003. http://dx.doi.org/10.52041/srap.03316.

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The Internet and the WWW have brought a new dimension to statistical education, given the availability of a variety of resources. These may be used as primary or supplementary material and range from comprehensive electronic statistical and methodological textbooks to applets that demonstrate a single statistical idea. They include specialized guides, demonstrations, and data sets. Online materials may make use of hypertext, graphics images, sound files, or text. Many instructors place their course syllabus, assignments, PowerPoint presentations, and Web links online for students. Instructors can ask students to search the archives in e-journals or to interact with each other via on- line bulleting boards or computer conferencing. An integral part of distance education, such tools can provide tremendous enhancement to the traditional classroom course. Given the range of options, how easy is it to find the proper resources for inclusion in a statistics course? How much material is available? How do we evaluate it? What resources exist to help faculty use the Internet resources well? These questions are addressed and, while some useful sites are provided, the main goal is to provide a discussion about the issues of finding, evaluating, and organizing Internet resources.
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Informes sobre el tema "Computer conferencing in education"

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Reed, D. A Discussion on Computer Network Conferencing. RFC Editor, mayo de 1992. http://dx.doi.org/10.17487/rfc1324.

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Carpenter, Gerald C. Computer Conferencing: An Opportunity for New Directions. Fort Belvoir, VA: Defense Technical Information Center, mayo de 1988. http://dx.doi.org/10.21236/ada202756.

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Phelps, Ruth H., Robert L. Ashworth, Hahn Jr. y Heidi A. Cost and Effectiveness of Home Study Using Asynchronous Computer Conferencing for Reserve Component Training. Fort Belvoir, VA: Defense Technical Information Center, noviembre de 1991. http://dx.doi.org/10.21236/ada244359.

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Proskura, Svitlana L. y Svitlana H. Lytvynova. The approaches to Web-based education of computer science bachelors in higher education institutions. [б. в.], julio de 2020. http://dx.doi.org/10.31812/123456789/3892.

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The problem of organizing of Web-based education of bachelors, and the bachelors of computer science in particular, is relevant for higher education institutions. The IT industry puts forward new requirements for future IT professionals training. This, in its turn, requires the educational process modernization: content specification, updating of forms, methods and means of training to meet the demands of socio-economic development of the society in general and bachelors of computer science in particular. The article analyzes and clarifies the notion of Web-based education of bachelors; as well as a line of approaches, such as approaches to the organization of Web-based learning for A La Carte, Station Rotation, Lab Rotation, Individual Rotation, Flipped Learning scenario; the necessity of cloud computing and virtual classroom use as a component of Web-based learning is substantiated. It is established that with the advent of a large number of cloud-based services, augmented and virtual realities, new conditions are created for the development of skills to work with innovative systems. It is noted that the implementation of the approaches to the organization of student Web-based education is carried out on international level, in such projects as Erasmus+ “Curriculum for Blended Learning” and “Blended learning courses for teacher educators between Asia and Europe”. The article features the results of programming students survey on the use of Web-based technologies while learning, namely the results of a new approach to learning organization according to the formula – traditional (30%), distance (50%) and project (20%) training.
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Ків, Арнольд Юхимовиx, Сергій Олексійович Семеріков, Володимир Миколайович Соловйов, Andrii M. Striuk y Андрій Миколайович Стрюк. 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education. Криворізький державний педагогічний університет, febrero de 2022. http://dx.doi.org/10.31812/123456789/6982.

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This is an introductory text to a collection of selected papers from the 9th Illia O. Teplytskyi Workshop on Computer Simulation in Education (CoSinE 2021), held in Kherson, Ukraine, on the October 1, 2021. The volume presents the contributions to theworkshops affiliated with the ICTERI 2021: the 17th International Conference on ICT in Education, Research, and Industrial Applications.
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6

Бакум, З. П. y В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.
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Irvine, Cynthia E. The Reference Monitor Concept as a Unifying Principle in Computer Security Education. Fort Belvoir, VA: Defense Technical Information Center, junio de 1999. http://dx.doi.org/10.21236/ada423529.

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Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2006. http://dx.doi.org/10.21236/ada456152.

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Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2003. http://dx.doi.org/10.21236/ada415639.

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Taylor, Kathryn L. Treatment Decision Making in Early-Stage Prostate Cancer: Evaluation of Computer-Based Patient Education and an Interactive Decision Aid. Fort Belvoir, VA: Defense Technical Information Center, febrero de 2004. http://dx.doi.org/10.21236/ada424654.

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