proceedings of Student Mobility and ICT: Can E-LEARNING

More documents

Recommendations

Info

student skills of the teaching himself in this mode. From our experiences it results that such solution can be effective only in the case of young persons which already have experience in the use of the Internet (from mentioned above survey it follows that most willingly in Internet courses would enter the young woman from the small city – below 20000 inhabitants, having at least 5 the years experience in the usage of the Internet). However, on-line course will give nothing to older persons or having pure experience on the job with the computer connected to the network. Such persons prefer traditional schools, so one ought therefore to use these preferences for the preparation them to e-learning. Draft syllabus The preparation to the learning by the Internet cannot be led exclusively on line, nor should be left to students themselves. The course must be begun face-to-face, and later after some lectures, exercises and workshops one ought to transfer it to the Internet. Contents that should be presented in such course are described in the literature eg. (Clarke, 2004), (What Makes a Successful Online Student?, 2007). Especially important is here however the form of carry on classes. The course should start from the traditional first part which consists of: • lectures concerning of the specificity of the learning through the Internet (differences between the traditional, and remote learning, the role of e-teachers, the communication on e-classes – in this the expression of emotions, organization and planning of participants own work on an e-course). • workshops targeting the exercise of the work with the text, the learning of the retrieval and the filtration of the information in the Internet and the acquisition skills of the auto-evaluation of the level of mastering of the content. • classes in the computer room making possible to teach how to use the software necessary in elearning (Internet browser, e-learning platform, word processor, etc.), how to communicate in the net and how to operate with electronic didactic materials. The second part also should be provided face then face. Its aim is causing of the change of the reluctant attitude regarding e-learning. One can make this by means of the simulation the work on e-the course in the computer studio under the care of the instructor. In this part participants should perform all activities which are necessary to finish an on-line course with a success. Students should open and study materials, discuss on forums, work out and send files to e-teacher. The role of instructors is of course the help in the realization of these exercises, but also minding the preservation of rules of the correct and cultural communication between participants. Participants should have the possibility of the acquirement of the practice in the learning through the network, after finishing two first parts. Best solution seems to be the third part of the course in the online mode. There should be specially prepared mini e-course. It should force participants to repeat similar activities as in the second part, but in natural conditions: on the own equipment, far from instructors and in the defined time (so that every participant should plan the time of his own activity himself). One cannot expect that the graduate of such training will be an enthusiast of the on-line learning, however, he will be well prepared to the enlargement of his own qualifications by means of on-line courses. Conclusions The information society demands, so that people constantly gain new skills, recognized new divisions of the knowledge. The process of the continuous teaching in the mode of traditional courses is very difficult to become realized. It demands large financial and time outlays and ties with utterances and the difficulty of the all family life. Therefore the instruction by means of the computer attached to the network should become the main mode of gaining of new competences. However, among older persons, but still active professionally one can observe the reluctance to the utilization of the computer as the learning medium. It seems that, an only way, overcoming of their reluctance to the learning on e-courses is to show how the educational process driven by the Internet looks like and the preparation people to elearning. This is just the aim of the course which was presented above. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 126
References Badania potrzeb w zakresie ksztacenia na odleg. (2008). Raport z fazy I projektu Opracowanie metodologii programów i materiaów dydaktycznych do ksztacenia na odleg, Warszawa: Univeristy of Warsaw for Ministry of Education Poland, sponsored by European Social Funds (in polish). Clarke, A. (2004). e-learning Skills. Basingstoke: Palgrave MacMillan. How to Learn Online. (2003). The New Curiosity Shop: http://www.newcurioshop.com/proddetail.php? prod=NCS9996 Online Course: How to Learn Online. (2002). Violet Collection: http://www.violetcollection.com/ HowToLearnOnline.htm Wallace, P. (1999). The Psychology of the Internet. New York: Cambridge University Press. What Makes a Successful Online Student? (2007). Illinois Online Network: http://www.ion.uillinois.edu/ resources/tutorials/pedagogy/StudentProfile.asp Windeatt, S. (2002, 07 15). How will e-learning affect my students? E-learning FAQ for University Teachers: http://www.windeatt.f2s.com/ijet/students.htm Acknowledgments Acknowledgments are going to Izabella Bednarczyk for the fruitful discussions which helped to formulate the final idea of described course. Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 127
Page 1 and 2:
Proceedings of Student Mobility and
Page 3 and 4:
Contributions listed per session We
Page 5 and 6:
Teaching Part-time Students Using C
Page 7 and 8:
Description of Practices of Knowled
Page 9 and 10:
Remediating Summer Classes and Diag
Page 11 and 12:
• For a bridging course of this s
Page 13 and 14:
computing and displaying geometrica
Page 15 and 16:
significant. For that reason, the f
Page 17 and 18:
Apparently, ‘new learning’ work
Page 19 and 20:
Delivering a Masters: from Paper to
Page 21 and 22:
1 or 2 days of face to face contact
Page 23 and 24:
MyDundee and the different forms of
Page 25 and 26:
Unified in Learning - Separated by
Page 27 and 28:
views. As the IOs staff has to coll
Page 29 and 30:
was to apply the newly gained knowl
Page 31 and 32:
Please provide an overall grade for
Page 33 and 34:
discussion forums promises to yield
Page 35 and 36:
Additionally to the CIS each course
Page 37 and 38:
system 5.9% and Blended Learning 10
Page 39 and 40:
Conclusion The survey shows that th
Page 41 and 42:
Competence Based Teaching and Evalu
Page 43 and 44:
Peer-assessment, according to Falch
Page 45 and 46:
90 80 70 60 50 40 30 20 10 0 Figure
Page 47 and 48:
and think“). Reliability deals wi
Page 49 and 50:
knowledge but also the skills of th
Page 51 and 52:
Explaining student learning prefere
Page 53 and 54:
• Practice (that is, the problems
Page 55 and 56:
processing strategies, metacognitiv
Page 57 and 58:
0.250 0.200 0.150 0.100 0.050 0.000
Page 59 and 60:
0.400 0.350 0.300 0.250 0.200 0.150
Page 61 and 62:
Selecting Educational Content in m-
Page 63 and 64:
Figure 2 How could we integrate the
Page 65 and 66:
Applying a Fact-oriented Knowledge
Page 67 and 68:
Table 2: List of definitions for su
Page 69 and 70:
One, of the most important assumpti
Page 71 and 72:
Inspecting the KSD in figure 2 reve
Page 73 and 74:
The Influence of Portfolio Media on
Page 75 and 76: discussed the portfolio. The last h
Page 77 and 78: Count 10 8 6 4 2 1 2 3 4 5 6 7 8 9
Page 79 and 80: ased portfolio (n=177). Scoring a 6
Page 81 and 82: An E-Portfolio for Post-Graduate Co
Page 83 and 84: Evers, F. T., Rush, J. C. & Berdrow
Page 85 and 86: Indicators of Needs for Preparatory
Page 87 and 88: dependent on his/her background, ac
Page 89 and 90: study programs. A wide choice of st
Page 91 and 92: It may be presumed that the competi
Page 93 and 94: Bean, J. P. ( 1985 ). Interaction e
Page 95 and 96: Facing the Mathematics Problem, Two
Page 97 and 98: mention the problems that they enco
Page 99 and 100: gradually from the first to the las
Page 101 and 102: 45% 40% 35% 30% 25% 20% 15% 10% 5%
Page 103 and 104: References Dijsselbloem, J., e.a. (
Page 105 and 106: Findings So far, seventy-four stude
Page 107 and 108: Students’ Mobility, Acculturation
Page 109 and 110: Pedagogical Approaches Used For Pre
Page 111 and 112: • the teacher is a learner togeth
Page 113 and 114: learning. He pointed at the method
Page 115 and 116: Wieland, A., Brouwer, N., Kaper, W.
Page 117 and 118: The live learning lab was more than
Page 119 and 120: For the audience site, the camera s
Page 121 and 122: video/audio compression and competi
Page 123 and 124: applications for a typical presenta
Page 125: E-learning - Non-discovered Territo
Page 129 and 130: Security Requirements and Goals for
Page 131 and 132: The implications of using this tech
Page 133 and 134: References Hinton, H., & Vanderwauv
Page 135 and 136: This is mainly due to the fact that
Page 137 and 138: students from one class session to
Page 139 and 140: Social Presence, Web-videoconferenc
Page 141 and 142: facilities. As Figure 2 shows, web-
Page 143 and 144: Instruments Expectations of the cou
Page 145 and 146: Table 1 Comparison of course useful
Page 147 and 148: As group collaboration and the cour
Page 149 and 150: Literature Scan on Online Remedial
Page 151 and 152: Most recent studies have focussed o
Page 153 and 154: The implementation of online educat
Page 155 and 156: Lefgren (2004); Kozeracki (2002); L
Page 157 and 158: Establishing a European Framework o
Page 159 and 160: Modelling Mobile Agent Mobility in
Page 161 and 162: f11 = Addressing f12 = Encoding f13
Page 163 and 164: Naming services The Sun Microsystem
Page 165 and 166: Lamport, L & Melliar-Smith, P. M.(1
Page 167 and 168: lecturers see all lectures they hav
Page 169 and 170: Figure 3. A content page of the Tec
Page 171 and 172: Digitizing Courses for Flexible Edu
Page 173 and 174: Figure 1. Amount of fragment views
Page 175 and 176: elaborate on the fragments in sever
Page 177 and 178:
engaged in family and/or work life,
Page 179 and 180:
and Services contributes to interna
Page 181 and 182:
Furture prospects Physical student
Page 183 and 184:
Towards a Dutch Remedial Education
Page 185 and 186:
Hollins, E. R. (1996). Culture in s
Page 187 and 188:
To realise this goal a consortium o
Page 189 and 190:
Hybrid Learning as a Facilitator to
Page 191 and 192:
are commonly associated with high c
Page 193 and 194:
Table 3. Individual forum participa
Page 195 and 196:
ecause of the huge investment in de
Page 197 and 198:
Pere, R. (1982). Ako: concepts and
Page 199 and 200:
facility with technology as an empl
Page 201 and 202:
The subject of the advertisement is
Page 203 and 204:
M Pete Nevin October 10 at 8:46pm H
show all

proceedings of Student Mobility and ICT: Can E-LEARNING

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?