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Descriptors:
Foreign Countries; Computer Literacy; Distance Education; Barriers; Printed Materials; Educational Development; Program Implementation; Comparative Education; International Education; Open Universities; Schools of Education; Developing Nations; Information Technology; Computer Mediated Communication; Computer Uses in Education; Handheld Devices; Technology Integration; Educational Technology; College Instruction; College Students; Student Attitudes; Student Characteristics; Educational Policy; Student Surveys; Correspondence Study; Educational Radio; Educational Television; Access to Education; Access to Computers; Disadvantaged; Technology Planning; Telecommunications; Videoconferencing; Internet

Abstract:
The use of Information Communication Technology (ICT) to bridge the communication gap between teacher and learner has been identified as a major characteristic of Open and Distance Learning (ODL). In many developing counties, including Nigeria, several barriers prevent OD learners from maximising the potentials of ICTs to enhance their learning. This study seeks to identify these barriers and consequently, strategies to overcome them within the Nigerian context. Subjects of the research are OD learners in three selected distance learning institutions in Nigeria. Responses from administered questionnaires and interviews constitute the data, which were analysed using appropriate statistical instruments. The findings of this study which form part of an ongoing regional research on the use of ICTs by distance learners, show that: (1) much of ODL instructional delivery is still primarily print based; (2) there is some significant progress has been made especially with regard to encouraging the use of some non traditional ICTs through ODL; and (3) although Nigeria has embarked on implementing computer literacy at all levels, the issue of affordability, bandwidth, and infrastructural facilities like constant electricity remain barriers. However, the data that most can afford mobile phones thus providing a unique opportunity to maximize them as support tools for learning. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Public Libraries; Foreign Countries; Reference Services; Electronic Mail; Computer Mediated Communication; Library Research; User Needs (Information); Questioning Techniques; Content Analysis; Investigations; Classification; Cluster Grouping; Information Seeking; Problem Sets; Qualitative Research

Abstract:
In Japan, only a few public libraries provide e-mail reference services. To help public libraries start e-mail reference services, the authors investigated reference questions received by libraries via e-mail and traditional face-to-face services. The authors found that research questions are more frequently observed among e-mail questions and questions about the local area are slightly more frequently observed. Librarians who are planning to start e-mail reference services should be aware of these tendencies. (Contains 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Developing Nations; Electronic Learning; Informal Education; Educational Technology; Psychology; Cognitive Processes; Psychoeducational Methods; Individual Differences; Metacognition; Educational Needs; Handheld Devices; Web 2.0 Technologies; Technology Integration; Distance Education; Computer Uses in Education; Computer Mediated Communication; Educational Policy; Thinking Skills; Psychological Needs; Computer Literacy; Access to Computers; Access to Education

Abstract:
Web 2.0 technology not only offers the opportunity of massively parallel interconnected networks that support the provision of information and communication anytime and anywhere but also offers immense opportunities for collaboration and sharing of user-generated content. This information-rich environment may support both formal and informal learning. The increasing use of mobile technology affords additional opportunities to utilise this learning potential from any location and even when on the move. In this paper, we identify five important psychological challenges learners may encounter when using mobile devices for mobile learning. We argue that mobile learning theorists, practitioners and developers alike must be aware of the five challenges and aim to address them to maximise the potential of mobile learning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Environment; School Holding Power; Interpersonal Relationship; Foreign Countries; Electronic Learning; Distance Education; Online Courses; Web Sites; Electronic Publishing; Social Networks; Internet; Web 2.0 Technologies; Student Motivation; Teacher Student Relationship; Story Telling; Educational Technology; Vocational Education; Communities of Practice; Nonformal Education; Marketing; Public Relations; Computer Mediated Communication; Media Literacy; Architecture; Computer Oriented Programs

Abstract:
As web applications play a vital role in our society, social media has emerged as an important tool in the creation and exchange of user-generated content and social interaction. The benefits of these services have entered in the educational areas to become new means by which scholars communicate, collaborate and teach. Social Media and the New Academic Environment: Pedagogical Challenges provides relevant theoretical frameworks and the latest research on social media the challenges in the educational context. This book is essential for professionals aiming to improve their understanding of social media at different levels of education as well as researchers in the fields of e-learning, educational science and information and communication sciences and much more. Contents include: (1) Future Learning Spaces: The Potential and Practice of Learning 2.0 in Higher Education (Charlotte Holland and Miriam Judge); (2) How Social Design Influences Student Retention and Self-Motivation in Online Learning Environments (Derek E. Baird and Mercedes Fisher); (3) Student-Faculty Communication on Facebook: Prospective Learning Enhancement and Boundaries (Laurentiu Soitu and Laura Paulet-Crainiceanu); (4) Integrating Mobile Learning, Digital Storytelling and Social Media in Vocational Learning (Miikka Eriksson, Pauliina Tuomi, and Hanna Vuojarvi); (5) Enhancing Social Presence and Communities of Practice in Distance Education Courses through Social Media (Lori B. Holcomb and Matthew Kruger-Ross); (6) Framing Non-Formal Education through CSR 2.0 (Bogdan Patrut, Monica Patrut, and Camelia Cmeciu); (7) Social Media Audit and Analytics: Exercises for Marketing and Public Relations Courses (Ana Adi); (8) Functions of Social Media in Higher Education: A Case Study (Violeta Maria Serbu); (9) A User's Perspective on Academic Blogging: Case Study on a Romanian Group of Students (Mihai Deac and Ioan Hosu); (10) Uses and Implementation of Social Media at University: The Case of Schools of Communication in Spain (Maria-Jesus Diaz-Gonzalez, Natalia Quintas Froufe, Almudena Gonzalez del Valle Brena, and Francesc Pumarola); (11) Web Use in Public Relations Education: A Portuguese Example (Sonia Pedro Sebastiao); (12) Social Media Usage among University Students in Malaysia (Norsiah Abdul Hamid, Mohd Sobhi Ishak, Syamsul Anuar Ismail, and Siti Syamsul Nurin Mohmad Yazam); (13) Social Media and other Web 2.0 Technologies as Communication Channels in a Cross-Cultural, Web-Based Professional Communication Project (Pavel Zemliansky and Olena Goroshko); (14) E-Learning Records: Are There Any to Manage? If so, How? (Luciana Duranti and Elizabeth Shaffer); (15) The Influence of Twitter on the Academic Environment (Martin Ebner); (16) Academic Perspectives on Microblogging (Gabriela Grosseck, Carmen Holotescu and Bogdan Patrut); (17) The Impact of Social Media on Scholarly Practices in Higher Education: Online Engagement and ICTs Appropriation in Senior, Young, and Doctoral Researchers (Antonella Esposito); (18) Digital Literacy for Effective Communication in the New Academic Environment: The Educational Blogs (Ruxandra Vasilescu, Manuela Epure and Nadia Florea); (19) Implementation of Augmented Reality in "3.0 Learning" Methodology: Case Studies with Students of Architecture Degree (Ernest Redondo, Isidro Navarro, Albert Sanchez and David Fonseca); and (20) Digital Social Media Detox (DSMD): Responding to a Culture of Interconnectivity (Theresa Renee White). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Electronic Learning; Learning Theories; Research Needs; Distance Education; Academic Libraries; Foreign Countries; Virtual Classrooms; Reference Services; Library Development; Library Materials; Library Services; Electronic Libraries; Electronic Publishing; Change Strategies; Educational Strategies; Teaching Methods; Library Instruction; Program Descriptions; Access to Information; Usability; Barriers; Library Role; Librarian Teacher Cooperation

Abstract:
The society relies on institutions of higher education to produce a literate workforce; one that is able to function in a dynamic, technological, information-overload environment. In support of this new thrust, most universities have incorporated the use of new media and ICTs in the teaching learning process resulting in a multi-modal approach (face-to-face, online and distance learning). As such, students are increasingly demanding resources and services that are not limited by time and place. Subsequently, academic libraries extend their services to meet the changing demands of the new cohort of learners. Through the use of electronic books that mirror the features and functions of the printed book and the capacity of the computer, librarians have bridged the gap between the academicians and the world of knowledge to further research and learning. Digital reference service extends the reference desk to the virtual environment to allow the reference librarian to meet the research needs of online users in real-time. These features have removed the barrier of the physical walls of the library and allow the librarian to maintain his/her role as instructors and evaluators of information and resources. This paper seeks to show how libraries have been using these two services to enhance teaching and learning. The paper further shows how students have been benefiting from them through their inclusion in the Mona Library of the University of the West Indies. Some of the learning theories that these services support will be explored along with some of the challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Needs; Academic Libraries; Telecommunications; Program Implementation; Library Automation; Library Development; Library Services; Reference Services; Models; Measurement Objectives; Measurement Techniques; User Satisfaction (Information); Computer Mediated Communication; Information Centers

Abstract:
A customer contact center offers academic libraries the ability to consistently improve their telephone, e-mail, and IM services. This paper discusses the establishment of a contact center and the benefits of implementing the contact center model at this institution. It then introduces a practical methodology for developing a valid measurement system to assess employees' handling of a contact center's telephone calls and subsequent training needs. When implemented effectively, a contact center can efficiently provide service while maximizing customer satisfaction. (Contains 5 tables, 3 figures and 14 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Internet; Information Seeking; Reference Materials; Reference Services; Librarians; Users (Information); Baby Boomers; Age Groups; Comparative Analysis; Search Strategies; Search Engines; Online Searching; User Needs (Information); Information Retrieval; User Satisfaction (Information); Library Services; Access to Information; Electronic Libraries; Computer Mediated Communication

Abstract:
As individuals become more and more comfortable mediating all kinds of situations online and through various technologies, their virtual selves increasingly overlap their "real" lives. Posting a "happy birthday!" message on Facebook is as automatic as dropping a card in the mail. E-mailing relevant links to co-workers happens as naturally as mentioning an interesting article over lunch. Which points toward why the "R" in "Virtual Reference" needs to change if libraries are going to succeed in promoting reference through chat sessions, phone calls, e-mails, texts, mobile applications and other as-of-yet unimagined technologies. Going back to 2005, the authors' research of the use of virtual reference (VR) has had one primary goal: to deliver research-based recommendations that will improve the service that information professionals provide. The purpose of this publication is to distill several years' and several hundred pages' worth of work into a few very specific, easily digestible, actionable suggestions for how individuals can sustain and develop their VR services and systems (Radford and Connaway 2005-2008a). A bibliography is included. Individual sections contain footnotes and references. (Contains 16 charts.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Curriculum Design; College Curriculum; Information Systems; Educational Technology; Curriculum Implementation; Access to Information; Access to Education; Electronic Learning; Web Based Instruction; Distance Education; Computer Mediated Communication; Technology Integration; Handheld Devices; Technology Planning; Program Effectiveness; Case Studies; Library Services; Open Source Technology; Integrated Learning Systems; Computer System Design; Program Descriptions

Abstract:
Purpose: The need to establish more flexible and adaptable university curricula has been recognised as a strategic priority in recent years and has been supported by a number of initiatives including the Curriculum Design and Delivery programme funded by the Joint Information System Committee (JISC) in the UK. The challenges of addressing flexibility of curriculum design are both technical and pedagogical. Manchester Metropolitan University has been developing an integrated, institution-wide virtual learning environment (VLE) since 2006 and this paper seeks to consider the impact of this system. Design/methodology/approach: A case study is used to illustrate how one institution has developed and integrated a curriculum design system. Findings: By adopting a streamlined technology strategy the university can provide learners with personalized and flexible access to the university's resources from the range of different devices and contexts (whether mobile, VLE, or social software) in which learners may find themselves as they engage with their education. Originality/value: A need to establish more flexible and adaptable university curricula is a strategic priority for academic institutions. This case study provides an insight into how one institution is achieving this. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Multicampus Colleges; Academic Libraries; Librarians; Library Services; Outreach Programs; Online Courses; Educational Television; Internet; Distance Education; Information Literacy; Librarian Teacher Cooperation; Student Diversity; Online Searching; User Needs (Information); Reference Services; Creativity; Computer Mediated Communication; Technology Uses in Education

Abstract:
This paper looks at the author's outreach efforts as a distance librarian to encourage library use among a distance student population that comprises satellite locations, students attending online, students attending courses through instructional television, and students attending hybrid courses. Outcomes of the author's outreach attempts and research demonstrating what other librarians have done to reach out to their distance population are discussed. Examples of outreach methods include: collaborating with faculty to blend information literacy instruction into a face-to-face subject specific distance classroom, embedding the librarian into a subject specific class via course management software, and using the reference interview to provide electronic research help to a class. Many distance students never enter the physical library. Librarians serving a distance population are forced to be creative in outreach efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Telecommunications; Handheld Devices; Educational Technology; Foreign Countries; Professional Development; Conferences (Gatherings); Group Discussion; Internet; Computer Mediated Communication; Access to Information

Abstract:
An emerging group of leaders in Canadian education has attracted thousands of followers. They've made Twitter an extension of their lives, delivering twenty or more tweets a day that can include, for example, links to media articles, research, new ideas from education bloggers, or to their own, or simply a personal thought. At their best, edu-tweeters are adeptly leveraging Twitter to brand themselves, to reinvent teacher PD, and perhaps to accelerate the transformation of our Canadian education systems. Twitter is being used to extend formal PD conferences beyond their venue to followers on Twitter in real time; it's facilitating informal discussions ("unconferences") among educators with common interests; it's allowing best practices to "go viral" on the Internet; and it's allowing innovative classroom teachers to challenge the status quo. (Contains 1 table and 12 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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