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Foreign Countries; Educational Policy; Higher Education; Consortia; Educational Cooperation; Educational Trends; International Education; Educational Technology; Influence of Technology; Technology Uses in Education; Handheld Devices; Computer System Design; Information Storage; Computer Interfaces; Online Courses; Distance Education; Computer Games; Web Based Instruction; Internet; Teleconferencing; Electronic Learning; Trend Analysis; Delphi Technique; Literature Reviews; Educational Research; Expertise; Web Sites; Postsecondary Education; Electronic Publishing; Advisory Committees; Information Management; Economic Factors; Data Analysis; Barriers; Resistance to Change; Learner Controlled Instruction; Open Universities

Abstract:
This paper reflects a multi-year collaborative effort between the New Media Consortium (NMC) and Griffith University to help inform Australian educational leaders about significant developments in technologies supporting teaching, learning, and research in tertiary education. The research underpinning the report makes use of the NMC's Delphi-based process for bringing groups of experts to a consensus viewpoint, in this case around the impact of emerging technologies on teaching, learning, research, or information management in Australian tertiary education over the next five years. This paper was produced to explore emerging technologies and forecast their potential impact expressly in an Australian context. In the effort that ran from February through April 2012, a carefully selected group of 41 experts behind this report considered hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable emerging technology topics, trends, and challenges for tertiary education in Australia over the next five years. That group of experts, known as the 2012 Horizon.au Advisory Board, is comprised of a body of knowledgeable individuals, all highly regarded in their fields; collectively the advisory board represents a range of diverse perspectives across the learning sector. [For "Technology Outlook for UK Tertiary Education 2011-2016: An NMC Horizon Report Regional Analysis," see ED532399.] 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; Distance Education; Instructional Design; Educational Technology; Educational Radio; Electronic Learning; Online Courses; Web Based Instruction; Blended Learning; Technology Integration; Online Searching; Computer Graphics; Internet; Computer Simulation; Higher Education; College Instruction; International Education; Instructional Development; Program Implementation; Case Studies; Research Reports; Comparative Analysis; Teacher Education; Educational Administration; Open Universities; Elementary School Teachers; Learning Activities; Student Evaluation; Evaluation Methods; Goal Orientation; Beliefs; Conventional Instruction; Low Income Groups; English (Second Language); Second Language Learning; Academic Education; Educational Strategies; Self Efficacy; Lifelong Learning; Engineering Education; Architectural Education; Architectural Research

Abstract:
This book, written by authors representing 12 countries and five continents, is a collection of international perspectives on distance learning and distance learning implementations in higher education. The perspectives are presented in the form of practical case studies of distance learning implementations, research studies on teaching and learning in distance learning environments, and conceptual and theoretical frameworks for designing and developing distance learning tools, courses and programs. The book will appeal to distance learning practitioners, researchers, and higher education administrators. To address the different needs and interests of audience members, the book is organized into five sections: Distance Education Management, Distance Education and Teacher Development, Distance Learning Pedagogy, Distance Learning Students, and Distance Learning Educational Tools. Contents include: (1) Re-Engineering Open and Distance Learning Institutional Development for Knowledge Society in Africa (K. O. Ojokheta); (2) Distance Teaching and Learning in Higher Education: A Conceptual Model (Mehran Farajollahi and Nahid Zarifsanaee); (3) Open and Distance Learning in Dual Mode Universities: A Treasure Unexploited (Paul Birevu Muyinda); (4) Teacher Development Through Distance Education: Contrasting Visions of Radio Learning in South African Primary Schools (Charles Potter and Gordon Naidoo); (5) Open and Distance Learning for Teachers' Professional Development: The English in Action (EIA) Model for the Global South (M. Mahruf C. Shohel); (6) Self-Regulated Learning Activities: Supporting Success in Online Courses (Maureen Snow Andrade); (7) Strategically Integrating Blended Learning to Deliver Lifelong Learning (John Wall); (8) Distance Learning: Modern Approaches to Engineering Education (Boris Kruk and Olga Zhuravleva); (9) Assessment Methods of Student Learning in Web-Based Distance Courses: A Case Study (Jon R. Hufford); (10) An Analysis of the Search Skills of Online Graduate Students as the Basis for the Development of Appropriate Instructional Strategies (Olabisi Kuboni); (11) The Role of Self-Efficacy, Control Beliefs and Achievement Goals on Learning Among Distance Learners (Clarence Ng); (12) Differences and Similarities in Approach Between Classroom and Distance Learning (Ingrid Helleve); (13) Distance Learning and the Low-Income Student (Angela Benson, Joi L. Moore, Nicole Norfles and Carolyn Starkey); (14) Web-Application for Engineering Graphics--An Example of a Distance Learning Tool (Lourdes Rubio and Belen Munoz-Abella); and (15) Internet-Supported Multi-User Virtual and Physical Prototypes for Architectural Academic Education and Research (Henriette H. Bier). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Distance Education; Internet; Online Courses; Electronic Learning; Educational Technology; Partnerships in Education; Outcomes of Education; Large Group Instruction; Class Size; Video Technology; Electronic Publishing; Web Sites; Mathematics; Mathematics Instruction; Mathematics Education; Web Based Instruction

Abstract:
Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago--a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems. Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course on line. Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California-Berkeley, and others have thrown their support--in terms of investment, resources, and presidential backing--behind the transformative power of MOOCs and online education. As educators continue to discuss important issues such as access, affordability, and personalized learning in higher education, they would be helped by having a richer understanding of the changes that are already occurring. In this article, the author offers a descriptive view of the emerging landscape of online educational delivery models can lead to a richer understanding for the continuing discussion of issues such as access, affordability, and personalized learning in higher education. (Contains 3 figures and 19 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:
Electronic Learning; Allied Health Occupations Education; Educational Research; Online Courses; Doctoral Programs; Correlation; Educational Technology; Anxiety; Student Attitudes; Graduate Students; Attitude Measures; Attitude Change; Course Evaluation; Satisfaction; Distance Education; Web Based Instruction; Pretests Posttests; Student Surveys; College Instruction; Computer Attitudes; Internet

Abstract:
Eighty-four students in an online health education doctoral program taking the first course in the program over one year (four quarters) were surveyed in regards to their computer, Internet, and online course anxiety, and overall course satisfaction. An 18-item anxiety tool with domains in computer, Internet, and online learning was administered in the first and last weeks of an educational research course to assess for changes in student anxiety. A 24-item satisfaction tool with domains regarding the instructor, technology, setup, interaction, outcomes, and overall satisfaction was administered at the end of the course. Results show a significant negative correlation between anxiety and student satisfaction. Student anxiety levels were in the relatively moderate range; changes in anxiety levels over time were not significant. Participants who felt anxious when using computers or the Internet, or when taking online courses experienced anxiety with other domains. (Contains 6 tables and 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:
Educational Technology; Distance Education; Computer Literacy; Integrated Learning Systems; Personal Autonomy; Active Learning; Electronic Learning; Online Courses; Structural Equation Models; Satisfaction; Relevance (Education); Hypothesis Testing; Web Based Instruction; Instructional Effectiveness; College Instruction; College Students; Predictor Variables; Student Surveys; Questionnaires; Data Analysis; Nontraditional Students

Abstract:
The present study investigated the relationships between constructs of web-based student-centered learning and the learning satisfaction of a diverse online student body. Hypotheses on the constructs of student-centered learning were tested using structural equation modeling. The results indicated that five key constructs of student-centered learning in online courses--learner relevance, active learning, authentic learning, learner autonomy, and computer technology competence--predicted students' perceived satisfaction with online courses and web-based distance education at a statistically significant level. (Contains 5 tables and 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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Foreign Countries; Web Based Instruction; Distance Education; Correctional Institutions; Community Colleges; Higher Education; Electronic Learning; Online Courses; Educational Technology; Geographic Isolation; Rural Areas; Reservation American Indians; Military Personnel; Tribally Controlled Education; American Indian Education; Migrant Workers; Educational Television; Athletes; Asynchronous Communication; Handheld Devices; Video Technology; Access to Education

Abstract:
Distance education strategies for remotely deployed, highly mobile, or institutionalized populations are reviewed and critiqued. Specifically, asynchronous, offline responses for special military units, Native Americans on remote reservations, prison populations and other geographically, temporally or technologically isolated niche populations are explored.

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Descriptors:
Academic Achievement; At Risk Students; Prediction; Community Colleges; Online Courses; Two Year College Students; Predictive Measurement; Predictor Variables; Models; Case Studies; School Holding Power; College Freshmen; Accounting; Decision Making; Data; Data Analysis; Computer Software; Computer Managed Instruction; Educational Technology; Computer System Design; Databases; Decision Support Systems; Distance Education; Web Based Instruction; College Instruction; Integrated Learning Systems

Abstract:
Community colleges continue to experience growth in online courses. This growth reflects the need to increase the numbers of students who complete certificates or degrees. Retaining online students, not to mention assuring their success, is a challenge that must be addressed through practical institutional responses. By leveraging existing student information, higher education institutions can build statistical models, or learning analytics, to forecast student outcomes. This is a case study from a community college utilizing learning analytics and the development of predictive models to identify at-risk students based on dozens of key variables. (Contains 4 tables and 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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Distance Education; Electronic Learning; Online Courses; Social Networks; Internet; Web 2.0 Technologies; Structural Equation Models; Technology Uses in Education; Technology Integration; Educational Technology; Instructional Effectiveness; Electronic Publishing; Lecture Method; Nonverbal Communication; Video Technology; Documentation; Social Influences

Abstract:
To explore the integration of education processes into social media, we tested an initial model of student learning via interactive web tools and theorized three sources of influence: interpersonal, intrapersonal, and masspersonal. Three-hundred thirty-seven students observed an online lecture and then completed a series of scales. Structural equation modeling supported several individual hypotheses and partially supported the overall model. Findings indicated that instructor credibility has a significant positive effect on content area knowledge, whereas social identification with online colearners has a negative effect on learning outcomes. Findings are discussed with respect to both theoretical and practical implications of the integration of interactive media as a classroom resource. (Contains 2 figures and 2 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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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:
Foreign Countries; Unemployment; Student Employment; Online Courses; Profiles; Internet; Open Universities; Adult Students; Computer Mediated Communication; Distance Education; Web Based Instruction; Computer Use; Educational Technology; College Instruction; College Students; Student Characteristics; Educational Policy; Student Surveys; Economic Status; Family Income; Access to Education; Access to Computers

Abstract:
The study aims to identify the economic profiles of Open Education Faculty students and to determine the relationship between their economic profiles and the following of online courses using Internet. In the study survey model was used. The population of the study was composed of 4652 Anadolu University Open Education Faculty students who live in Bolu. Sample of the study consisted of 361 students randomly selected from research population. Data were obtained by surveys. Some of the research findings are as follows: the income levels of parents for both unemployed and single and employed students are in the range of 0-1300 TL. Since almost all the mothers are housewives, they do not have separate incomes. Fathers for both unemployed and single and employed students are commonly workers, retired individuals, self employed individuals and public officials. Meaningful relationships were observed between the economic profiles of employed students which include opportunities such as having access to a computer at the workplace or owning one at home and following the classes through Internet. (Contains 38 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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