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Adapting Structuration theory as a Comprehensive Theory for Distance Education: The ASTIDE Model

100%

Aktaruzzaman M. , Plunkett M.

2016

tom 19

nr 1

19-35

Distance Education (DE) theorists have argued about the requirement for a theory to be comprehensive in a way that can explicate many of the activities associated with DE. Currently, Transactional Distance Theory (TDT) (Moore, 1993) and the Theory of Instructional Dialogue (IDT) (Caspi & Gorsky, 2006) are the most prominent theories, yet they still do not represent a unified and comprehensive theory for DE. This paper provides a review of the existing literature on DE theories and identifies potential gaps in theorising distance education. Building on Giddens’ (1984) work, an innovative approach to theorising DE is proposed through the conceptualisation of the Adapting Structuration Theory In Distance Education (ASTIDE) model as a means to explicate DE operations and practices at the institutional and national/international level. It also presents evidence, from a larger study, of the necessity of a comprehensive model such as the ASTIDE constructed through an investigation into the DE systems of developing and developed countries.

TELEROBOTIC TECHNOLOGIES IN E-LEARNING

86%

BACZYŃSKI J. , BACZYŃSKI M.

nr 3

171-181

Today, e-learning methods and techniques are commonly used. In the Internet age they mainly employ different standard forms of the transfer of text and audio-video streams. However, there are disciplines where the education process cannot be realized by means of the standard e-learning technologies, e.g. physics, chemistry or other practical educational courses. The education process requires on-site presence, e.g. in specialist labs. The telerobotic technologies can allow e-learning for the courses including prac-tical training. We have adapted a few types of the robotic manipulators to can use them for e-learning. Herein, we also present control systems and software developed by us for this idea. The presented works include the most sophisticated haptic equippment also.

The Temporal Perspective in Higher Education Learners: Comparisons between Online and Onsite Learning

86%

Romero M. , Usart M.

2014

tom 17

nr 1

190-209

Higher Education increases flexibility with online learning solutions. Nevertheless, dropout rates in online university are large. Among the reasons, one aspect deserving further study is students’ Time Perspective (TP), which has been studied in onsite HE. It is necessary to know the TP profile of the growing population of online students, and consider its relation with students’ preference and convenience factors for choosing online or onsite contexts. In this study, learners’ TP in an online and an onsite Catalan HE institutions are compared. Results show that HE students present a high future orientation in general, while online students showed a higher orientation to past negativism. Basic guides are given to help institutions and students in the choice of the better suited learning context according to their TP.

Distance education with the use of cloud computing

72%

Abramek E.

Studia Ekonomiczne

2015

tom 234

9-20

Cloud computing creates a new opportunities for the development of virtual education. The goal of the paper is to analyze organizational, economic and legal aspects of cloud computing in the context of needs of virtual education. In addition, the article presents the identification and characteristic of these areas of virtual education, where the best way is to apply cloud computing technology, for instance teaching and distance learning, publishing, collaboration and social interaction (e.g. creation of documentation, presentation or communication). The paper presented examples of applications available in the cloud computing.

Cloud computing stwarza nowe możliwości dla rozwoju wirtualnej edukacji. Celem artykułu jest analiza aspektów organizacyjnych, ekonomicznych i prawnych cloud computing w kontekście potrzeb edukacji wirtualnej. Ponadto artykuł przedstawia identyfikację i charakterystykę tych obszarów edukacji, gdzie najlepiej jest zastosować technologię cloud computing, na przykład nauczania i uczenia się na odległość, działalności wydawniczej, współpracy i interakcji społecznych (np. tworzenia dokumentacji, prezentacji lub komunikacji). W artykule przedstawiono także przykłady aplikacji dostępnych w chmurze.