Distance learning for laboratory practical work in microcontrollers

This paper presents a simple and relatively straightforward solution to the problems of equity in laboratory practical exposure between distance-education students and their traditional, on-campus, fellow cohort. This system has been implemented for the past five years in a university that is amongst the leaders in distance education delivery and has proved to be extremely successful and very well accepted by all students. While the intention was to allow distance education students easy access to the required laboratory practical content of the course, the solution found has proved to have many advantages for the on-campus students. Although this specific implementation is based upon microcontroller technology units in an engineering degree course, the methodology is easily transferable to other disciplines and courses.

Life-context interactions and their contributions to postgraduate distance learning

 This thesis explores the learning contributions of interactions between distance learners and other people in their lives about the academic content of their studies. It proposes new ways of conceptualising learning and learner interaction modes in distance education, and a new approach to distance education program design.

Collaborative problem based learning in distance and mobile education

Since the early 1970s, Problem based Learning (PBL) in small groups is a prominent and innovative didactic approach with multiple facets, good practices and demonstrated effectiveness in many countries, for many different subjects and education/training programs, and in various settings (primary, secondary and higher tertiary education) (see e. g. Edens, 2000, Savery, 2006; Ertmer, Hmelo-Silver, 2015). However, this concept is not so much perceived in distance learning programs even though new technologies allow for better real-time collaboration in virtual classrooms and workspaces, mobile access to electronic learning resources via smart phones, and digital learning content like videos, podcasts or simulation tools. One reason for this might be the lack of conceptual frameworks and appropriate models for PBL in distance education. In this article, one prominent concept for designing PBL learning settings will be presented and its application in practice discussed: the 3C3R-Model of Hung (2006) defines a framework for Content, Context, and Connection (3C), which are interlinked through learner activities such as Researching, Reasoning and Reflecting (3R).Practical implications and examples for the design of appropriate distance learning designs based on this model will be presented and discussed with the audience.

Collaborative learning experience of students in distance education

Educational institutions recognised that the distance education mode is a preferred way to combine study with life, family and work commitments for distance learners. Distance education has played an important role in the provision of educational equity for distance learners who live in remote Australian communities. Engaging students and academic staff will always enhance student-learning outcomes to ensure a positive experience in distance education. It can be effectively achieved through collaborative learning. In distance education, academic staff and students face a number of challenges such as lack of student motivation, high student attrition rates, and a sense of isolation from a university community. Collaborative learning experience will enhance learner-staff and learner-learner interactions in distance learning, which can be achieved through developing a learning process. The learning process for distance learners involves student-learning strategy, Staff interactive sessions, peer-to-peer support, e-assessment, and self-realization of graduate learning outcomes. This distance learning process is confined for Deakin University learning environment, however the expectations is that the distance learning will be more mainstream in future of learning and teaching in Australian institutions. The focus of this research is to analyse and share collaborative learning experience of distance learners (off-campus) students in project management unit. It helps to analyse the barriers in distance education and finding ways to initiate collaborative programs in future. It also helps to fulfil the distance learners’ expectations on program delivery.

Developing and asynchronous learning network

Deakin University, Australia, has committed resources over a number of years to developing the use of information and communication technologies in all aspects of teaching and learning. This paper focuses on the development over a four year period of an Asynchronous Learning Network (ALN) for distance education students studying undergraduate introductory macroeconomics. The research is based on quantitative and qualitative data gained from student evaluations, academic staff interviews, participation levels and an analysis of the online communication. Key findings from the research relate to the quality of the learning environment, the level of communication, and the role of academic staff in the learning experience. Strategies discussed for the successful use of an ALN include the nurturing of a collaborative learning environment, the adaptation of curriculum and pedagogy, the role of assessment, and the role of academic staff training and development.

`Modern` learning methods : rhetoric and reality - further to Sadler-Smith et al

Working in the UK, Sadler-Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474-90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on-job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

Enhancing quality in online learning : scaffolding planning and design through proactive evaluation

A major issue confronting educators is the extent to which they wish to conform to so-called paradigm shifts in teaching and learning. In the contemporary world of tertiary education these shifts embrace both pedagogy (from instructivist to constructivist) and technology (from classroom to online). As teachers and learners are faced with the potential of these new learning environments, the extent to which learning outcomes are achieved remains a high priority and subject to a wide range of evaluation strategies. Conventionally, evaluation has been positioned at the end of the instructional development cycle, to assess first whether or not the creative effort achieved the original product goals and second whether or not the desired learning outcomes were realized. In the context of online teaching and learning environments, however, the level of understanding teachers, learners and developers have of the medium can impact the ultimate effectiveness of the product. This paper articulates an additional dimension to post-development evaluation processes in proposing proactive evaluation, a framework that identifies critical online learning factors and influences that will better inform the planning, design and development of learning resources. This notion of proactive evaluation advocates resource development being undertaken where all planning activities are assessed against the evaluation criteria that would normally be applied during formative assessment. By performing these evaluation checks proactively, online learning resources will, in principle, work first time as all relevant factors and issues will have been considered and resolved. More importantly, for those participants who are new to online environments, proactive evaluation will perform a scaffolding and professional development role by enhancing online teaching or learning competencies.

Social presence online: networking learners at a distance

This paper draws on two studies which researched the use of online small group environments where collaborative learning is a central structure for learning. The establishment of social presence is facilitated through the socio-affective aspect of small group interaction which contributed to the effectiveness of learning online. Social presence, the ability of online learners to project themselves into a textual environment which has few visual or contextual cues, will be explored as an important element in facilitating effective online learning. The teacher's role in helping students project their online social presence and in establishing an environment for learning within the larger group computer conference will also be discussed.

Evidence for sustainable e-learning in quality online learning environments: a purposive approach to content analysis

This paper examines a methodology for establishing quality in online learning environments. For e-learning to be sustainable in flexible, open and distance learning, its value in learning must be able to be analysed. In the case of computer conferencing, one way to do this is with content analysis. This methodology is discussed with a review of current frameworks. These indicate that while some researchers and evaluators either use or modify existing frameworks, most researchers develop new ones, generally through the adaptation of existing theories, concepts or model, but in some cases through grounded theory approaches. The development and implementation of two frameworks are then discussed in detail. Both were developed to investigate and evaluate both collaborative learning and deep and surface learning as evidenced in computer conferences. Evidence of such learning attributes are precisely the elements of value in e-learning that can be shown through such a methodology. These attributes can then be integrated into courses developed for quality online learning environments.

Security in the online e-learning environment

This paper addresses the role of security in the collaborative e-learning environment, and in particular, the social aspects of security and the importance of identity. It represents a case study, completed in Nov 2004, which was conducted to test the sense of security that students experienced whilst using the wiki platform as a means of online collaboration in the tertiary education environment. Wikis, fully editable Web sites, are easily accessible, require no software and allow its contributors (in this case students) to feel a sense of responsibility and ownership. A comparison between two wiki studies will be made whereby one group employed user login and the other maintained anonymity throughout the course of the study. The results consider the democratic participation and evolution of the work requirements over time, which in fact ascertains the nonvalidity of administrative identification.