Using computer assisted collaborative learning to improve distance education

The study compared outcomes for distance learning courses with those of traditional courses offered by the seven campuses of Dallas County Community College District (DCCCD). The course outcomes were defined as completion rate, dropout rate and success rate. Eleven courses offered during the fall 2003 semester were selected for the study. The methods of instruction employed for each course were traditional classroom lecture/discussion and distance learning formats of Internet, TeleCourse and TeleCourse Plus. Internet courses are delivered on-line, using Internet access and a browser, TeleCourse uses one-way videos or public broadcasting, and TeleCourse Plus is a hybrid between Internet and TeleCourse courses. Seven of the courses selected were part of the core curriculum approved by Texas Higher Education Coordinating Board (THECB) while four other courses were completely transferable. Two types of specific data were extracted: course data and individual student data. Course data included method of instruction, length of course, instructor's load, enrollment, number of withdrawals, and grade distribution. In addition, course requirements including the use of email, videos and Internet, orientation and testing on campus were added as variables. The student data included demographic variables such as age, gender, ethnicity, family status, employment and academic variables including number of credit hours completed, previous distance learning courses, grade point average (GPA), grades, placement scores, previous degrees held, withdrawal history, and financial aid. The theoretical framework for ensuring sound statistical analysis was Astin's student engagement model. The results showed that significant differences exist due to the three distance learning methods of instruction for all course outcomes studied. Completion and success rates are higher for traditional courses and dropout rate is higher for distance learning ones. The outcomes for Internet courses are closer to the rates of traditional courses. Student factors that relate to performance in distance learning courses are GPA, credit hours completed, and family status, whereas those which do not relate to performance in the same classes are semester load, age, TASP reading scores, previous distance learning courses, income, and number of dependents. Course characteristics have a significant effect upon success rate, but no effect upon completion and dropout rates.

The article dwells upon the problem of distance learning using the Moodle Learning Management System (LMS). Importantly, the article analyzes the use of LMS or virtual learning environments (VLE) at universities, designed to store learning materials, conduct automatic testing of students’ knowledge, support remote communication, generate information on progress and reports on working with distance learning courses. The most well-known paid systems (according to Google Trends service) include Blackboard Learning System, Edmodo, Glow, Ning, SharePoint LMS. At the same time, the most popular free LMS is Moodle, as evidenced by both the results of Google Trends statistics and the data obtained from the ListEdTech resource. The article determines the features of using this system in the professional training of pedagogy students. It describes the challenges (problems) faced by students when taking distance learning courses, the time frame of students’ work on this learning platform and students’ assessment of the quality of distance learning courses developed in the Moodle system. It shows that the use of this system saves time spent on training, freeing it up for personal life, self-education, hobbies and entertainment. Students with higher academic performance spend more time working in the Moodle system. Indeed, they intend to acquire knowledge, obtain a diploma of higher education and further pursue their professional careers. More than half of the respondents rate distance learning courses positively. In their opinion, such courses are creative, valuable, exciting, effective, clear, innovative, meeting expectations, unconventional, innovative, easy to learn and enjoyable.

Fluency in Distance Learning offers a practical, hands-on, workshop style approach to creating an effective distance learning course. Full of specific ideas and strategies, the authors guide you through the process from beginning to end. Specific instructions are provided for setting up a course home page, developing interactive content, and utilizing a variety of multimedia resources.Fluency in Distance Learning distinguishes itself from other publications on distance learning with its straightforward, practical workshop format. Specific strategies and examples of effective distance learning course materials help instructors to build a quality distance learning course quickly and effectively regardless of the learning management system being used. A companion website contains multimedia files and interactive exercises to enhance the reader’s learning and understanding of distance learning pedagogy and content development for online courses. In addition, all the necessary media files for trainers to deliver a series of professional development workshops on distance learning, are also available.

This work was aimed to understand how English learning occurred in a distance learning graduation course in Letters-English at Uberlandia Federal University (UFU). For this, we analyzed responses to a questionnaire with open-ended questions applied to former students. We point out that the motivation for this research was precisely the fact that we were questioned to comprehend the representations about language, learning and technologies existing in the course. Therefore, our research questions were composed as follows: how were this distance learning course in Letters-English and the English (learning) discoursivizated by the survey respondents? Which representations of language and distance learning in the context of this research do we deal with? What do these representations tell us about the English teaching and learning larger context by distance learning in Brazil nowadays? This was the first Letters-English graduation class in distance learning at UFU, that offered the course from 2011 to 2015 within The National Plan for Elementary Education Teacher Training -PARFOR distance learning. For the development of this work we mobilized the theoretical assumptions of Michel Pcheux, and also questions of Applied Linguistics, from post-colonial and cultural studies. Thus we follow, a discursive perspective, from which we reflect on the language in its relation with the history and the ideology and on discursive processes of sense production. We deal with some basic concepts as: discourse, subject, discursive memory and imaginary formations, in which we get the support for the corpus analysis, which was composed by the transcription of the AREDA Questionnaire, elaborated by Serrani-Infante, then, AREDA was our theoretical and methodological support for data collection. As a result it was possible to understand that the relation of the survey respondents, with regard to the discoursivization on English and distance learning course, pushes through four representations, namely as: a) Distance Learning Representation; b) Teachers Representation in the English teaching-learning process; c) English Representations; and d) English Fluency Representation. These representations intertwine and interwoven when the participants enunciate of themselves and their experiences, at which point we perceive the discursive resonances that imply distance learning as something, estrangement, at first, by the innovation modality, and then, as a tool. Distance learning, in this discoursivization, refers to the future, as well as the English is also significance for the future, but in an idealized, unattainable way, as a perfect language.

Brunel University currently has four distance learning MSc courses, with over 500 students registered, and one undergraduate distance learning course. Some have been running for over five years, and well‐established practices have been developed and provide a basis of support for the university. Quality assurance in the university has always been considered in three, equally important, ways: the curriculum and its assessment; the handling of coursework and assignments; and the liaison with students. The lesson we have learned is that a distance learning programme must be based on an existing full‐time MSc programme, which is the gold standard for curriculum and its assessment, and where possible, common examinations and assessment be used. This can be further assured by scrutinisation by the associated research council. This is going to become ever more important with the increasing scrutiny by overseas governments on the academic quality of distance learning courses, which seek assurance on the comparability and quality of degrees. Quality assurance for the handling of coursework and assignments must be secure and demands a high overhead of paperwork. Detailed feedback to students on their assignments is essential, but this can, at the same time, form a quality assurance check for later progression decisions. We also copy and retain approximately 10% of the assignments for the same purpose. Rapid turnaround is essential if feedback is to be timely and therefore useful, and quality checks on processing time should be standard. Quality assurance for the procedures for liaison with distance learning students are somewhat harder to measure quantitatively. The mark of good distance learning must be its tutorial support. This demands good communications. Our own course, entitled Data Communications Systems, benefits from the high proportion of use of electronic communications, namely email, which allows fast turnaround of questions, yet is not intrusive. However, it is deemed essential that hard copy of all such correspondence is kept. Migration to other Internet support services, such as the World Wide Web, videoconferencing and groupware, is inevitable.

Florida Gulf Coast University opened as Florida's tenth University in August 1997. The University made a commitment through a partnership with the Florida Department of Corrections and St. Petersburg Junior College to deliver an entire criminal justice degree through the use of distance learning courses. The Division of Criminal Justice is currently offering both traditional (on-campus courses) and distance learning courses using a variety of delivery mechanisms, including e-mail and web-based delivery. This manuscript focuses on a team-concept model in the delivery of criminal justice curriculum using a distance learning format. The article provides an overview of the development of distance learning courses, with specific emphasis placed on the necessity for collaboration between team members.

As businesses increasingly use collaboration tools with audio capabilities to support online meetings, it is important for universities to examine the potential value that similar tools can add to distance learning courses. This study reveals findings from MBA students regarding the perceived benefits of online meetings supported by Wimba Classroom, an online collaboration tool with audio capabilities. The results are benchmarked against the perceived benefits of students who participated in online meetings using Blackboard Virtual Classroom, an online collaboration tool that lacks audio capabilities. The central findings of the study provide evidence to suggest that collaboration tools with audio may be an important component in distance learning courses with synchronous online meetings.

The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.

Various technologies can be used for distance learning applications, but increasingly distance learning courses are computer-based. While the number of distance learning courses for seed science and technology is relatively limited compared to business and other disciplines, the number of courses and other resources available on seed and related agricultural sciences is growing. For example, the Seed Analyst Training Distance Learning Program at Colorado State University is designed for working professionals and those interested in seed technology. The Master of Science in Agronomy Distance Education Program at Iowa State University offers computer-based instruction and includes aspects of seed science. The Seed Biology Electronic Mailing List, SEED-BIOLOGY-L@cornell.edu, was created to foster the exchange of seed biology research information electronically and links more than 400 seed scientists from at least 45 countries. The potential for distance learning to be applied to seed science and tec...

Problem. The war in the country forced all educators to adapt and adjust their work to remote mode. Distance learning as an educational technology requires a systematic approach, when it is necessary to develop full-fledged distance courses for all academic disciplines at universities. Long-term distance learning should take place using a special online platform, which will be the unified for the entire university.
 Goal. The goal is consideration of the use of the "MOODLE" system and the prospects of its application in the study of the "Chemistry" discipline by students of the 1st year of the Automobile faculty of Kharkiv National Automobile and Highway University.
 Methodology. The presented Chemistry distance learning course is developed with the help of a specialized information and educational environment MOODLE. Results. The thematic content of the Chemistry course is implemented on the basis of the educational and methodological complex of the discipline developed in accordance with the requirements of the KhNAHU. All educational material in the MOODLE environment is created in the form of pdf or html files as well as video. The training course is divided into two sections, which are formed according to the topics of the discipline curriculum. Each topic contains a certain set of educational components: theoretical material of lectures, guidelines for performing laboratory works and corresponding presentations; test tasks and examples of their implementation. Broadcasting of lectures and laboratory work with video and audio sequences is carried out using the BigBlueButton Video Conference component. Originality. The distance learning course of Chemistry, developed in the MOODLE system, allows you to organize students' training at a new level. Practical value. Electronic resources of the MOODLE platform contribute to increasing the level of students' knowledge, developing independent work skills, and provide an opportunity for self-assessment of their knowledge, which is a necessary condition for the effectiveness of the learning process.

The Proposed paper is related to use of active and collaborative learning techniques in the course digital communication of Electronics and Telecommunication Engineering branch at Rajarambapu Institute of Technology, Rajaramnagar where large population of students is from rural areas. Although many researchers have confirmed that active and collaborative learning techniques are very useful in improving learning, motivating students, bringing critical thinking skills in the students, we need to develop special strategies for students with rural background. In this study, initially the learning styles of the students are obtained using Felder's learning style index survey. The active and collaborative learning techniques are implemented for this class and found that irrespective of the background of learners active and collaborative learning techniques are very beneficial to students for their learning. Only challenge is that instructor has to take some additional efforts.

This work has as central discussion the practice of collaborative learning in the pedagogical model of virtual courses offered by the Tribunal de Contas da União, relating the practice of collaborative learning in courses with the performance of tutors and mentors.As theoretical support, different authors conceptualize virtual learning environments, corporate education and collaborative learning.It highlights, yet, if it occurs, in fact, collaborative learning in virtual courses of TCU and the reasons that contribute to their practice or not in the perception of tutors and mentors who work in the courses.From the formulation of the problem proposed in this study, we chose to follow the line of qualitative research, using a case as a method.The foundation of the survey was based on references in documentary sources of collaborative learning in these courses Licitações e Contratos Administrativos (LCA) and Introdução à Lei de Responsabilidade Fiscal (LRF) offered by TCU in April, May and June 2011.Being the research a way to know what is the impression of the actors (tutors and monitors) involved in the process of the practice of collaborative learning in distance education courses offered by TCU, semi-structured interviews were conducted with a sample of six tutors and six monitors who served in courses LCA and LRF in 2011.The results have shown that even with a focus on collaborative learning in virtual courses of TCU, in practice it is so restricted due to insufficient encouragement from tutors and mentors who work in the process.

This paper discusses the proposed model of the collaborative virtual learning system for the introductory computer programming course which uses one of the collaborative learning techniques known as the “Think-Pair-Share”. The main objective of this study is to design a model for an online learning system that facilitates the collaborative learning activities in a virtual environment such as online communications and pair or small group discussions. In order to model the virtual learning environment, the RUP methodology has been used where it involves the data collection phase and the analysis and design phase. Fifty respondents have been randomly selected to participate in the data collection phase to investigate the students’ interest and learning styles as well as their learning preferences. The results have shown the needs for the development of online small group discussions that can be used as an alternative learning style for programming courses. The proposed design of the virtual learning system named as the Online Collaborative Learning System or OCLS is being depicted using the objectoriented models which are the use-case model and class diagram in order to show the concise processes of virtual “Think-Pair-Share” collaborative activities. The “Think-PairShare” collaborative learning technique that is being used in this model has been chosen because of its simplicity and relatively low-risk. This paper also presents the proposed model of the system’s architecture that will become the guidelines for the physical development of OCLS using the web-based applications.

The second edition of this Oryx bestseller is the only distance learning book of its kind to provide informative descriptions of media-assisted courses for academic credit. More than 2,500 courses have been added to this second edition, and all of the entries from the previous edition have been updated -- totaling nearly 4,200 distance learning courses offered by 430 institutions in the United States. Fully accredited postsecondary institutions that grant academic credit for completed courses are listed. Degree programs that can be pursued solely through distance learning courses are also provided.Debuting in this edition are 130 new entries, World Wide Web site URLs, e-mail addresses, and subject index cross-references. The Oryx Guide to Distance Learning: A Comprehensive Listing of Electronic and Other Media-Assisted Courses, Second Edition covers 600 distinct subject areas, features the latest technological advances in media-assisted instructional methods, and indicates degree programs for which credits are applicable.

ABSTRACTThis article provides insight into different expectations between Chinese and British academic culture for distance learning. The article is based on a pedagogic research project, a case study, and is centered on a distance learning course in maritime law proposed by a British university for a university in China. Some important commonalities and gps between perceptions of deliverers and receivers of the proposed course were identified. There were important differences between Chinese and UK respondents about the value of open educational resources, the sequential access to course materials, the type of technologies that were important for delivery of content and for communication, the value of peer assessment, and the time expectations for feedback. Recommendations are suggested for bridging the cultural gaps in distance learning between a British and Chinese context.