R U there yet? Using virtual classrooms to transform teaching practice.

Access to quality higher education is challenging for many Western Australians that live outside the metropolitan area. In 2010, the School of Education moved to flexible delivery of a fully online Bachelor of Education degree for their non-metropolitan students. The new model of delivery allows access for students from any location provided they have a computer and an internet connection.A number of academic staff had previously used an asynchronous environment to deliver learning modules housed within a learning management system (LMS) but had not used synchronous software with their students. To enhance the learning environment and to provide high quality learning experiences to students learning at a distance, the adoption of synchronous software (Elluminate Live) was introduced. This software is a real-time virtual classroom environment that allows for communication through Voice over Internet Protocol (VoIP) and videoconferencing, along with a large number of collaboration tools to engage learners.This research paper reports on the integration of a live e-learning solution into the current LMS environment. Qualitative data were collected from academic staff through informal interviews and participant observation. The findings discuss (i) perceived level of support; (ii) identification of strategies used to create an effective online teacher presence; (iii) the perceived impact on the students' learning outcomes; and (iv) guidelines for professional development to enhance pedagogy within the live e-learning environment

Expanding Access to Learning

Universities by tradition are established to teach, conduct research, and provide services to communities. With the computer and modem, the classrooms and ivy-covered walls of today\u27s colleges are becoming artifacts of education as it used to be. What we call non-traditional today because they are delivered through various distance learning technologies (computer, videotape, correspondence etc.) will become the preferred delivery system for education in the 21st century. Especially in developing countries, open universities are playing a more important role than tradition ones to make higher education available to more people--especially adults--principally through a system of open access and distance education. Launched in 1981, the Self-Taught Higher Education Examinations Program (SHEE) is a component of the higher education system of china. SHEE, run by the National Education Examinations Authority (NEEA), provides an alternative way to obtain diplomas for people who cannot access the general universities and colleges. It is a form of higher education combining independent study, social assistance, and state examinations. It has been claimed as the world\u27s largest self-study higher education system with 56 of every 10,000 people in the country having attended self-study examinations for the equivalent of a college diploma. All the citizens of the People\u27s Republic of China (PRC), regardless of sex, age, ethnic group, race, or level of education, can take the examinations. Basically, SHEE is not only an examination system but also a type of open university of distance education system. One of its apparent weaknesses is that there is not a campus with the education. The examinees or the students lack enough guidance in their learning process. It is hard for them either to find partners to communicate or facilities such as libraries and labs to utilize. Under these circumstances, the promotion of learning assistance has become the focus of the system. The International Council for Open and Distance Education (ICDE) is the Global membership organization of educational institutions, national and regional associations, corporations, educational, authorities and agencies in the fields of open learning, distance education, and flexible, life-long learning. Founded in 1938, the mission of the ICDE is to help provide education for students and children living far away from schools. The International Council for Open and Distance Education (ICDE) has become over the years the global membership organization in the field and is now (in 2002) present in 142 countries. The majority of its membership is composed of educational institutions at all levels (schools, colleges, universities), but it also includes national and regional associations, corporations, educational authorities and agencies, active in open, virtual and distance learning. Universitata Oberta de Catalunya (UOC) (Catalonia, Spain) is a virtual university with a global and pioneering focus. UOC offers use of information and communications technologies (ICT). This enables it to overcome barriers imposed by time and space and to offer model of education based on personalized attention for each student. At the UOC, students, professors, and administrators interact and cooperate on the Virtual Campus, making a university community which uses the Internet to create, structure, share, and disseminate knowledge. Since 2001, ICDE, UOC, and NEEA have worked on a project entitled Developing EU-China e-learning Model and Capacities, which has been financially aided by the Council of Europe. The purpose of the project is to promote the e-learning in China by introducing the leading technology and experience in distance education and e-learning of European countries. The project consists of three phases: (1) a study comparing and contrasting the distance education systems and current situations in China and EU, (2) development of a model for virtual education in China, where three questions regarding three aspects are answered: content, teaching methodology, and delivery technology, (3) the development and testing of a platform. The current paper will track and summarize the research activities conducted during the project and explore the education theory and models involved in the project. The advantages and disadvantages, feasibilities and difficulties of e-learning will be discussed as well

Recommendation Model-Based 5G Network and Cognitive System of Cloud Data with AI Technique in IOMT Applications

Recommender system provides the significant suggestion towards the effective service offers for the vast range of big data. The Internet of Things (IoT) environment exhibits the value added application services to the customer with the provision of the effective collection and processing of information. In the extension of the IoT, Internet of Medical Things (IoMT) is evolved for the patient healthcare monitoring and processing. The data collected from the IoMT are stored and processed with the cognitive system for the data transmission between the users. However, in the conventional system subjected to challenges of processing big data while transmission with the cognitive radio network. In this paper, developed a effective cognitive 5G communication model with the recommender model for the IoMT big data processing. The proposed model is termed as Ranking Strategy Internet of Medical Things (RSIoMT). The proposed RSIoMT model uses the distance vector estimation between the feature variables with the ranking. The proposed RSIoMT model perform the recommender model with the ranking those are matches with the communication devices for improved wireless communication quality. The proposed system recommender model uses the estimation of direct communication link between the IoMT variables in the cognitive radio system. The proposed RSIoMT model evaluates the collected IoMT model data with the consideration of the four different healthcare datasets for the data transmission through cognitive radio network. Through the developed model the performance of the system is evaluated based on the deep learning model with the consideration of the collaborative features. The simulation analysis is comparatively examined based on the consideration of the wireless performance. Simulation analysis expressed that the proposed RSIoMT model exhibits the superior performance than the conventional classifier. The comparative analysis expressed that the proposed mode exhibits ~3 – 4% performance improvement over the conventional classifiers. The accuracy of the  developed model achieves 99% which is ~3 – 9% higher than the conventional classifier. In terms of the channel performance, the proposed RSIoMT model exhibits the reduced recommender relay selection count of 1 while the other technique achieves the relay value of 13 which implies that proposed model performance is ~4-6% higher than the other techniques

Toward mobile learning deployment in higher education

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Mobile Learning (M-learning) refers to any kind of learning which takes place within and beyond the traditional learning environment via wireless mobile devices. These devices are able to move with the learner to allow learning anytime, anywhere. M-learning is considered as the next step beyond electronic learning (E-learning) and distance learning (D-learning) by using mobile wireless devices with internet connectivity to facilitate formal and informal learning. Over the past decade M-learning has become gradually popular in university settings by providing mobile access to learning resources, collaborative learning and to exchange formative evaluation and feedback between students and instructors. Therefore, M-learning involves learning activities that are not restricted to a specific time or place. Despite the familiarity with M-learning as a new paradigm in modern education, there has been a shortage of research concerning how to deploy this technology in a successful way. The integration of M-learning in a university environment needs to involve some aspects in terms of the readiness of users and institutions, users‟ acceptance and engagement, and the sustainability of the system. There are some initial models that investigate the implementation of M-learning which provide some guidelines that work as starting point for the future of M-learning deployment. However, there is no theoretical model that provides guidelines for staged deployment of M-learning. In addition, there was no clear definition of sustainability factors that will assure continues evaluation and upgrade of M-learning systems after deployment. The aims of this research work are to study students‟ readiness for M-learning, investigate the factors that affect students‟ acceptance and analyse M-learning literature in order to propose and evaluate a model which can be used to foster the sustainable deployment of M-learning within teaching and learning strategies in higher education institutions. The research was conducted in Brunel University, West London. Data were collected from School of Information, Computing and Mathematical Science students using three surveys: the first studied students‟ readiness for M-learning, the second investigated factors that affect students‟ acceptance of M-learning and the last one developed and evaluated a sustainable M-learning deployment model. The outcome of this research lead to a conceptual model that gives a wide overview of all elements that need to be addressed in the M-learning environment and bridges the gap between the pre- and post-implementation phases in order to ensure sustainability. Furthermore, the model provides university educators with a planned approach to incorporate M-learning in higher education curriculums with the aim of improving teaching and learning

THE EFFECTIVENESS OF USING DISTANCE LEARNING MEDIA IN THE COVID-19 PANDEMIC AT SDN 50 MANDAU

Covid-19 pandemic affected psychological conditions and changes in human behavior that covered broader aspects over a longer period of time. It also changed the education system in Indonesia. As a result, teachers and students became familiar with distance learning interactions. The purpose of this article was to see the effectiveness of long distance learning online systems during the Covid-19 pandemic. The Covid-19 pandemic initiated distance learning which utilized various online learning platforms such as google classrooms, zoom cloud meetings, quisziiz, whatsAap group, and other platforms. Each platform had their own functions in supporting the implementation of online learning. Online learning was considered effective to be applied during the Covid-19 pandemic. However, a more varied model was required to keep it interesting to be used in the long term. Learning activities involved a communication process to convey educational messages from teachers to students. It was intended to make the message conveyed by the teacher to be well-received so that it affected the students' knowledge and behavior changes. This implied that the success of a learning activity was very dependent on the effectiveness of the communication process occurred in learning. Therefore, the purpose of this study was to analyze the effectiveness of google classroom as a media for distance learning at SDN 50 Mandau. This study concluded that the implementation of online learning activities was effective and ideal. The online learning run smoothly even though it was not yet ideal. The obstacles faced by students and teachers in online learning included: the availability of internet access, unstable networks, and som supporting devices such as cellphones and laptops

A Distributed Multimedia Presentation System with Floor Control Mode Based on Extended Timed Petri Nets

[[abstract]]Communication over Internet is growing increasingly and will have profound implications for our economy, culture, society and education. Currently, multimedia presentation technologies among the network are most often use in many communication services. Examples of those applications include video-on demand, interactive TV and the communication tools on a distance learning system and so on. In this paper, we describe how to present different multimedia objects on a web presentation system with floor control mechanism as a result of the distance learning environment indispensably. The distributed approach is based on an extended timed Petri net model. Using characterization of extended time Petri net, we express the temporal behavior of multimedia objects; on the other hand, we introduce the concepts of user interaction. The main goal of our system is to provide a feasible method to represent a schedule and navigation of different multimedia objects with user interaction. In addition, users can dynamically modify and verify different kinds of conditions during the presentation. To verify the structural mechanism, we implement an algorithm using the Petri net diagram, analyzing the model by timeschedule of multimedia objects, and produce a synchronous set of multimedia objects with respect to time duration. Specially, we consider the interactive facilities to support the distance learning requirement. We propose a floor control mechanism, which provides four types of control (free access, equal control, group discussion, and direct contact). These control mechanisms are sufficient to the use of distance learning environment.[[sponsorship]]Ministry of Education,Republic of China; National Science Council,Republic of China; The Computer Society of the Republic of China[[notice]]補正完畢[[conferencetype]]國際[[conferencedate]]20001206~20001208[[booktype]]紙本[[iscallforpapers]]Y[[conferencelocation]]嘉義縣, 臺

Distance, multimedia and web delivery in surveying and GIS courses at the University Of Southern Queensland

[Abstract]: The University of Southern Queensland has been involved with the distance education of surveying courses for over 25 years. In recent times, staff of the Surveying and Land Information Discipline, and the University as a whole, have embarked on multimedia enhancement and web delivery of curricula. This paper examines some of the initiatives undertaken to enhance the delivery of educational materials and discusses some of the issues involved in the effective delivery of distance education materials. The significant experience in the delivery of traditional educational materials has proven to be an advantage in the repackaging and enhancement of teaching materials. Delivery of education to off-campus students requires a significant support infrastructure which is often not recognised by new entrants into the flexible delivery arena. Traditional support mechanisms such as phone, fax and standard media (eg. videos, audio tapes etc) are being replaced by email, ‘electronic’ discussion groups, CDs and internet resources. These enhancements, when developed professionally, require a significant commitment of resources and expertise and often require a team approach to their design and development. Access by off-campus students to internet services and affordable software packages also require careful consideration in the design and offering of distance education materials

A comparison of three Open Universities and their acceptance of Internet Technologies

We compare three open universities the Open Universities in the UK (OUUK), the Netherlands (OUNL) and Japan (OUJ). Originating in the modern idea of an Open University each university has developed its own pedagogical model. The OUUK developed Supported Open Learning based on: 1. Distance open learning: allowing ‘learning in your own time’ working on set activities and assignments. 2. Quality resources: printed materials, set books, audio and video and home experiments. 3. Systematic support: provided by course tutors, a regional network of centers, central library and technical support. The OUNL offers ‘supported independent open learning’. Students study at their own time, pace and place. There are no semesters, academic years or student cohorts. Courses are small and most support is built into the materials. OUJ has used television and radio broadcasting for instruction. In addition OUJ uses textbooks, guidance by correspondence, and classes at one of 50 local study centres. Tutor support is not part of the pedagogic model though individualized tutorials are given at the final stage of the student's course of study. Having describe and compare these we examine how these models have responded to the emergence of Internet technologies including Web 2.0 and national circumstances

Implementation of Internet based courses in computer information systems at Milwaukee Area Technical College

Includes bibliographical references