Intro -- DISTANCE EDUCATION -- DISTANCE EDUCATION -- CONTENTS -- PREFACE -- ANALYSING HEALTHCARE PROFESSIONALS' INTERPROFESSIONAL LEARNING EXPERIENCES IN AN ASYNCHRONOUS TEXT-BASED ENVIRONMENT -- ABSTRACT -- INTRODUCTION -- 1. FAIRCLOUGH'S VERSION OF CDA -- 1.1. Theoretical Concepts -- 1.2. Textually Orientated Approach to Discourse Analysis -- 1.3. Fairclough's View of CDA -- 1.4. The Relevance of CDA to Examine Social Relations in Interprofessional Online Learning -- 2.THEORETICAL TENSIONS IN CDA -- 2.1. Criticisms of CDA -- 2.2. Easing the Theoretical Tensions of CDA Made Possible -- 3. APPLICATION OF A CDAANALYTICAL FRAMEWORK TO EXAMINE STUDENT INTERPROFESSIONAL ONLINE LEARNING EXPERIENCES -- 4. THE STUDY -- 4.1. Interactional Analysis Based on the CDA Framework -- 4.1.1. Linguistic analysis -- Whole-text language organization -- Clauses combination -- Grammatical and semantic feature -- Words -- 4.1.2. Interdiscursive analysis -- 4.1.3.Social analysis -- 4.2. Student Online Learning Experiences - From the Analysis -- 4.3. Student Online Learning Experiences-Evaluated by Participant's Own Interpretation of Text -- 4.3.1. Positioning of nurses as experts being reinforced in the participants' responses -- 4.3.2. Selective access to learning reinforced in the participants' responses -- 4.3.3. Didactic and restrictive learning reinforced in the participants' responses -- 5. REFLECTION OF THE ANALYSIS -- CONCLUSION -- REFERENCES -- WEBELS: CONTENT-CENTERED GENERAL PURPOSE E-LEARNING PLATFORM FOR HIGHER EDUCATION IN SCIENCE AND TECHNOLOGY FOR LOW SPEED INTERNET -- ABSTRACT -- INTRODUCTION -- BACKGROUND CONCEPT OF WEBELS -- OUTLINE OF THE SYSTEM -- KEY FUNCTIONS AND IMPLEMENTATION -- WebELS Learning -- Content authoring -- a. Data structure of webels-based content -- Part 1. Content information inputting -- Part 2. Image converting.

Part 3. Video inserting -- Part 4. Audio recording or attaching -- Part 5. Cursor action recording -- b. Synchronization between audio and cursor actions -- Characteristics of WebELS Learning -- a. Replacing video by the combination of image, audio and cursor action -- b. Streaming-like download and playback -- WebELS Meeting -- Online presentation -- a. Features of online presentation -- (1) Slide synchronization -- (2) Cursor synchronization -- (3) Online annotation function -- (4) Slide zoom function -- (5) Video playback function -- (6) User Management -- b. System Implementation and Architecture -- (1) Online presentation system architecture -- (2) Virtual Presentation Board Data Structure -- Video Meeting -- a. Related works on video conference systems -- b. System architecture of webels video meeting -- c. Functionalities of webels video meeting systems -- (1) Codec -- (2) Camera recognition -- (3) Selection of communication quality -- (4) Automatic Audio Mute Function -- (5) HTTP Tunneling -- (6) Auto-Reconnection -- (7) Wide Video Display -- Online Whiteboard -- EVALUATION -- PRACTICAL APPLICATION -- (1) Multi-Point Access and Interactivity -- (2) Unnecessary Firewall and Proxy Setting -- CONCLUSION -- ACKNOWLEDGMENT -- REFERENCES -- EVALUATION METHODOLOGY FOR LOGICAL-MATHEMATICAL KNOWLEDGE STRUCTURES: COGNITIVE STRUCTURE FOR CONSTRUCTIVIST EDUCATIONAL TECHNOLOGY - ECOTEC -- ABSTRACT -- INTRODUCTION -- Piaget's Constructivist Theory -- Logical-Mathematical Thought Structures -- Some Models for Assessing Computational Tools -- Evaluation Methodology of Logical-Mathematical Structures: ECoTEC -- Operative Activity in the Concrete Operational Stage -- Interaction in the Concrete Operational Stage -- Cooperation in the Concrete Operational Stage -- Operative Activity in the Formal Operational Stage -- Interaction in the Formal Operational Stage.

Cooperation in the Formal Operational Stage -- Question Set for the Mediation Process -- Questions in the Operative Activities Module -- Questions in the Interaction Module -- Questions in the Cooperation Module -- Ability Factors -- CONCLUSION -- ACKNOWLEDGMENTS -- REFERENCES -- BUSINESS SIMULATION IN BUSINESS EDUCATION -- ABSTRACT -- 1. INTRODUCTION -- 2. RELATED WORK -- 2.1. Business Simulators -- 2.2. Artificial Intelligence and Intelligent Business -- 3. A PROPOSED TYPOLOGY OF BUSINESS SIMULATORS -- 4. BUSINESS SIMULATION AND EDUCATIONAL OBJECTIVES: TEACHING METHODOLOGIES -- 4.1. Teaching Methodologies and Educational Objectives: Instructors' Perspective Using SIMBA -- 4.2. Simulators in Business Education: Participants Perspective in SIMBA -- 4.3. Main Contributions of SIMBA -- 5. MACHINE LEARNING FOR BUSINESS SIMULATORS -- 5.1. Machine Learning -- 5.2. Reinforcement Learning -- 6. DECISION MAKING IN SIMBA -- 6.1. SIMBA's Architecture -- 6.2. Classical Business Strategies -- 6.3. Autonomous Decision Making in SIMBA -- 6.4. Proposed Algorithms for Learning Virtual Agents -- 6.5. Results of Virtual Agents in SIMBA -- 7. CONCLUSIONS -- 8. REFERENCES -- SELF-DETERMINATION THEORY: IMPLICATIONS FOR MOTIVATION IN ONLINE LEARNING -- ABSTRACT -- INTRODUCTION -- SELF-DETERMINATION THEORY- AN OVERVIEW -- ONLINE LEARNING AND STUDENT MOTIVATION -- Online Learning May Support Learners' Motivation -- Online Learning May Hinder Learners' Motivation -- Online Learning May Post Challenges to Learners' Motivation -- Online Learning May Bring Motivational Conflictsto Learners -- PRACTICAL SUGGESTIONS FOR ONLINE INSTRUCTORS -- Avoiding Controlling Behaviors/Promoting Autonomy -- Providing Learning Support for Students' Knowledge Construction -- Promote Social Interactions -- Providing Technical Support and Improving Message Design.

STUDY ON ONLINE STUDENTS' MOTIVATION PROFILES -- Context and Participants -- Measure -- Procedure -- RESULTS -- Online Students' Motivation Profiles -- Changes in Online Students' Motivation -- Demographics and Online Students' Motivation -- DISCUSSION OF STUDY RESULTS -- LIMITATIONS AND RECOMMENDATIONS -- CONCLUSION -- REFERENCES -- EFFECTIVE PRESERVICE TEACHER EDUCATION _AT A DISTANCE': AN INVESTIGATION OF THE MULTIMODAL DELIVERY OF A SECONDARY PRESERVICE TEACHER EDUCATION PROGRAM- PERCEPTIONS OF PRESERVICE TEACHERS, TEACHERS AND UNIVERSITY LECTURERS -- ABSTRACT -- INTRODUCTION TO THE STUDY -- The Research Context -- Context of the Study -- METHODOLOGY -- FINDINGS -- 1. The Intensive Component -- 2. The Online Component -- 3. The School-Based Component -- CONCLUSION -- REFERENCES -- ADDRESSING THE SUCCESSES AND FAILURES OF THE CAMPAIGN FOR UNIVERSAL PRIMARY EDUCATION -- ABSTRACT -- WHY EDUCATION FOR ALL? -- THE CAMPAIGN FOR EDUCATION FOR ALL -- EXPANDING SECONDARY EDUCATION -- Secondary Education and Climate Change -- Alternative Approaches Needed -- The Cost Factor -- Can ICTs Help? -- OPENSCHOOLS AND MEGA-SCHOOLS -- Open Schools: Means and Ends -- Complementary Open Schools -- Alternative Open Schools -- Integrative Open Schools -- The Collaborative Creation of Learning Materials -- Computers for Children: Can Open Schools Help? -- EXPANDING TEACHER NUMBERS -- Teacher Recruitment -- Teacher Education: Pre-Service or In-Service? -- Distance Learning in Teacher Education -- The TESSA Programme -- CONCLUSION -- REFERENCES -- A VIRTUAL CLASS EXAMPLE IN SUPPORT OF COLLABORATIVE DISTANCE LEARNING -- ABSTRACT -- INTRODUCTION -- VIRTUAL CLASSROOMS IN DISTANCE LEARNING -- COLLABORATIVE DISTANCE LEARNING (CDL) -- METHOD -- RESULTS -- Collaborative Distance Learning Performance -- Student Views on Collaborative Distance Learning Process -- CONCLUSION.

REFERENCES -- STUDENTS' METACOGNITIVE KNOWLEDGE ABOUT DISTANCE EDUCATION IN VIRTUAL COMMUNITIES AND MULTIMEDIA ENVIRONMENTS: A CROSS-CULTURAL STUDY -- ABSTRACT -- METACOGNITIVE KNOWLEDGE IN DISTANCE EDUCATION -- METHODS -- Materials -- Participants -- Procedure -- RESULTS -- Metacognitive Knowledge about Distance Education -- Metalearning -- Relationships between Metacognitive Knowledge about Distance Education and Metalearning -- DISCUSSION AND CONCLUSIONS -- REFERENCES -- APPENDIX -- TOWARD STRUCTURING A GRADUATE PROGRAM IN DISTANCE EDUCATION -- ABSTRACT -- 1. INTRODUCTION -- 2. PURPOSE -- 3. BACKGROUND OF THE STUDY -- Development of Distance Education in Turkey -- Need for Training in Distance Education Field -- Graduate Programs in Distance Education -- 4. METHOD -- 4.1. Research Design -- 4.2. Research Questions -- 4.3. Participants -- 4.4. Data Collection -- 4.5. Data Analysis -- 4.6. Credibility of the Study -- 5. FINDINGS -- Courses and Contents -- Determining factors -- Subjects -- Implementation -- Changing Decisions Related to Courses -- Opinions -- Requirements -- Changes and developments -- Evaluation results -- Interactions -- Coordination among Stakeholders -- Sort of coordination -- Subjects to coordinate on -- Future Plans -- Program design and implementation -- Support services -- Improvement of distance education field -- Needs of individuals and society -- Properties and Quality of Education -- Resources -- Accreditation -- Preparatory for work -- Technology-supported -- Learning design -- Support-services -- Applications in Implementation of the Program -- Network-based learning -- 6. CONCLUSION -- REFERENCES -- PERCEPTION OF DISTANCE LEARNING (E-PJJ) STUDENTS TOWARD THE SERVICE QUALITY OFFERED BY THE CONTINUING EDUCATION PROGRAMME: A CASE STUDY AT HIGHER EDUCATION INSTITUTIONIN MALAYSIA -- ABSTRACT -- INTRODUCTION.

DISTANCE LEARNING IN UITM.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.