Die umfangreiche Darstellung der verschiedenen, mobilen Systeme und ihre didaktische Einordnung in den Zusammenhang von Fernstudium , dargestellt an unterschiedlichen Einsatzorten und -Verfahren zieht die Schlussfolgerung, dass es eine klare Linie vom Fernstudium alter Pragung uber das sog. elektronische Lernen zum mobilen Lerngeschehen gibt. Von daher sind die didaktischen Grundprinzipien des Fernstuiums immer noch aktuell. Der Vorteil dieser Studie ist die umfassende Darstellung der verschiedenen Projekte, Initiativen und Produkte des sogenannten M-learning.

/pdf/the-future-of-learning-from-elearning-to-mlearning-3h8py9xei5.pdf

The Future of Learning: From eLearning to mLearning.

This study attempts to analyze teaching and learning processes of web-based instruction (WBI) as shown in recent literature, and to develop a theoretical framework of WBI using a prominent existing distance education theory called Transactional Distance Theory in order to provide better understanding of the essential pedagogical components of WBI. Recent studies have shown that the key elements of the structure of WBI are (1) content expandability, (2) content adaptability, and (3) visual layout. And also three emerging types of interaction, or three aspects of dialogue, in WBI have been identified through the studies. Those types were: (1) academic interaction, (2) collaborative interaction, and (3) interpersonal interaction. Finally, both learner collaboration (or learner collaboravity, if we create a new term) and learner autonomy seem to have emerged in Web-based learning environments.

Building a theoretical framework of web‐based instruction in the context of distance education

The growth of the World‐Wide Web of as a medium of instruction in higher education rekindles an old debate about the effectiveness of instructional technology. The present limitations of the Internet medium restrict the teacher immediacy of Web courses and possibly have a negative impact on both affective and cognitive learning. Web courses also appear to be a deficient means to form close relationships between students, which was termed student immediacy. But Web courses also have the potential to be more immediate than conventional classroom instruction by introducing a new “agency”; into the learning environment, the computer. Learner interactions with computers potentially convey a sense of personal tutorship or computer immediacy that augment immediacy in comparison to the limited large group interaction prevalent in conventional lecture sections. Social cognitive theory was applied to develop a unified construct of instructional immediacy that encompassed teacher, student and computer agency. Within...

Re‐thinking instructional immediacy for web courses: A social cognitive exploration

L'auteur analyse l'orientation de la politique engagee dans le secteur de l'enseignement superieur en Australie, qui a vu depuis 1980 une augmentation et une croissance exponentielle des inscriptions d'etudiants etrangers. Une analyse critique de cette internationalisation percue egalement comme etant une mondialisation de l'enseignement accompagne cette etude qui ne manque pas de traiter des questions relatives au financement des universites australiennes en comparaison avec d'autres pays anglophones presentant des conditions similaires.

/pdf/going-global-internationalizing-australian-universities-in-a-5rpan1xvmf.pdf

Going Global? Internationalizing Australian Universities in a Time of Global Crisis

The purpose of this paper is to describe the evaluation results of using an interactive design model for the development of an online course. Specifically, it examines: (a) how an interactive design model was used to develop collaborative and cooperative learning activities; (b) how activities were structured to promote the level and quality of communications among students, as peers, and between students and the instructors; and (c) how students responded to such interactive design model. The paper also provides information about the delivery process and describes what happened when this interactive model was fully implemented and used.

An interactive online course: A collaborative design model

Web courses are constructed as the answer to fiscal crises evoked by neo‐liberal restructuring. They are also touted as an anarchist exemplar of ‘de‐schooling’ as envisaged by Ivan IIlich. The trouble is, some courses are vastly under‐dressed and merely attempt to display a face‐to‐face course on‐line. At the other extreme are those laced with links, animation and more than enough glitter and glam to make Liberace wince. In this study the authors employed a 43‐item coding schedule to examine the accessibility, opportunities for interaction and attractiveness of 127 courses on the web. Interrelationships between the 43 variables and issues pertaining to accessibility, interaction and attractiveness were identified with the aid of SPSS. Exemplary web courses were then distinguished from mediocre web courses. In our view, Madonna exemplifies qualities that should be incorporated into web courses. After examining 127 sites the Madonna award for the ‘best‐dressed’ site went to a University of Wisconsin History...

https://www.researchgate.net/profile/Leslie_Sadownik/publication/240534162_Best_and_worst_dressed_web_courses_Strutting_into_the_21st_century_in_comfort_and_style/links/56037ad408ae4accfbb8ae56.pdf

Best and worst dressed web courses: Strutting into the 21st century in comfort and style

Educators at all levels are enthusiastic about the potential of the World Wide Web to provide learners with access to vast amounts of information and exciting opportunities for interaction However, few educators have considered the extent to which American corporations and institutions dominate the Web Using a framework based on Chomsky's 1988 examination of the mass media, the authors examine three filters that mediate learners’ access to on‐line courses and information: browsers, search engines and the digitisation of content Recommendations for educators who wish to counteract the imbalance are included

World wide America? Think globally, click locally

The notion of network lay at the centre of Illich's and Faure's 1970s proposals concerning lifelong education. Today, the World Wide Web dramatically exemplifies many features of lifelong education and is a metaphor for the learning society. The problem is that most sites are in the US and Web course architects are prone to include a large number of links back to the US Cultural ideas about what is good and bad and the way the world should be organized are nested within American Web courses and learning materials. In this paper three Canadians reflect on what US dominance of the Web means for smaller nations and indigenous,non English-speaking and other persons outside the US metropole. With the needs of non-US learners in mind, the authors make one lot of recommendations concerning the ‘positionality’ of Web course architects and instructors and another set concerning ‘diversity’. There is no point in blaming Americans for dominating the Web, but those who live outside the US should realise that the uncr...

Lifelong Education and the World Wide Web: American Hegemony or Diverse Utopia?.

/pdf/panoptic-variations-surveillance-and-discipline-in-web-1xfboe3wr4.pdf

Panoptic Variations: Surveillance and Discipline in Web Courses

Interaction, adult education and the World Wide Web

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