4 (3), 2003
Welcome to Volume 4, Number 3 of TOJDE
I am pleased to inform you that Vol.:4, Number:3 issue of The Turkish Online Journal of Distance Education-TOJDE has been issued on the web site http://tojde.anadolu.edu.tr TOJDE is meeting with its readers for the 11th time, since 2000 January.
Chemistry At A Distance: Instructional Strategies And The Internet Component Of The Courses- A Chronological Review of the Literature
In parallel with the technological advancements, teaching chemistry at a distance has recently become one of the greatest concerns of educators aiming equity for all students. Those in rural areas and many others lacking resources for learning chemistry are targeted in a number of projects of delivering chemistry courses out of site. Such reform movements, especially in undergraduate chemistry education in the U.S. have been supported through the National Science Foundation (NSF) to ensure the transformation and revitalization of the chemistry courses (Nally, 1999). However, instructional strategies used in the courses are as essential as a strong technological infrastructure and support, especially due to the experimental nature of the field. To be effective, the instructional strategies need to engage students as active participants, thus having interactive components (Simonson et al., 2003).
This article reviews the research on chemistry education at a distance in a chronological order, and aims to illuminate the instructional strategies employed. The focus is on the significance of these instructional strategies, how they are employed, and the Internet component of the courses. Conclusions are made based on the fundamental issues of infrastructure, instructional strategies, and the essence of planning and organization in distance chemistry education.
Keywords: Undergraduate Chemistry Education, Distance Education, Instructional Strategies, Internet, Infrastructure, Student-Centered Instruction, Planning/Organization.
Avgoustos. A. TSINAKOS
Asynchronous Distance Education: Teaching Using Case Based Reasoning
This paper describes a new approach to asynchronous distance education, namely the employment of Case Based Reasoning (CBR) as part of the teaching procedure of a domain independent educational environment called See Yourself Improve (SYIM_ver2).
SYIM was initially implemented at Athabasca University – Canada’s Open University and the University of Macedonia in Greece. SYIM’s goal is to provide students personalized distance education services via asynchronous distance education sessions, a goal which has also contributed to the construction of new student models.
Keywords: Asynchronous Distance Education, Case Based Reasoning
Hisham DZAKIRIA & Rozhan Mohammed IDRUS
Teacher- Learner Interactions in Distance Education: A Case of Two Malaysian Universities
One of the more noticeable developments in Malaysia over the last 30 years is the ability to deliver higher education programs and courses via distance mode. The development and evolution in Open and Distance Education (ODE) and innovations in information and communication technologies (ICT) have made access to knowledge and educational services in Malaysia more flexible as the delivery of distance programs now ranges from print to tutorial via video conferencing. Although ICT are affording distance teachers (DTs) extraordinary options and opportunities in the delivery of distance courses, realizing effective correspondence or communication and meaningful interactions appear a challenge to distance educators and learners alike.
Effective distance learning dictates a shift towards a more “learner centered approach” to the teaching and learning transaction via the delivery mechanisms. This paper presents distance learners’ perspective on their learning by looking at teacher-learner linteractions at two institutions in Malaysia, namely Universiti Sains Malaysia (USM) and Universiti Utara Malaysia (UUM). Specifically, this paper examines the support mechanisms for participatory interaction, vis-à-vis the “learner centered approach” in an effort to enhance the educational transaction in ODE.
This paper first reports on the findings of a qualitative research on a small group of DLs as they progress through their courses at UUM. 12 research respondents were interviewed as part of a close case study of their distance learning careers over a period of time at UUM.
The preliminary findings provide evident that the learning support services provided by UUM as a DE provider was not fully facilitating learning interactions for DLs at the institution. Persistent UUM DLs frustrations and learning setbacks were observed due to the learners’ level of unpreparedness, attitude and learning strategies. Such evident, call this paper to look seriously at interaction, the use of technology and learning support in distance learning. The analysis and findings of the UUM study is then compared to the case of Universiti Sains Malaysia based on what has been published in the literature. A rigorous analysis and understanding of support services provided by USM to her DLs are made to further analyse and understand distance learning at UUM. The findings of the UUM case are compared with the support mechanism for participatory interactions between the DTs-DLs and the School of Distance Education (SDE) as well as the structure in place for a comprehensive communication (and voicing) channel in the distance education programs in USM.
Finally, this paper identifies and explores several issues in anticipated systemic transition of learners, moving from the dichotomy of campus based face to face delivery to the emerging and popular ODE.
Creating an Interactive and Collaborative e-Learning Environment in Educational Processes
At the dawn of the twenty first century, the educators and young people in Turkish schools face a profoundly changed world regarding new information and communication technologies that are being applied in educational processes. This paper investigates the World Links for Development (WorLD) Programme, which has been in place to introduce new learning methodologies in some pilot schools of the Ministry of National Education (MONE) in cooperation with the World Bank Institute (WBI) since September 1998. This challenging WorLD programme, which is in place in 26 countries, encompasses the innovative, cross-cutting series of activities to strengthen teaching and learning at the level of the school and classroom developed by the World Links for Development (WorLD) and Basic Education Programme (BEP), respectively, both of which focus on youth, educators, and policy makers in Turkey. Indeed, to attain desired long term sustainable development, the MONE must ensure that the youth, who comprise a significant proportion of our population, acquire the knowledge lifelong learning skills, and values and attitudes they need to become active, productive members of the society. After the implementation of the pilot phase of the World Links project, the MONE has decided to expand the project over selected 67 schools in 43 provinces to meet high quality education demand of the youth.
Keywords: Computer Based Education, World Links for Development Programme, The use of Internet for Collaborative Learning.
Educational Uses Of Internet In The World and Turkey (A Comparative Review)
This paper focuses on the educational uses and major technologies of the Internet in the World and Turkey; Compares eachother; reviews of the literature; examines the uses of the Internet in Primary, Secondary and Higher education in Turkey a developing country; exposes and discusses applications, studies and problems on the educational uses of the Internet in Turkey comparing with the developed countries ; number of suggestions presents on the effective using of the Internet in Turkish education system.
Keywords: Internet; Education; Turkey; World
Shelia Y. TUCKER
A Portrait of Distance Learners in Higher Education
Since the dynamic nature of distance education students precludes that of a typical student, this study examined the characteristics of students enrolled in five randomly selected Business, Career, and Technical Education courses at a large doctoral II university in eastern North Carolina. A survey was completed to assess a variety of single-item demographic measures, including age, class standing, ethnicity, location, outside responsibility; as well as attitudes and overall satisfaction with web-based courses. The Canfield Learning Styles Inventory was used to determine students’ preferred learning styles.
Results indicate that the majority of the participants prefer working alone toward individual goals and on materials that are highly and conceptually organized. The majority had completed at least five web-based courses, preferred web-based instruction, were female, Caucasian, older than 25 years of age, lived in rural areas, had prior college experience, and had job responsibilities. They had high self-efficacy beliefs and were also satisfied with the following: the instructor, perceived amount learned, and overall web-based training. There was a high correlation between satisfaction between web-based training and the perceived quantity learned; and between satisfaction with the instructor, perceived quantity learned, and web-based training.
Keywords: Web-based Education, Distance Education, Learninig Styles
“Decreasing Cultural Disparity in Educational ICTs: Tools and Recommendations ”
“Decreasing Cultural Disparity in Educational ICTs: Tools and Recommendations” are presented, based on a compilation and analysis of relevant research, as a resource for instructional planners and designers. Based on these guidelines and the 14 cross cultural dimensions of learning presented in Henderson’s “Multiple Cultural Model” (1996), the author proposes a new evaluation tool to assess the cultural dimensions of existing ICTs.
Keywords: E-Learninig, Assessing, Cultural Disparity, NGO, ICT
Reviewed By Associate Prof. Dr. Aytekin ISMAN
REVIEW: III. International Educational Technology Symposium and Fair (EGITEK 2003)
TOJET, Eastern Mediterranean University, Sakarya University, Iowa State University and Educational Technology Directorate (Turkish Ministry of Education) organized III International Educational Technology Symposium and Fair (EGITEK 2003) between 28-30 May 2003 in Turkish Republic of Northern Cyprus. Almost 300 academic people, educators, teachers, parents, and students from USA, Canada, Turkey and Europe had presented 187 research papers and had participated symposium activities. After peer reviewing process, all presented conference papers will be published in TOJET.