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Publisher's note: Examines terms and conditions of the online services used for remote education during the coronavirus pandemic, and the copyright issues involved. Discusses the scope of teacher and student control over their materials when shared online, including licensing issues, the liability of teachers for sharing third-party materials before obtaining prior authorization, and the feasibility of enforcing content removal or termination of user accounts.
Publisher's note: « Comment les étudiant·e·s ont-ils·elles vécu le passage, sans transition, vers l’enseignement à distance à la suite de la décision des universités de la FWB de suspendre le présentiel dans le contexte de l’épidémie en cours de Covid-19 ? Quelles sont leurs conditions d’études et en quoi la situation exacerbe-t-elle les inégalités sociales et scolaires ? Ce texte vise à rendre compte des problèmes qu’ont rencontrés les étudiant·e·s et les enseignant·e·s du master en sciences de l’éducation à l’université libre de Bruxelles et à présenter les quelques pistes que nous avons tant bien que mal dégagées. »
Publisher's note: In the era of big data, the traditional distance learning method cannot effectively distinguish the weight of each course attribute, ignoring the recognition process of knowledge cognition law in higher education institutions. In order to better study the learning motivation, learning effect, and cognitive process of distance learners, a chaos optimization cognitive learning model based on chaos optimization and big data analysis is designed in this paper. The proposed model takes into account the learners’ learning motivation, learning task demands, and the change rate of cognitive rules and transforms the learning process of distance learning into a multi-objective optimization problem. The experimental results show that the proposed model can effectively improve the teaching quality of distance education courses in higher education institutions, and the model is scalable and compatible.
Publisher's note: Distance education (DE) has a long and complex history. It accounts for more than one-third of all higher education students in the world and, because of its very nature, has produced some of the top graduates worldwide who were unable to study fulltime and on-campus for various reasons. One of the most prestigious graduates of the DE system was the former state president of South Africa, the late Nelson Mandela. Online learning is a form of DE and fast becoming the preferred method of instruction and delivery. Critiques of online learning, and of DE itself, will argue that, because of the separation of the teacher and the student, only academic skills can be taught and learnt using this medium. The so-called ‘softer skills’ – those that focus on the development of the person – are best taught in a face-to-face, traditional environment. This article focuses on a review of DE theories and models. A particular emphasis is placed on online learning theories, and how the teaching of formational learning skills can be successfully incorporated into this educational setting. The article draws from a range of studies that have been conducted, based on conceptual and empirical research evidence from various authors.
Publisher's note: This article attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. After discussing the theoretical framework for online communication and interaction, the authors outline the factors involved in creating well-structured, interactive and dynamic online courses and programmes for higher education students. The article explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved. Using qualitative methods, the authors’ aim is to produce a framework to help tutors and instructional designers develop more effective online courses in higher education. In addition, this article may be of value to researchers and scholar-practitioners interested in communication issues, to online learning designers, and to institutional managers recruiting teaching staff for online educational courses.
Publisher's note: Education policies and practices developed for urban populations are not always effective when implemented in regional and remote locations. Despite government policy initiatives that may provide for collaboration across communities, a singular issue is that a diversity of solutions may be required rather than a 'one size fits all' approach. This article presents a potential solution to this problem through engaging collaboration and co-creation to optimise educational opportunities in initial teacher education in Australia. Qualitative analysis of a collaborative and co-created process of enhancement, lesson development and reflection brings together the every-day problem-solving processes used by pre-service teachers and classroom students with those used by research scientists and community experts. A consequence of such a process that benefits regional and remote communities is the development of collaborative networks founded in co-creation of educational opportunities and based on daily life in local communities.
Publisher's note: Various researches in E-learning mainly focused on improving learner achievements based on learner profile. Explosive growth of distance learning has caused difficulty of locating appropriate learning objects for learner in this environment, and it becomes relatively widespread learning method for learner. In this paper, an innovative learning approach is proposed by using recommender system to address this challenge. Based on this tool, a learning model is designed to achieve personalized learning experiences by selecting and sequencing the most appropriate learning objects. Moreover, some experiments were conducted to evaluate the performance of our approach. The result reveals suitability of using recommender system in order to support online learning activities to enhance learning.
Publisher's note: Depuis cette publication, la mobilité géographique et physique des étudiants et des apprentis s’est étendue ainsi que les possibilités de l’enseignement à distance via les nouvelles technologies, à tel point qu’il est possible, à l’heure actuelle, de se demander si l’enseignement dématérialisé massif à distance ne serait pas la solution qui permettrait un accès universel aux savoirs et savoir-faire et résoudrait en même temps les problèmes économiques et humains liés à la massification des effectifs des étudiants présents physiquement dans les universités. Cependant, que l’on se tourne vers l’un ou l’autre de ces types d’apprentissages à distance, demeure le problème de la reconnaissance et de la validation des acquis obtenus hors du cadre de l’apprentissage formel. L’article propose ici d’examiner sous quelles conditions et avec quels outils les acquis de la mobilité géographique et de l’enseignement à distance massif pourraient être reconnus et validés, que ce soit dans un contexte académique ou professionnel. Pour ce faire l’auteur adapte le cadre méthodologique de la recherche de synthèse, qui s’appuie sur des concepts scientifiques et des formes de discours liés à des pratiques ou à des instructions officielles.
Publisher's note: Despite the upsurge in interest in e-learning (or online learning) in Chinese higher education, little is known about the ways in which lecturers design and run their online courses, or about how they perceive e-learning. This paper reports the results of interviews with higher education teachers in China working in conventional, campus-based universities, concerning their conceptions and beliefs of e-learning. The interviews were analysed from a grounded theory perspective that gave rise to seven emerging themes, namely: the 'centrality of the lecture', 'online cooperative learning', 'network learning', 'student learning', 'lecture plus online work', 'infrastructure and access' and 'professional development'. Discussion of these emerging themes helps us understand the ways in which these teachers think about e-learning and teaching, the beliefs they hold about their 'e' practice, the ways in which they implement e-learning, the problems they face in incorporating e-learning into their courses and the ways in which they perceive e-learners. This provides a fascinating and unique insight into e-learning in Chinese higher education. Evidence shows that it is a complex area with many influences, some of which can be attributed to social, cultural and Confucian-heritage factors. It is concluded that, despite enthusiasm by some for innovating e-learning, the dominance of traditional teaching methods in China suggest that the conditions for mainstreaming e-learning in the near future are not strong.
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