Search (83 results, page 1 of 5)

0.024964536 = product of:
  0.04992907 = sum of:
    0.03628508 = product of:
      0.07257016 = sum of:
        0.07257016 = weight(_text_:media in 2764) [ClassicSimilarity], result of:
          0.07257016 = score(doc=2764,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.41399965 = fieldWeight in 2764, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0625 = fieldNorm(doc=2764)
      0.5 = coord(1/2)
    0.01364399 = product of:
      0.04093197 = sum of:
        0.04093197 = weight(_text_:29 in 2764) [ClassicSimilarity], result of:
          0.04093197 = score(doc=2764,freq=2.0), product of:
            0.13164683 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.037424255 = queryNorm
            0.31092256 = fieldWeight in 2764, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0625 = fieldNorm(doc=2764)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)

Abstract

This paper discusses the education and training of cataloguing students in South Africa at a distance education institution where the focus is on career specific training. The position of the cataloguing course in the curriculum and the content of the course are explained. The utilization of media and technologies in offering the course is discussed. Anticipated changes and possible future developments are discussed.

Date

29. 9.2008 19:00:53

0.020373933 = product of:
  0.08149573 = sum of:
    0.08149573 = product of:
      0.12224359 = sum of:
        0.061397955 = weight(_text_:29 in 1512) [ClassicSimilarity], result of:
          0.061397955 = score(doc=1512,freq=2.0), product of:
            0.13164683 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.037424255 = queryNorm
            0.46638384 = fieldWeight in 1512, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.09375 = fieldNorm(doc=1512)
        0.060845636 = weight(_text_:22 in 1512) [ClassicSimilarity], result of:
          0.060845636 = score(doc=1512,freq=2.0), product of:
            0.13105336 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.037424255 = queryNorm
            0.46428138 = fieldWeight in 1512, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.09375 = fieldNorm(doc=1512)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Date

29. 1.1997 18:49:05
11. 8.2002 15:05:22

0.01814254 = product of:
  0.07257016 = sum of:
    0.07257016 = product of:
      0.14514032 = sum of:
        0.14514032 = weight(_text_:media in 2931) [ClassicSimilarity], result of:
          0.14514032 = score(doc=2931,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.8279993 = fieldWeight in 2931, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.125 = fieldNorm(doc=2931)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

0.018134786 = product of:
  0.03626957 = sum of:
    0.025657427 = product of:
      0.051314853 = sum of:
        0.051314853 = weight(_text_:media in 662) [ClassicSimilarity], result of:
          0.051314853 = score(doc=662,freq=4.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.29274195 = fieldWeight in 662, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.03125 = fieldNorm(doc=662)
      0.5 = coord(1/2)
    0.010612145 = product of:
      0.02122429 = sum of:
        0.02122429 = weight(_text_:28 in 662) [ClassicSimilarity], result of:
          0.02122429 = score(doc=662,freq=2.0), product of:
            0.13406353 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.037424255 = queryNorm
            0.15831517 = fieldWeight in 662, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.03125 = fieldNorm(doc=662)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

Purpose - The CIBER group at University College London are currently evaluating a distance education initiative funded by the Department of Health, providing in-service training to NHS staff via DiTV and satellite to PC systems. This paper aims to provide the context for the project by outlining a short history of distance education, describing the media used in providing remote education, and to review research literature on achievement, attitude, barriers to learning and learner characteristics. Design/methodology/approach - Literature review, with particular, although not exclusive, emphasis on health. Findings - The literature shows little difference in achievement between distance and traditional learners, although using a variety of media, both to deliver pedagogic material and to facilitate communication, does seem to enhance learning. Similarly, attitudinal studies appear to show that the greater number of channels offered, the more positive students are about their experiences. With regard to barriers to completing courses, the main problems appear to be family or work obligations. Research limitations/implications - The research work this review seeks to consider is examining "on-demand" showing of filmed lectures via a DiTV system. The literature on DiTV applications research, however, is dominated by studies of simultaneous viewing by on-site and remote students, rather than "on-demand". Practical implications - Current research being carried out by the authors should enhance the findings accrued by the literature, by exploring the impact of "on-demand" video material, delivered by DiTV - something no previous research appears to have examined. Originality/value - Discusses different electronic systems and their exploitation for distance education, and cross-references these with several aspects evaluated in the literature: achievement, attitude, barriers to take-up or success, to provide a holistic picture hitherto missing from the literature.

Date

28. 1.2006 18:27:58

0.01700863 = product of:
  0.06803452 = sum of:
    0.06803452 = product of:
      0.13606904 = sum of:
        0.13606904 = weight(_text_:media in 4921) [ClassicSimilarity], result of:
          0.13606904 = score(doc=4921,freq=18.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.7762493 = fieldWeight in 4921, product of:
              4.2426405 = tf(freq=18.0), with freq of:
                18.0 = termFreq=18.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4921)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Motivated by the increasing popularity of computer-mediated communication (CMC) media in university students' learning, this study employs a four-stage novel approach for analyzing and developing a structured hierarchy framework for students' usage of CMC media in learning contexts. First, media characteristics and the Uses and Gratifications (U&G) approach were adopted to understand student-specific reasons for using media. Second, a set of relevant data concerning the university students' reasons for using CMC media was collected by the Repertory Grid Interview Technique (RGT) and analyzed qualitatively using content analysis. The Interpretive Structural Modeling (ISM) technique was then used to develop a six-level hierarchical structural model of media use reasons. Finally, the cross-impact matrix multiplication applied to classification (MICMAC) technique was used to analyze the driver and dependence power for each media use reason and identify the hidden and indirect relationships among all reasons. The reasons related to students' use of CMC were classified as independent variables, linkage variables, and dependent variables. The study provides a validated typology of different clusters of interrelated students' reasons for using CMC media in learning contexts. The findings of this study will have significant implications and will be helpful for researchers, university policy-makers, instructors, and organizations in framing CMC technology implementation and use strategies.

0.015874723 = product of:
  0.06349889 = sum of:
    0.06349889 = product of:
      0.12699778 = sum of:
        0.12699778 = weight(_text_:media in 7821) [ClassicSimilarity], result of:
          0.12699778 = score(doc=7821,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.7244994 = fieldWeight in 7821, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.109375 = fieldNorm(doc=7821)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

0.015874723 = product of:
  0.06349889 = sum of:
    0.06349889 = product of:
      0.12699778 = sum of:
        0.12699778 = weight(_text_:media in 673) [ClassicSimilarity], result of:
          0.12699778 = score(doc=673,freq=8.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.7244994 = fieldWeight in 673, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0546875 = fieldNorm(doc=673)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

The appropriateness of utilising a training resource programme consisting of a mix of media and technologies for the training of cataloguing students is evaluated. The findings from reported research and evaluation of the training resource programme made it possible to identify advantages and disadvantages of using such a programme. The results of the research enabled the researcher to derive guidelines for the design and development of a training resource programme consisting of a mix of media and technologies. The use of media and technologies, in a training research programme for cataloguing training, can be utilised in training cataloguing students in contact classes, distance education as well as in-service training.

0.013601089 = product of:
  0.027202178 = sum of:
    0.019243069 = product of:
      0.038486138 = sum of:
        0.038486138 = weight(_text_:media in 2391) [ClassicSimilarity], result of:
          0.038486138 = score(doc=2391,freq=4.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.21955647 = fieldWeight in 2391, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0234375 = fieldNorm(doc=2391)
      0.5 = coord(1/2)
    0.007959109 = product of:
      0.015918218 = sum of:
        0.015918218 = weight(_text_:28 in 2391) [ClassicSimilarity], result of:
          0.015918218 = score(doc=2391,freq=2.0), product of:
            0.13406353 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.037424255 = queryNorm
            0.11873637 = fieldWeight in 2391, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.0234375 = fieldNorm(doc=2391)
      0.5 = coord(1/2)
  0.5 = coord(2/4)

Abstract

This book explores the software design, social practices, and collaboration theory that would be needed to support group cognition - collective knowledge that is constructed by small groups online. Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In "Group Cognition", Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building - group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyses empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis. Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.

Date

12. 7.2008 19:01:28

Footnote

Rez. in: JASIST 59(2008) no.9, S.1531. (C. Caldeira): "Successful, real-world organizations employ groups to get work done. Despite the large number of years of collaborative models in work-group paradigm, it is a little surprising that there are very few books about the subject. Furthermore, most of those studies are mainly focused on work group performance management and work productivity. This text belongs to the advanced type, and is a valuable resource for graduate students in a wide range of courses and for a large spectrum of professionals interested in collaborative work. Due to its advanced level, some topics are relatively difficult to understand if the reader does not have some background in collaborative work and group cognition. Students who use this book will rapidly understand the most important topics of the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning, and their relation to the business world of our days. The main concern and fundamental idea of this book is to set its focus primarily on work group, and not on individuals. Stahl's baseline is to use the science of collaboration for computer-supported cooperative work and computer-supported collaborative learning to conduct comparative studies on group interaction, group meaning, group cognition, group discourse, and thinking. The book is divided into three distinct parts. The first one is about the design of computer support for collaborative work and presents eight studies centered on software tools and their particular applications: The first three are AI applications for collaborative computer-supported cooperative work and computer-supported collaborative learning, the fourth and the fifth are about collaborative media, and the last ones are a combination of computational technology and collaborative functions. The second part is focused on the analysis on knowledge building in the collaborative work of small groups. It is developed with support on five essays published by Stahl from 2000 to 2004. In the first of those chapters, he describes a model of collaborative knowledge building and how to share knowledge production. The second criticizes some cooperative work and collaborative learning research methodologies that make the collaborative phenomena hard to perceive. The remaining chapters mostly provide mechanisms to understand in new and better ways collaborative processes. The third part contains the theoretical corpus of the book. Chapters 14 through 21 contain the most recent of Stahl's contributions to the theoretical foundations of computer-supported cooperative work and computer-supported collaborative learning. Chapters 16 to 18 provide much material about topics directly related to group cognition research and collaborative work in modern organizations. Finally, the last part of the book contains an exhaustive list of references that will be of great value to all interested in the multiple aspects and fields of cooperative work and collaborative learning."

0.013075605 = product of:
  0.02615121 = sum of:
    0.015918218 = product of:
      0.031836435 = sum of:
        0.031836435 = weight(_text_:28 in 5266) [ClassicSimilarity], result of:
          0.031836435 = score(doc=5266,freq=2.0), product of:
            0.13406353 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.037424255 = queryNorm
            0.23747274 = fieldWeight in 5266, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.046875 = fieldNorm(doc=5266)
      0.5 = coord(1/2)
    0.0102329925 = product of:
      0.030698977 = sum of:
        0.030698977 = weight(_text_:29 in 5266) [ClassicSimilarity], result of:
          0.030698977 = score(doc=5266,freq=2.0), product of:
            0.13164683 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.037424255 = queryNorm
            0.23319192 = fieldWeight in 5266, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.046875 = fieldNorm(doc=5266)
      0.33333334 = coord(1/3)
  0.5 = coord(2/4)

Date

21. 7.2006 20:28:29

0.012677485 = product of:
  0.05070994 = sum of:
    0.05070994 = product of:
      0.10141988 = sum of:
        0.10141988 = weight(_text_:media in 4523) [ClassicSimilarity], result of:
          0.10141988 = score(doc=4523,freq=10.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.5785821 = fieldWeight in 4523, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4523)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

The accelerating «iconic turn» in our society today increasingly demands the interactive representation of contextual knowledge. At the same time the use of Web based learning environments highlight the audio-visual dimension of (e)pedagogy and the move towards practical, project-oriented curricula. Regardless of the educational field pedagogical expertise thus requires more and more understanding and control of visual elements and their interpretations. There is a growing need for visually oriented pedagogical experts such as teachers, tutors, designers and developers who are capable of community knowledge building and collaboration with other experts from different fields from both private and public sectors. The book intends to illuminate scientific and programmatic excerpts from an international community of researchers, practitioners, teachers and scholars working in interrelated fields such as Aesthetic Education, ePedagogy Design - Visual Knowledge Building, Visual Education, Art Education, Media Pedagogy and Intermedia Art Education.

Content

Contents: Gerhard Hickisch: Transfairness - Pierangelo Maset: Aesthetic Operations - a perspective in art and media education - Torsten Meyer: Art Education within a New Medium - Martina Paatela-Nieminen: Thinking digitally and intermedially in art education - Iwan Pasuchin: Media Pedagogy and Interdisciplinary Artistic Education - Karl Josef Pazzini: Media, Suggestion, Suspicion - Stefan Sonvilla-Weiss: ePedagogy Design - Visual Knowledge Building - Peter Truniger: Communication in Creative Processes.

0.011884794 = product of:
  0.047539175 = sum of:
    0.047539175 = product of:
      0.07130876 = sum of:
        0.03581547 = weight(_text_:29 in 2353) [ClassicSimilarity], result of:
          0.03581547 = score(doc=2353,freq=2.0), product of:
            0.13164683 = queryWeight, product of:
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.037424255 = queryNorm
            0.27205724 = fieldWeight in 2353, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5176873 = idf(docFreq=3565, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2353)
        0.03549329 = weight(_text_:22 in 2353) [ClassicSimilarity], result of:
          0.03549329 = score(doc=2353,freq=2.0), product of:
            0.13105336 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.037424255 = queryNorm
            0.2708308 = fieldWeight in 2353, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.0546875 = fieldNorm(doc=2353)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Date

23.10.1996 17:26:29

Source

Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21

0.011339088 = product of:
  0.045356352 = sum of:
    0.045356352 = product of:
      0.090712704 = sum of:
        0.090712704 = weight(_text_:media in 3791) [ClassicSimilarity], result of:
          0.090712704 = score(doc=3791,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.51749957 = fieldWeight in 3791, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.078125 = fieldNorm(doc=3791)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

0.011225124 = product of:
  0.044900496 = sum of:
    0.044900496 = product of:
      0.08980099 = sum of:
        0.08980099 = weight(_text_:media in 4522) [ClassicSimilarity], result of:
          0.08980099 = score(doc=4522,freq=4.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.5122984 = fieldWeight in 4522, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0546875 = fieldNorm(doc=4522)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

Neue Medien und Multimedia finden augenblicklich große Beachtung in fast allen Bereichen unseres Lebens. Diese Entwicklung basiert in erheblichem Maße auf technologischen und organisatorischen Neuerungen bei der Nutzung digitaler und multimedialer Produkte und Dienstleistungen in allen Sektoren. Dazu gehören neben den Anwendungen in der Wirtschaft gerade die auf die Bildung bezogenen Dienste und Infrastrukturen. Verbunden mit der rapiden Verbreitung der Informations- und Kommunikationstechnologien sind Erwartungen hinsichtlich ihrer besonderen Möglichkeiten für den Austausch von Informationen, die Wissensvermittlung und das Lehren und Lernen. Der Sammelband thematisiert aktuelle Entwicklungen auf diesen Ebenen in systematischer Weise und gliedert sich in die drei Kapitel «eLearning», «Multimedia» und «Innovative Applikationen & Mobile Media». Ein besonderer Schwerpunkt liegt dabei auf der regionalen Bezugnahme zu Brandenburg und Berlin.

Content

Aus dem Inhalt: eLearning - Multimedia - Innovative Applikationen & Mobile Media.

0.010929178 = product of:
  0.043716714 = sum of:
    0.043716714 = product of:
      0.06557507 = sum of:
        0.052898895 = weight(_text_:ermittelt in 3224) [ClassicSimilarity], result of:
          0.052898895 = score(doc=3224,freq=2.0), product of:
            0.26771787 = queryWeight, product of:
              7.1535926 = idf(docFreq=93, maxDocs=44218)
              0.037424255 = queryNorm
            0.19759195 = fieldWeight in 3224, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              7.1535926 = idf(docFreq=93, maxDocs=44218)
              0.01953125 = fieldNorm(doc=3224)
        0.012676175 = weight(_text_:22 in 3224) [ClassicSimilarity], result of:
          0.012676175 = score(doc=3224,freq=2.0), product of:
            0.13105336 = queryWeight, product of:
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.037424255 = queryNorm
            0.09672529 = fieldWeight in 3224, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5018296 = idf(docFreq=3622, maxDocs=44218)
              0.01953125 = fieldNorm(doc=3224)
      0.6666667 = coord(2/3)
  0.25 = coord(1/4)

Content

"Im vergangenen Jahr veröffentlichten die Economist Intelligence Unit - der Wirtschaftsinformationsdienst von der Economist Group - und IBM eine weltweite Vergleichsstudie unter, dem Titel "The -2003 e-learning readiness rankings": In dieser bewerteten sie, in welchem Umfang die 60 grössten Volkswirtschaften E-Learning-Strategien und -Lösungen verfolgen und einsetzen. Die Studie basiert auf Daten der Economist Intelligence Unit, der UNESCO, der Weltbank sowie anderer öffentlicher und privater Organisationen. Beurteilt wurden die Länder dabei nach vier verschiedenen Kategorien. Ermittelt wurde zum einen der Grad der Konnektivität, also in welcher Weise die einzelnen Länder technologische Voraussetzungen wie Breitbandvernetzung und Nutzungsmöglichkeiten zur mobilen Kommunikation beim 'E-Learning zur Verfügung stellen. Zum anderen evaluierten die Verfasser die Leistungsfähigkeit der verschiedenen Länder und warfen dabei etwa einen Blick auf deren Ausbildungssysteme und Angebote des betrieblichen Lernens. In einer dritten Kategorie erfassten die Autoren ferner die Bereitstellung und den Zugang zu Online-Inhalten etwa in Form öffentlicher Datenbanken und Bibliotheken. Schließlich wurde die kulturelle Einstellung zum Thema E-Learning in der Studie erfasst. Die Autoren gingen dabei folgenden Fragen nach: In welcher Weise unterstützen und fördern nationale Einrichtungen E-Learning? In welchen Ländern besitzen Lernprozesse insgesamt einen hohen Stellenwert für die Allgemeinheit? Und wo finden progressive Ideen besonderen Zuspruch? Ausgewertet wurden die Ergebnisse für die vier Einzelbereiche Ausbildung, Unternehmen, staatliche Einrichtungen und Gesellschaft. Deutschland konnte sich innerhalb der Studie mit seinem 17. Rang insgesamt im oberen Mittelfeld platzieren. In den Bereichen Staat und Gesellschaft landete es an 11. Stelle, im Ausbildungsbereich auf dem 16. und in der betrieblichen Ausbildung auf dem 24. Platz. An der Spitze der Studie finden sich neben Schweden Kanada und die USA. Gerade hier sind die technologischen Voraussetzungen für den Einsatz von E-Learning gegeben. Zudem schnitten alle drei' Länder aufgrund ihres allgemein starken Ausbildungssystems, in dem, sie etwa lebenslanges Lernen unterstützen und sich durch ein hohes Ausbildungsniveau auszeichnen, beim Ranking besonders gut ab. Die Studie -legt den Schluss nahe, dass Europa und hier insbesondere die skandinavischen Länder sich im E-Learning-Bereich positiv entwickeln. Die südeuröpäischen Länder widmen sich dem Thema dagegen nur zögerlich und rangieren im europäischen Vergleich eher auf hinteren Plätzen. Aus dem asiatischen Raum haben sich vor allem Süd-Korea (Rang 5) und Singapur (Rang 6) gut aufgestellt.
Bundesweite Förderprogramme und Landesinitiativen zur Verbreitung des computergestützten Lernens in der Aus- und Weiterbildung gaben den Ausschlag für eine Untersuchung des Einsatzes von E-Learning an deutschen Hochschulen. Durchgeführt wurde sie vom Institut für Medien- und Kompetenzforschung und dem Multimedia Kontor Hamburg. Gegründet wurde das Kontor von den staatlichen Hochschulen in Hamburg, die sich in einem gemeinsamen E-Learning-Consortium . zusammengeschlossen hallen. Das Kernergebnis der Studie, an der sich vor allem Hochschulen beteiligt haben, die diese neue Lernform tatsächlich einsetzen, lautet: E-LearnIng ist Bestandteil, aber nicht Alltag in der Hochschule. Danach setzt die Mehrheit von 86 der 95 befragten Hochschulen Computer in Lehrveranstal- tungen ein. Vor allem an großen und staatlichen Einrichtungen werden computergestützte Lernformen angeboten. Bei den Lernangeboten handelt es sich an 63 Hochschulen um Präsenzveranstaltungen mit Online-Unterstützung. Blended-Learning-Arrangements, also allgemein netzgestützte Angebote, und reine Online-Studiengänge werden nur an 40 beziehungsweise 22 Lehrstätten angeboten. Durchschnittlich setzen neun von zehn befragten Hochschulen aktuell E-Learning in ihren Lehrveranstaltungen ein. Ziel der Untersuchung war es auch, zu ermitteln, wie E-Learning-Angebote innerhalb verschiedener Studiengänge genutzt werden. Die Verfasser kommen zu dem Schluss, dass die Differenzierung der E-Learning-Angebote nach Fächergruppen deutliche Schwerpunkte erkennen lässt. So sind Disziplinen mit ausgeprägter Computeraffinität wie Informatik und Ingenieurwissenschaften neben Fächern mit hohen Studierendenzahlen wie etwa Wirtschafts- und Sozialwissenschaften klare Vorreiter in der neuen computergestützten Hochschullehre. Im Mittelfeld finden sich dagegen kreativ-gestalterische Studiengänge wie Kunst, Design und Mediengestaltung sowie Sprach- und Kulturwissenschaften, aber auch Natur- und Umweltwissenschaften. Für diese lässt sich vermuten, dass aufgrund ihres hohen Praxisanteils der Computer hier nur bedingt zum Einsatz kommen kann. Dass Rechtswissenschaften und Technikstudiengänge auf den hinteren Plätzen rangieren, kann kaum überraschen. Denn hier wird der Computer nur selten als LehrLern-Medium eingesetzt. Anders sieht es aus in den medizinisch-pharmazeutischen Disziplinen. Denn in der Medizinerausbildung und -praxis kommen Computer häufig zum Einsatz. Die niedrigen Einsatzzahlen müssen daher erstaunen. Neben der Ermittlung des Umfangs und der Verteilung auf unterschiedliche Studiengänge analysierten die Autoren die Akzeptanzwerte von E-Learning-Angeboten. Befragt wurden, Hochschulvertreter. Die waren selbst weniger im Hochschulbetrieb eingebunden, sondern bekleideten Leitungspositionen. Rund die Hälfte von ihnen denkt, dass Lehrende gegenüber dem Einsatz von E-Learning-Angeboten positiv eingestellt sind. Jeder Neunte glaubt hingegen an eine Befürwortung klassischer Präsenzveranstaltungen. Eine höhere Akzeptanz vermuten die Befragten dabei bei den Lehrenden von Fachhochschulen. Auch den Studierenden insgesamt werden höhere Akzeptanzwerte bescheinigt. Die Befragten schätzen dabei aber, dass nur bis zu fünf Prozent aller Studierenden gegenwärtig mit E-Learning arbeiten. Die Befragten geben ferner Auskunft darüber, wie sie die Lernergebnisse unter Einsatz neuer Techniken einschätzen. Nur ein Viertel schätzt dabei die Qualität von Prüfungsergebnissen beim E-Learning im Vergleich zu Präsenzveranstaltungen als besser ein. Jeder Zweite kann keinen Qualitätsunterschied ausmachen. Allerdings geht die Hälfte der befragten Hochschulmitarbeiter davon aus, dass die Nutzer den neuen Technologie bis 2007 bessere Eregbnisse in Tests erzielen werden. Entsprechend prognostizieren die Befragten einen Anstieg der studentischen E-Learning-Nutzer innerhalb der nächsten Jahre: Drei von vier Hochschulvertretern kommen zu dem Schluss, dass künftig mehr Studierende mit Hilfe des Computers lernen werden."

0.00907127 = product of:
  0.03628508 = sum of:
    0.03628508 = product of:
      0.07257016 = sum of:
        0.07257016 = weight(_text_:media in 4789) [ClassicSimilarity], result of:
          0.07257016 = score(doc=4789,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.41399965 = fieldWeight in 4789, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0625 = fieldNorm(doc=4789)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Source

Journal of educational media and library sciences. 33(1995) no.1, S.68-78

0.00907127 = product of:
  0.03628508 = sum of:
    0.03628508 = product of:
      0.07257016 = sum of:
        0.07257016 = weight(_text_:media in 515) [ClassicSimilarity], result of:
          0.07257016 = score(doc=515,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.41399965 = fieldWeight in 515, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0625 = fieldNorm(doc=515)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Abstract

The nature of computer based learning and the instructional environments that support it have changed dramatically in the past decade. Introduces a special issue consisting of selected papers from ED-MEDIA 93 - World Conference on Educational Multimedia and Hypermedia. Provides conceptual and historical organizers that overview these changes. These organizers will describe 2 continua for analysing these changes: a technology-based continuum and a continuum describing the range of information processing enganged by these environments. Relates these selected papers to these continua and describes briefly why they are important and have been selected

0.00907127 = product of:
  0.03628508 = sum of:
    0.03628508 = product of:
      0.07257016 = sum of:
        0.07257016 = weight(_text_:media in 3162) [ClassicSimilarity], result of:
          0.07257016 = score(doc=3162,freq=2.0), product of:
            0.17529039 = queryWeight, product of:
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.037424255 = queryNorm
            0.41399965 = fieldWeight in 3162, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              4.6838713 = idf(docFreq=1110, maxDocs=44218)
              0.0625 = fieldNorm(doc=3162)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

0.007959109 = product of:
  0.031836435 = sum of:
    0.031836435 = product of:
      0.06367287 = sum of:
        0.06367287 = weight(_text_:28 in 1335) [ClassicSimilarity], result of:
          0.06367287 = score(doc=1335,freq=2.0), product of:
            0.13406353 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.037424255 = queryNorm
            0.4749455 = fieldWeight in 1335, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.09375 = fieldNorm(doc=1335)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Source

Infodoc. 20(1994) H.4, S.28-31

0.007959109 = product of:
  0.031836435 = sum of:
    0.031836435 = product of:
      0.06367287 = sum of:
        0.06367287 = weight(_text_:28 in 5246) [ClassicSimilarity], result of:
          0.06367287 = score(doc=5246,freq=2.0), product of:
            0.13406353 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.037424255 = queryNorm
            0.4749455 = fieldWeight in 5246, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.09375 = fieldNorm(doc=5246)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

28. 9.1996 20:12:47

0.007959109 = product of:
  0.031836435 = sum of:
    0.031836435 = product of:
      0.06367287 = sum of:
        0.06367287 = weight(_text_:28 in 5992) [ClassicSimilarity], result of:
          0.06367287 = score(doc=5992,freq=2.0), product of:
            0.13406353 = queryWeight, product of:
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.037424255 = queryNorm
            0.4749455 = fieldWeight in 5992, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.5822632 = idf(docFreq=3342, maxDocs=44218)
              0.09375 = fieldNorm(doc=5992)
      0.5 = coord(1/2)
  0.25 = coord(1/4)

Date

28. 7.2001 20:19:11