Efficient web-based open and distance learning services

Bouras, Christos; Destounis, Panagiotis; Garofalakis, John; Γκάμας, Απόστολος; Sakalis, G.; Sakkopoulos, Evangelos; Tsaknakis, John; Tsiatsos, Τhrasyvoulos

doi:10.1016/s0736-5853(00)00012-5

Cited by 12 publications

(7 citation statements)

References 4 publications

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“…These two mechanisms could also increase the time constraint placed on students by inducing a trade-off between the time spent learning or reflecting on the course material and the time spent identifying the important resources, as well as the time needed to link them together. These design problems for effective learning have been discussed in the literature (for more details, see Bouras et al, 2000;Anderson, 2003;Pituch & Lee, 2006;Kirkwood & Price, 2006). Students can practice their exam skills through two tutor-marked assignments submitted on a voluntary basis.…”

Section: An Example Of Distance Learning Provisionmentioning

confidence: 99%

IRRODL Volume 12, Number 6

Authors

2011

IRRODL

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Section: An Example Of Distance Learning Provisionmentioning

confidence: 99%

IRRODL Volume 12, Number 6

Authors

2011

IRRODL

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“…Consequently the problem of "on-the-fly" adaptation of live multimedia streams needed in DL is generally not considered [30]. At the same time, various systems [14,37,13,35,31] have been proposed to specifically address Web-based DL but they do not consider the problem of adaptive content delivery. Such systems generally include a combination of video, audio, slides, chat sessions, and whiteboard functionality.…”

Section: Prior Workmentioning

confidence: 99%

Metadata-driven multimedia transcoding for distance learning

2007

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Advances in multimedia processing capabilities of electronic devices and the rapid growth of the Internet have contributed to the proliferation of collaborative applications such as distance learning (DL) webcasting. A key technical challenge in such DL systems is providing access to rich media content to any user regardless of device capabilities, network heterogeneity, and personal preferences. A novel MPEG-21-based adaptation architecture is presented to overcome these challenges by performing (1) application layer transcoding that adapts the presentation format of DL content to match device media decoding capabilities and user-desired modality, (2) bitstream transcoding to adapt multimedia to match device processing capabilities and encoding bit-rate supported by the network. Experimental results indicate that the proposed system delivers personalized DL content to meet end-user environmental restrictions with small transcoding overhead.

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mentioning

confidence: 99%

“…The online module organisation could potentially be very important for students to make the most of the study material provided. This has been stressed in the context of integrating different technologies for teaching provision (Bouras et al, 2000). The standard module outline on the virtual learning environment has consequently not changed much in order to leave it comparable to the other modules read by students (i.e., with common organisational features between modules).…”

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confidence: 99%

Increased technology provision and learning: Giving more for nothing?

Quillérou¹

2011

IRRODL

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<p>The development of new communication technologies has led to a push for greater technology use for teaching and learning. This is most true for distance learning education, which relies heavily on new technologies. Distance learning students, however, seem to have very limited time available for studying and learning because of work and/or family commitments. This paper focuses on the actual use by distance learning students of different teaching and learning resources and their associated teaching technologies (learning tools). The organisation of one module has been conceptualised as a toolbox, encompassing all the learning tools provided to students. This toolbox also explicitly includes an embedded priority system for the examination of available learning resources, conceptualised as a <em>traffic-light toolbox</em> in this paper. Results from a survey on the resources actually used by students show that students are indeed time-constrained. Students consequently follow the priority system embedded into the module and do not use non-examinable resources much. This paper concludes that students’ specific needs or situations need to be considered for the design of an effective learning toolbox, as opposed to just providing a bundle of learning tools that may be effective on their own.</p>

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Efficient web-based open and distance learning services

Cited by 12 publications

References 4 publications

IRRODL Volume 12, Number 6

IRRODL Volume 12, Number 6

Metadata-driven multimedia transcoding for distance learning

Increased technology provision and learning: Giving more for nothing?

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