Four 57 High Cues

Four 57 High Cues
Look at this page if you are ssearching for Four 57 High Cues

Distance Learning through ICT Devices

DISTANCE LEARNING READINESS THROUGH ICT DEVICES

* Dr.K.Nachimuthu

Introduction

 Distance Learning Readiness was defined as the degree to which an individual or institution is prepared, willing and has the capacity to participate in the digital world of education.  The rapidly evolving technological developments have affected the nature of mobile phone and TV, as the TV is no longer a set of pushed schedule of programs; instead, viewers select channels at his or her own discretion. The mobile phone has utilizing different technological functions for specific phone -based capabilities (Phone book, Messaging, Call center, Fun & Games, Multimedia, File Manager, Services, Organizer & settings), ranging from internet access, MP3 Player, SMS, camera,  and video to email etc.,

Growth of Distance Learning

 Currently, distance learninghas grown into a higher education industry and has become one of the main pathways to global education. Allen, M (2000) asserted that technology is used in education because it could improve access to education. It reduces cost/increase efficiency, improves quality, provides "on demand" or "just in time" learning, and allows a learner centered approach. If information and communication technologies are used effectively, Sachs, J.D (2003) stated that they could help create a trained, educated and healthy workforce capable of building a vibrant and successful economy. The value of a network increases as its number of users grows. Participation in the networked world could provide new ways for developing countries to improve their economic, social, and political wellbeing. A research study document stated that "E-readiness assessments are a valuable tool for distance education students with which to gain more informed, region-specific understanding and to develop an action plan" (Sachs, J.D.2003). A challenge for cross-cultural assessment is to construction inventory suited to the local needs while retaining the standards of validity and reliability expected of established assessment instruments (Chung,F.M. 1996).

Readiness is not merely to be ready to get involved in a distance learningventure, but also about the expectations of the institutions for the distance learningprojects. Readiness assessment could give information about skills, strengths, weaknesses, opportunities, and threats (SWOT analysis), and special needs (Carrasco,L.C (2004).

 If information and communication technologies are used effectively, Vijayakumari, G (2010) stated that they could help create a trained, educated and healthy workforce capable of building a vibrant and successful economy. The value of a network increases as its number of users grows. In a study conducted by the Jammu and Kashmir Distance Education centre with other then Indian participants, it was found that the amount of support project participants received actually increased their willingness to begin the technology-delivered portions (Nachimuthu, 2007). The level to which participants felt they were supported was one of the primary indicators regarding their participation in e-learning. Also research indicates that an instructor's motivating style is an important educational construct (Ryan, R.M.1987) because it affects students' developmental and academic outcomes (Reeve, J. 1996).

Methodology

 A total of 190 questionnaires were distributed to Periyar Institute of Distance Education (PRIDE) students of Periyar University, Salem from, management programme, sciences, arts and social sciences ranging in age from 20 to above 40. All the students were Indians (100%). All of them affirmed that they have or owned mobile phones. The data was collected using simple random sample through primary data based on their contact classes. The questionnaires were administered by the researcher as well as distance education contact class lecturers in the PRIDE centre, and were completed by the students during the class in December 2010.

Results and discussion

 Once the data was collected, the data was coded and analyzed using descriptive statistic to determine the percentage of the respondents towards the priority in using the technology devices. As seen in Table-1, the results show that 57.89% of the respondents owned desktop computer, 84.21%  Laptop computer, 100% Mobile Phone, 37.89% MP3 player, 87.37% Television,, 84.21%  Radio, 60.0%  Digital camera, 6.84% I-pad (e.g. Apple, Sony..), 4.21% Video camera  (E.g. Handy cam, Sony, Cyber shot..).

Table-1- The ownership of technology devices by the Distance learners

--------------------------------------------------------------------------------------

Devices                                  Frequency           Percent

-------------------------------------------------------------------------------------

Desktop computer                      110                  057.89

Laptop computer                        160                  084.21

Mobile Phone                             190                  100.00

MP3 Player                              072                  037.89

TV                                            166                  087.37

Radio                                        160                  084.21

Digital Camera                          114                  060.00

Video Games                            013                  006.84

Video Camera                           008                  004.21

As seen in Table-2 the results show that the respondents from the age (20-26) owned 24.3% normal Desktop computer, 32.8% Laptop computer, 38.6% Mobile phone, 39.7% Mp3 player, 42.6% Television sets, 37.8% Radio sets, 34.3% Digital Camera and no one of them had Video Camera. The respondents from the age (27-33) owned 45.4% normal Desktop, 43.5% Laptop, 41.3%Mobile, 38.1%Mp3, 38.8% TV, 41.1% Radio, 48.5% Camera, 66.7% Video Camera. The age (34-40) owned 27.6%normal Desktop, 22.2% Laptop, 18.7%Mobile, 22.2% Mp3, 18.6%TV, 17.4% Radio, 17.2% Camera, and 32.4% Video Camera. The age of (41-above) owned 2.7% normal Desktop, 1.5%Laptop, 1.4%Mobile, 3.7%Radio and no one of them had Mp3, TV, Camera or Video Camera.

Conclusion

            There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionizing education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. Following traditional Internet communication, mobile communication is recently emerging in the field of education. Compared with computer mediated communication, the high penetration rate of mobile devices and high popularity among the youth lend mobile communication superior advantages when approaching young students. When the media are used to augment rather than substitute face-to-face communication, lean media can be more desired, since they reduce socio-emotional cues and thus reduce pressure upon people. People can express themselves with less inhibition, and act more like themselves. It is found that media low in richness with an asynchronous nature reduce pressure for people to response immediately and need to ingratiate (Connell, J. 2001). This global now looks like small village before and to reach any where you need to own the object to be where ever you want to be especially when you have the strength and money.

 Undoubtedly, ICTs are potentially a useful tool both for managing education and for teaching. Use in managing educational institutions should be encouraged, as should use by instructors to gain access to educational materials. Moreover, the new emphasis on cost-effectiveness may discourage innovation. Well-designed ICTs can allow educators to reach new groups of potential students, particularly mature students, lifelong learners, and students with physical disabilities, students in employment and students who are far from education centres. Most of these groups are composed mainly of older and well-motivated students. In developing countries, electronically delivered courses may make the difference between some education and none at all for people in remote rural areas. For aid donors, it is thus especially worthwhile to invest in opportunities for remote learning.

 ICTs are most likely to be cost-effective when used to reach very large numbers of students (a common problem in developing countries); when used for research; and when used by administrators. In most other situations, they are unlikely to save money. They involve both heavy initial costs to prepare teaching materials, and recurrent costs to replace hardware and software. Many education policy-makers seriously underestimate the total costs of operating ICT-based learning. Finally, technology is never a substitute for good teaching. Without skilled instructors, no electronic delivery can achieve good results.

References

Allen, M., & Presnal, G. (2000) Critical factors required to implement distance learning programs, in University of West Indies, Ocho Ríos, Jamaica, pp.101-105.

Nachimuthu, K (2007) Mobile Learning and Distance Education, Journal of Distance Education, University of Jammu, May, 2007, Vol. XII, No:1, pp. 33-39.

 Vijayakumari, G (2010) Quality issues and Standards of E-Content, Journal of Educational Technology, I-Manager's Pub, Vol,4, No.3, Oct- Dec 2007, pp 8-11.

About the Author

Asst Prof in Education, Periyar University, Salem-636011, Tamilnadu State India

We appreciate you looking at our Four 57 High Cues information.

You can go back to Pool Cues for even MORE good stuff.

|

« Pool Cue Made

Pool Case Texture Made »

Comments are closed for this entry.