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Relevant bibliographies by topics / Education delivery

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Academic literature on the topic 'Education delivery'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Education delivery"

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Allais, Stephanie Matseleng. "Education service delivery." Progress in Development Studies 7, no. 1 (January 2007): 65–78. http://dx.doi.org/10.1177/146499340600700106.

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Floress, Margaret T., Gary L. Cates, Kelly E. Poirot, and Nicole J. Estrada. "Conceptualizing Fixed-Interval Praise Delivery." Intervention in School and Clinic 56, no. 2 (May 1, 2020): 84–91. http://dx.doi.org/10.1177/1053451220914889.

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This article provides a conceptual framework for using fixed-interval praise delivery in the educational setting. Fixed-interval praise delivery can be conceptualized as an antecedent-based strategy that disrupts the natural behavior to contingency relationship in a four-term contingency model (Establishing operation–Antecedent–Behavior–Consequence). Historically, teachers are trained to deliver praise as a consequence-based practice (i.e., contingently). This article describes how teachers can also use praise on a fixed interval as an antecedent-based practice. When praise is delivered on a fixed-interval schedule, educators directly manipulate the level of praise delivered to maintain or increase appropriate student behavior. Using praise as an antecedent-based strategy has the potential to establish and maintain high-quality student–teacher relationships, which positively impacts student behavior. Practical, applied examples and discussion of fixed-interval praise delivery are provided.

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Blackhurst, A. Edward, Rene M. Hales, and Elizabeth A. Lahm. "Using an Education Server Software System to Deliver Special Education Coursework via the World Wide Web." Journal of Special Education Technology 13, no. 4 (March 1998): 78–98. http://dx.doi.org/10.1177/016264349801300402.

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The World Wide Web (Web) has considerable potential for delivering distance education programs. A new genre of computer software programs is being developed to facilitate the management of instruction and communication among students and instructors who are involved with the delivery of Web-based instruction (WBI). One such program is the TopClass educational server software system. This investigation was designed to examine the feasibility of using TopClass to deliver University-based special education coursework via the Web. Procedures required to set up an education Web server were examined and a pilot study was performed to explore factors associated with the development and delivery of instructional content via TopClass. Student reactions to instruction delivered in the pilot test were positive. There also were indicators that learning occurred as a result of using the TopClass system. Issues related to the use of WBI were identified and questions for additional research were proposed.

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Moore, Kimberly K., George E. Fitzpatrick, and Jane E. Slane. "(140) Survey of Student Perceptions for Course Delivery Methods." HortScience 40, no. 4 (July 2005): 1043C—1043. http://dx.doi.org/10.21273/hortsci.40.4.1043c.

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The University of Florida College of Agriculture and Life Sciences offers the Bachelor of Science degree program in Environmental Horticulture at the Fort Lauderdale Research and Education Center (FLREC). Instructors at the FLREC deliver course work and course work is also presented using a variety of distance education (DE) technologies. These DE technologies include interactive video conferencing, videotape, and web-based courses. The question often arises as to how many courses should be delivered using DE versus live onsite instruction. This survey was conducted to ascertain how students perceive the quality of education they are receiving using a mixture of delivery methods.

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Mazurak, Vera C., Ellen Whybrow, Stanley Varnhagen, and Catherine J. Field. "Distance Delivery of Nutrition Education." Canadian Journal of Dietetic Practice and Research 66, no. 3 (September 2005): 187–92. http://dx.doi.org/10.3148/66.3.2005.187.

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Questions often arise about the quality of an educational experience in a distance format. Debate exists as to whether the relatively new format of on-line education can offer an equivalent learning experience for students, and the perception remains that virtual learning is impersonal. We examined students’ experience in an introductory undergraduate nutrition course that had been remodelled as an asynchronous, active-learning, student-centred model. The investigation used the framework of instructional message design, a concept based on cognitive science principles, to highlight themes in student survey and focus group data. Results indicate that a motivating and accessible quality educational experience is possible in an on-line format through a student-centred model. Such a model provides a means to offer education to a diverse and larger audience. Further investigation is needed to determine faculty professional development needs and cost-effective ways to expand the model. Such a model provides alternatives to expand delivery to encourage interest in the field, and to provide continuing education for allied professionals and the general public.

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Khurana, Reema. "Information Technology and Education Delivery." Paradigm 3, no. 2 (July 1999): 75–80. http://dx.doi.org/10.1177/0971890719990211.

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Amadio, John. "WILTJA: Model of Education Delivery." Aboriginal Child at School 21, no. 1 (March 1993): 45–49. http://dx.doi.org/10.1017/s0310582200005575.

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The Pitjantjatjara people in the north west of South Australia and the Yalata Community in the far west of the state identify as Anangu (the people) Anangu culture is very different in many ways from the mainstream culture largely associated with urban centres but some of the aspects in common include a desire to maintain their culture and lifestyle, wanting a favourable future for their children and their communities, and a desire to be self managing.

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Rashid, Prem. "Surgical education and adult learning: Integrating theory into practice." F1000Research 6 (February 14, 2017): 143. http://dx.doi.org/10.12688/f1000research.10870.1.

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Surgical education continues to evolve from the master-apprentice model. Newer methods of the process need to be used to manage the dual challenges of educating while providing safe surgical care. This requires integrating adult learning concepts into delivery of practical training and education in busy clinical environments. A narrative review aimed at outlining and integrating adult learning and surgical education theory was undertaken. Additionally, this information was used to relate the practical delivery of surgical training and education in day-to-day surgical practice. Concepts were sourced from reference material. Additional material was found using a PubMed search of the words: ‘surgical education theory’ and ‘adult learning theory medical’. This yielded 1351 abstracts, of which 43 articles with a focus on key concepts in adult education theory were used. Key papers were used to formulate structure and additional cross-referenced papers were included where appropriate. Current concepts within adult learning have a lot to offer when considering how to better deliver surgical education and training. Better integration of adult learning theory can be fruitful. Individual teaching surgical units need to rethink their paradigms and consider how each individual can contribute to the education experience. Up skilling courses for trainers can do much to improve the delivery of surgical education. Understanding adult learning concepts and integrating these into day-to-day teaching can be valuable.

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Ahinkorah, Bright Opoku, Abdul-Aziz Seidu, Eugene Budu, Ebenezer Agbaglo, Francis Appiah, Collins Adu, Anita Gracious Archer, and Edward Kwabena Ameyaw. "What influences home delivery among women who live in urban areas? Analysis of 2014 Ghana Demographic and Health Survey data." PLOS ONE 16, no. 1 (January 4, 2021): e0244811. http://dx.doi.org/10.1371/journal.pone.0244811.

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Background In Ghana, home delivery among women in urban areas is relatively low compared to rural areas. However, the few women who deliver at home in urban areas still face enormous risk of infections and death, just like those in rural areas. The present study investigated the factors associated with home delivery among women who live in urban areas in Ghana. Materials and methods Data for this study was obtained from the 2014 Ghana Demographic and Health Survey. We used data of 1,441 women who gave birth in the 5 years preceding the survey and were dwelling in urban areas. By the use of Stata version 14.2, we conducted both descriptive and multivariable logistic regression analyses. Results We found that 7.9% of women in urban areas in Ghana delivered at home. The study revealed that, compared to women who lived in the Northern region, women who lived in the Brong Ahafo region [AOR = 0.38, CI = 0.17–0.84] were less likely to deliver at home. The likelihood of home delivery was high among women in the poorest wealth quintile [AOR = 2.02, CI = 1.06–3.86], women who professed other religions [AOR = 3.45; CI = 1.53–7.81], and those who had no antenatal care visits [AOR = 7.17; 1.64–31.3]. Conversely, the likelihood of home delivery was lower among women who had attained secondary/higher education [AOR = 0.30; 0.17–0.53], compared to those with no formal education. Conclusion The study identified region of residence, wealth quintile, religion, antenatal care visits, and level of education as factors associated with home delivery among urban residents in Ghana. Therefore, health promotion programs targeted at home delivery need to focus on these factors. We also recommend that a qualitative study should be conducted to investigate the factors responsible for the differences in home delivery in terms of region, as the present study could not do so.

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Lopez, Carrie, Abhinav Chandra, and Mary Sweigart. "Implementation of a survivorship clinic in a medically underserved comprehensive community cancer center." Journal of Clinical Oncology 36, no. 7_suppl (March 1, 2018): 54. http://dx.doi.org/10.1200/jco.2018.36.7_suppl.54.

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54 Background: Historically, preparation of Survivorship Care Plans (SCPs) had been a cumbersome challenge that resulted in a limited number of plans delivered to eligible patients. In 2015, eleven breast SCPs were prepared and delivered by an RN. Upon review, it was determined the process of preparation and delivery of SCPs required refinement. Methods: Initially, we identified the barriers to our practice, which included limited knowledge, process, personnel, and software interfacing. We implemented a quality improvement project with the goal of delivery of SCPs to an increased number of cancer survivor patients. The project targeted staff education to identify eligible patient populations, create awareness of the Commission on Cancer accreditation requirements, and the knowledge necessary to create a SCP. We coordinated with the information technology department to attempt interfacing software programs, track the delivery of plans, and use provider notes to export data. We increased communication between departments to identify eligible patient populations. A nurse practitioner was assigned the responsibility for preparation and delivery of the document during a scheduled appointment, which focused on review and education in relation to the patient’s diagnosis, treatment plan, sequelae and recommended surveillance. Results: Through close coordination of interdisciplinary teams, we were able to implement strategies to develop a streamlined process to create and deliver SCPs. These interventions resulted in the Survivorship Clinic going from 11 breast cancer SCPs delivered in 2015 to 98 and counting, of all types of cancer, delivered in 2016. Patients requested follow up visits to the Survivorship clinic. Conclusions: We have successfully developed a Survivorship Clinic within a federally designated medically underserved community setting. Implementation of best practices resulted in nine-fold increase in delivery of SCPs. Most importantly, we have increased patient education and satisfaction. Our practices can be replicated by other programs and thereby curb the disparity of cancer survivorship care in rural areas.

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Dissertations / Theses on the topic "Education delivery"

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Stinnett, David. "Web-based curriculum delivery." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.

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Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.

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This study compared student satisfaction and academic performance in online and face-to-face classes. 105 ITT Technical Institute students who were simultaneously enrolled in one online course and two on-campus courses were surveyed and interviewed. Factors examined included student to instructor communication, student to student interaction, content selection for online courses and course management for online courses. Sixty-four percent of the students did not pass their online courses and expressed dissatisfaction with the learning process. Course components and processes that could be improved were identified.

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Chao, Yaxin. "Content delivery networks." Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/26458.

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Since bottlenecks and congestion often happen with the phenomenal growth in the use of the network, the demand for improving network delivered performance is very necessary. Deploying Content Delivery Networks (CDNs) technology to improve delivery performance has caused more and more people's attention. Content Delivery Networks employ many geographically distributed sites to improve the scalability and improves network performance by reducing the client's response time. In this thesis, we initially present the background knowledge on CDNs, which includes CDNs concept, function, methodology, components and market analysis. The thesis emphasizes analyzing, comparing and evaluating various aspects of CDNs. We divide the whole comparison and evaluation into three parts. Firstly, we analyze and compare CDNs to other methods for improving performance and congestion control. Secondly, we overview different technologies that can be used within CDNs, then compare and analyze various CDNs components and implementations. Thirdly, we select current representative CDNs companies or providers to compare and evaluate their products and services. In this thesis, we also describe some main applications of CDNs and do a case study of Cisco ECDN and Volera Velocity CDN for E-learning. Finally, we conclude this thesis by summarizing our analysis and giving recommended trends for CDNs development.

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Martin, David. "Delivery of ITV Chemistry Classes." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/407.

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Western Kentucky University (WKU) offered a course entitled Biochemistry for the Health Sciences in the spring semester of 2007. The course was taught in Interactive Television (ITV) format, and was the first time a class had been taught in the format enabling two-way communication by the Chemistry Department. One section was present in an ITV broadcast classroom on the main campus in Bowling Green, Kentucky. Another section received the broadcast on the campus of Western Kentucky University-Owensboro (WKU-O), at Owensboro Community and Technical College (OCTC), located in Owensboro, Kentucky. The purpose of this thesis is to evaluate the delivery of the chemistry class and to ascertain if ITV is a suitable format for chemistry classes. Professor Larry Byrd taught the class in person to twenty-nine students in Bowling Green. David Martin, the author of this thesis, attended the class at WKU-0 along with one student, who was required to take the class for her Health Sciences major. The thesis addresses the technical aspects of an ITV class, the logistical challenges faced at both locations, the subject matter covered, and the reactions of students. A survey was administered to the Bowling Green class and the Owensboro student was interviewed. Suggestions for improvements were made for future classes. The conclusion is that ITV can certainly be used successfully for the delivery of chemistry classes. The student in Owensboro received an "A" for the semester. This result compared to 50% "A's", 32 % "B's", 9% "C's", and 9% "D's" and "W's" for the total class. The most needed improvement for the class is the inclusion of demonstrations of laboratory experiments on video. The technical and logistical challenges encountered can be overcome with more experience on the part of the professor and improvements in the courier transportation system. This particular class is scheduled to be offered via ITV in the fall 2007 semester and will be broadcast to multiple remote locations. This limited study of an ITV chemistry class shows that the delivery method is appropriate and reasonable. To broaden the statistical base for comparison of ITV classes to traditional classes, another series of experiments should be performed. A proposal for a study between a traditional class, an ITV main campus class, an ITV remote class, and a web-based class is included. This study is designed to compare student performance over a range of delivery methods for the same course.

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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.

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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.

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Morrish, Margot. "The delivery of cross-cultural family violence prevention education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32196.pdf.

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Dixon, John Robert. "Examining the impacts of Web-based education delivery systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58335.pdf.

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Griffin, Michael Leonard. "AIDS education and adolescents: Implications for service delivery personnel." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184885.

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The purpose of this study was to determine if frequently used AIDS education programs in schools, such as popular half-hour video presentations, are effective in increasing the knowledge of adolescents to risk behaviors and transmission modes for the Human Immunodeficiency Virus (HIV) that causes AIDS. Two distinctly different award winning films about AIDS were used to compare effects of treatment on students' knowledge and attitudes as measured by an anonymous written survey comparing adolescents with survey participants in a 1986 Boston metropolitan area study (Strunin, Hingson, 1987). Analysis of post-treatment survey data was conducted using the chi-square statistic for contingency tables comparing the two treatment groups with controls for each of the survey question's responses. More than half of the survey's knowledge questions were found statistically significant at the.05 level or better due to differences attributed to the films. An evaluation of the statistically significant knowledge questions by gender also indicated that differences existed for most questions by sex of respondents; most were statistically significant for one sex, but not both. A comparison of survey results with the original Strunin-Hingson study revealed significant changes in both attitude and knowledge levels for adolescents participating in this study. It was observed that levels of knowledge were generally higher in this study group, and there was a measurable increase in concern or worry over AIDS that was not evident in the 1986 data. A large percentage (46%) of this study's respondents indicated that they would abstain from sex as a behavior change to protect them from AIDS, compared with only 10% responding similarly in 1986. Only 25% of respondents indicated that they would use condoms, compared with 10% in 1986; and 9% would elect to be monogamous, compared with 3% previously. The findings of this study led to the conclusion that educational films may differ in their effect on imparting accurate AIDS knowledge to adolescents, and the messages about AIDS transmission (e.g. kissing, saliva) might be better understood by viewing films such as Suzi's Story in conjunction with didactic AIDS presentations.

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Riley, Joanne. "Evaluating the delivery of sex education in secondary schools." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245009.

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Durbin, Rebecca A. "Teacher Professional Development| The Impact of Delivery Structure, Student Physical Presence, and Technology-Enhanced Instruction." Thesis, Duquesne University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10839813.

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In an ever-changing labyrinth of standards, accountability, and standardized testing, educators seek ways to improve instruction. Teachers need learning experiences that help them navigate an environment in which a growing list of student performance standards and standardized tests determine their success in teacher evaluations (Crawford, 2015; Terehoff, 2002). In this same pursuit, many administrators are challenged in their efforts to provide meaningful professional development to support teachers (Terehoff, 2002). The goal of this study is to gain insight into which TPD delivery types and which levels of student presence create the most meaningful and applicable learning for educators and to provide insight and guidance to administrators and TPD planners who are seeking ways to provide quality TPD.

The study data was gathered through qualitative methods, including participant observation, surveys, interviews, and focus groups. The data was exlored through the SPLT model. The major findings of the study suggest that higher model levels—which included student physical presence—led to an increased application of teacher-learning in the classroom and an increased confidence in attempting to apply newly learned techniques and tools. Teachers also suggested that these in-classroom session were more valuable when a pre- or post-discussion accompanied the session. The results demonstrated that learning at all model levels had value for different intended learning purposes. They also suggested that the TPD learning could be more effective when lower model level sessions are followed up with higher-level SPLT model sessions that occur in the classroom during instructional time with students physically present.

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Books on the topic "Education delivery"

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Delivery strategies for practical arts programs. Edmonton, AB: Alberta Education, 1990.

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Ravishankar, V. J. Primary education in Malawi: Expenditures, service delivery and outcomes. Washington, D.C: The World Bank, 2016.

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Training Design and Delivery. Alexandria, VA: ASTD PRESS, 2007.

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Arnold, Joan B. How to enhance adult education delivery for older learners: A case study of adult education delivery in the Youth and Community Education Service. Birmingham: University of Birmingham, 1996.

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Redmond, T. Management and delivery of community education in Hackney. Oxford: Oxford Brookes University, 1995.

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Georgia. Department of Education. Migrant Education Program. Statewide service delivery plan: Georgia Migrant Education Program. Atlanta, Ga: The Dept., 2009.

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Wanasinghe, Shelton. The delivery of general education in Sri Lanka: An alternate approach. Colombo: Institute of Policy Studies, 2003.

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Yau, Maria Y. M. Alternative service delivery models for learning disabled students. Toronto: Information Services Division, Toronto Board of Education, 1988.

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Huffman, Stephanie. Cases on building quality distance delivery programs: Strategies and experiences. Edited by IGI Global. Hershey, Pa: IGI Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA), 2011.

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Morris, Marian. The delivery of careers education and guidance in schools. Norwich: Department for Education and Skills, 2001.

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Book chapters on the topic "Education delivery"

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Hoveid, Halvor, and Marit Honerød Hoveid. "Teaching – Between Attention and Delivery." In Making Education Educational, 103–26. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27076-6_5.

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Kelkar, Sanjeev. "Medical Education." In India's Public Health Care Delivery, 89–143. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4180-7_4.

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Itakura, Atsuo. "Education." In New Assessment of Fetal Descent and Forceps Delivery, 37–39. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4735-0_5.

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Hartmann, Sarah. "Education ‘Home Delivery’ in Egypt." In Private Tutoring Across the Mediterranean, 57–75. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-237-2_4.

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Ismail, Annafatmawaty Binti, and Sukanlaya Sawang. "Entrepreneurship Education, Pedagogy and Delivery." In Contributions to Management Science, 1–10. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48802-4_1.

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Rajasekhar, D., and R. Manjula. "Decentralised delivery of school education." In Decentralisation in Contemporary India, 156–75. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003094357-12.

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Quinn, Stephen. "Convergence and the Implications for Journalism Education." In Cross-Media Service Delivery, 13–24. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-1-4615-0381-1_2.

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Alsop, Auldeen, and Susan Ryan. "Participating in service delivery." In Making the Most of Fieldwork Education, 116–29. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4899-3148-1_11.

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Gorur, Radhika, and Ben Arnold. "Hybrid models of delivery." In Privatisation and Commercialisation in Public Education, 82–97. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429330025-7.

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Gallagher, Helen, Karen M. Lauridsen, and Thomas Peschken. "Internationalised curriculum design and delivery." In Internationalising Programmes in Higher Education, 64–78. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-5.

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Conference papers on the topic "Education delivery"

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Senn, Gary. "Comparison of Face-To-Face and Hybrid Delivery of a Course that Requires Technology Skills Development." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3358.

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Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process.

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Wasfy, Tamer M. "LEA: Software System for Multimedia and Virtual-Reality Web-Based Education and Training." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99292.

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LEA (Learning Environments Agent) is a web-based software system for advanced multimedia and virtual-reality education and training. LEA consists of three fully integrated components: (1) unstructured knowledge-base engine for lecture delivery; (2) structured hierarchical process knowledge-base engine for step-by-step process training; and (3) hierarchical rule-based expert system for natural-language understanding. In addition, LEA interfaces with components which provide the following capabilities: 3D near photo-realistic interactive virtual environments; 2D animated multimedia; near-natural synthesized text-to-speech, speech recognition, near-photorealistic animated virtual humans to act as instructors and assistants; and socket-based network communication. LEA provides the following education and training functions: multimedia lecture delivery; virtual-reality based step-by-step process training; and testing capability. LEA can deliver compelling multimedia lectures and content in science fields (such as engineering, physics, math, and chemistry) that include synchronized: animated 2D and 3D graphics, speech, and written/highlighted text. In addition, it can be used to deliver step-by-step process training in a compelling near-photorealistic 3D virtual environment. In this paper the LEA system is presented along with typical educational and training applications.

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Natalie Carroll, A. Talbert, P. Goldsbrough, and B. Goetz. "Distance Education and Web-Based Delivery." In 2002 Chicago, IL July 28-31, 2002. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2002. http://dx.doi.org/10.13031/2013.9238.

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Lynch, Kathy, Annegret Goold, and Jenny Blain. "Students’ Pedagogical Preferences in the Delivery of IT Capstone Courses." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2784.

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Capstone courses are used extensively in teaching information technology to expose students to realistic, work-like situations, though in a controlled environment. The value of the experiences the student engages in, and the skills and knowledge they develop are not questioned, as they are accepted as a beneficial precursor to professional work. The pedagogical methods used to deliver capstone courses vary across academic programme, institution, country and culture. The research explores information technology students’ preferences for the delivery of capstone projects from three different pedagogical delivery approaches and suggests that students want a certain level of anonymity, but at the same time they want direction and assistance when they determine they require it. Emerging from the findings are several recommendations that developers of capstone projects and courses may wish to address.

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Xu, Shihong, and Hong Shen. "QoS-oriented content delivery in e-learning systems." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236337.

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Hai-Hong, E., Mei-Na Song, Jun-De Song, Xiao-xiang Luo, and Xiao-Qi Zhang. "A new service delivery open platform (SDOP) architecture." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236390.

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Isomottonen, Ville, Ari Viinikainen, and Ville Tirronen. "Critical Exploration of Flexible Delivery." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274095.

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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.

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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.

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F. Braun, Gerald, and Elaine Crable. "A Template-based Approach to Online Content Delivery: An Alternative to Blackboard." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2445.

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As student access to computers and the Internet becomes more commonplace, professors have come to rely on a variety of tools to deliver course materials for both classroom-based and distance learning courses. Software products such as WebCT, Learning Space, and Blackboard are among the most popular. They all provide the instructor with an easy-to-use environment for delivering content and communicating with students. This paper gives a brief overview of these three products along with a detailed description of an HTML template approach as an alternative to the more costly software tools. Comparisons are made to Blackboard as a representative product based on seven criteria - general design, setup, delivery of materials, interaction, assessment, support and security, and site maintenance. Advantages and disadvantages are discussed.

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Zhu, Lin, Ronghuai Huang, and Yushun Li. "Integrating Handheld Devices into Ubiquitous Education Service Delivery." In 2008 International Seminar on Future Information Technology and Management Engineering (FITME). IEEE, 2008. http://dx.doi.org/10.1109/fitme.2008.80.

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Reports on the topic "Education delivery"

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Goodman, Joshua, Julia Melkers, and Amanda Pallais. Can Online Delivery Increase Access to Education? Cambridge, MA: National Bureau of Economic Research, October 2016. http://dx.doi.org/10.3386/w22754.

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Louw, Adriaan. A Randomized Trial of Live versus Video Delivery of Pain Neuroscience Education for Middle School Children. Science Repository, July 2019. http://dx.doi.org/10.31487/j.pdr.2019.02.03.

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Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

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In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.

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Cedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, February 2021. http://dx.doi.org/10.6027/r2021:4.1403-2503.

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Nordic welfare states are world renowned for providing high quality public services. Nordic municipal and regional authorities, in particular, play a central role in the delivery of key public services in areas, such as, health, education, and social care. However, in recent years, public authorities have faced several challenges which have reduced capacity and resources, including long periods of austerity following the 2008 financial crash, rapid demographic changes caused by an ageing population, and the COVID-19 health crisis. In response to these challenges many public authorities have looked to inter-regional, inter-municipal and cross-border collaborations to improve the quality and effectiveness of public service delivery (OECD 2017; ESPON 2019). Indeed, collaborative public service delivery is becoming increasingly prominent in the Nordic Region due to a highly decentralized systems of governance (Nordregio 20015; Eythorsson 2018).

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Peterson, Timothy. The Relationship Between a Private Voluntary Organization and the Government of a Developing Country in the Delivery of Public Education: A Case Study in Rural Guatemala. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1374.

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Glista, Danielle, Robin O’Hagan, Danielle DiFabio, Sheila Moodie, Karen Muñoz, Keiran Joseph, Christine Brown, et al. Virtual Hearing Aid Care – Clinical Practice Guidance Document. Western Libraries, Western University, August 2021. http://dx.doi.org/10.5206/0820211097.

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This document was informed by literature reviews conducted in accordance with the Joanna Briggs Institute’s guide to evidence synthesis (Aromataris & Munn, 2017; https://joannabriggs.org) and includes evidence related to client candidacy, delivery models, modalities of delivery, and outcomes of virtual hearing aid fitting and management. This document provides clinical practice guidance for virtual hearing aid fitting and management processes and technological requirements in the delivery of such services (herein referred to as virtual hearing aid care). Virtual hearing aid care can include services delivered directly to a client by a provider or using facilitator-supported services and specialized equipment, depending on client factors, type of care, and the timepoint in the care process (e.g., initial versus follow-up appointments). This document will address virtual care including the following types of hearing aid care: o Programming o Verification o Validation o Management (counselling and education) Currently, virtual hearing aid care is better suited to follow-up appointments

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Morey, John C., Michael D. Bush, Robert Beebe, Scott McPhail, and William R. Bickley. Best Practices for Using Mobile Training Teams to Deliver Noncommissioned Officer Education Courses. Fort Belvoir, VA: Defense Technical Information Center, January 2009. http://dx.doi.org/10.21236/ada500349.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

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Bando, Rosangela, Francisco Gallego, Paul Gertler, and Dario Romero. Books or Laptops? The Cost-Effectiveness of Shifting from Printed to Digital Delivery of Educational Content. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22928.

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