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Статті в журналах з теми "Internet in education Victoria"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

Walker-Gibbs, Bernadette, Louise Paatsch, Janet Moles, Bonnie Yim, and Terri Redpath. "A view through the long lens: Pre-service teachers' perceptions of multi-campus course delivery." Journal of University Teaching and Learning Practice 13, no. 5 (December 1, 2016): 155–63. http://dx.doi.org/10.53761/1.13.5.12.

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This paper explores the results of a survey that was conducted with 277 pre-service teachers studying at two regional university campuses in Victoria, Australia in 2014. Data showed that participants expressed high level of satisfaction with the quality of their undergraduate courses in education including the flexible teaching and learning experiences. However, many reported experiencing frustration with accessing cloud-based learning materials and support services, including communication with lecturers. Challenges in accessing learning materials were mainly attributed to slow internet speed which increased the time taken to download resources. Access to support services and lecturers was made difficult because many key staff were located at the larger, urban campuses, thus sometimes causing delay in communication with them. This study recommends that university faculties review the accessibility of services, facilities and resources for rural and remote students. Recommendations include greater attention to the presentation of online learning materials to ensure accessibility for all students, regardless of internet speed and location. Moreover, findings showed that by closer examination of the accessibility of services to reflect the reality and complexity of students’ lives, universities could increase equity for rural and remote students.

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2

Batool, Zainab, Hira Munir, Rakhshanda Hashmi, Nusrat Khatoon, Sahar Saeed, and Muhammad Kashif. "Analysis of Effects of Covid-19 Pandemic on Students’ Academic Performance at Post Graduate Level." Pakistan Journal of Medical and Health Sciences 16, no. 1 (January 31, 2022): 1431–34. http://dx.doi.org/10.53350/pjmhs221611431.

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The viruses which effect human respiratory system especially throat belongs to SARS family of viruses. Covid-19 stands for Corona Virus Disease, 2019. The corona virus pandemic belongs to family of severe acute respiratory syndrome (SARS) which cause difficulty in breathing. Corona virus originate from china in December 2019. The present study was conducted in Punjab, and Pakistan. The sample of 187 respondents was selected for data collection. Questionnaire was used for data collection. The data were collected from University of Agriculture Faisalabad, Quaid-e-Azam Medical College/Bahawal Victoria Hospital Bahawalpur and GC University for women Madina Town, Faisalabad. The collected data were analyzed by using computer software i.e Statistical Package for Social Sciences (SPSS). It was concluded from the present study that Covid-19 had badly affected the educational activities of the students. The students were not getting effective education due to poor availability of internet services and lack of trainings regarding online learning. The educational institutions should train the students to with such pandemic situations with the help of ICTs institutions. Keywords: Viruses; Disease; Education; Internet; Training

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3

Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.

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4

Austen, E. A., P. W. G. Sale, S. G. Clark, and B. Graetz. "A survey of farmers' attitudes, management strategies and use of weather and seasonal climate forecasts for coping with climate variability in the perennial pasture zone of south-east Australia." Australian Journal of Experimental Agriculture 42, no. 2 (2002): 173. http://dx.doi.org/10.1071/ea01030.

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A survey of 62 producers in the perennial pasture zone of south-eastern Australia was undertaken to gain an understanding of farmer attitudes toward climate variability, the use of weather and seasonal climate forecasts on farms and how climatic variability affects farm management. The 3 localities surveyed were Hamilton and surrounding districts in south-western Victoria, Lucindale and Naracoorte districts of south-eastern South Australia, and Campbell Town, Ross and Bothwell districts of North Central and upper Derwent Valley regions of Tasmania. Farmers in all districts considered winter rainfall to be the most reliable in terms of consistency, while autumn rainfall was the least reliable but had the greatest impact on production. Perceptions of seasonal rainfall variability and its impact were influenced by stocking rates; farmers with more heavily stocked properties considered rainfall in the growing season to be less reliable than did farmers with lower stocking rates and that autumn and winter rainfall had a greater impact on production. All farmers had strategies to manage their grazing enterprises in response to the prevailing season’s climate conditions, but not all available strategies were used. All participants fed supplements in poorer seasons while Tasmanian farmers tended to reduce stock numbers more in poorer seasons than did Victorian farmers. All the farmers used short-term weather forecasts to help make decisions about farm management, with 100% of farmers in all 3 states using radio and television forecasts and sheep graziers’ warnings. However, farmers felt that many other forecasts were unreliable and they were often were unwilling to incorporate them into decision making. Less than 50% of farmers had read or heard about the 3-month seasonal climate outlook and they were not willing to base management decisions on these outlooks. The uptake of information technology and the use of the Internet amongst farmers in the perennial pasture zone have increased rapidly, with an average of 76% of farmers using a computer and 30% connected to the Internet. Computers were mainly used for financial and farm management, while the Internet was mainly used for farm information. The education level attained by the farmer was the main factor that influenced the uptake and use of information technology.

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5

Gifford, S., and P. Zimmet. "A community approach to diabetes education in Australia — The Region 8 (Victoria) Diabetes Education and Control Program." Diabetes Research and Clinical Practice 2, no. 2 (January 1986): 105–12. http://dx.doi.org/10.1016/s0168-8227(86)80067-5.

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6

Crowe, B. L., and I. G. Mcdonald. "Telemedicine in Australia. Recent developments." Journal of Telemedicine and Telecare 3, no. 4 (December 1, 1997): 188–93. http://dx.doi.org/10.1258/1357633971931147.

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There have been a number of important developments in Australia in the area of telemedicine. At the national level, the House of Representatives' Standing Committee on Family and Community Affairs has been conducting the Inquiry into Health Information Management and Telemedicine. The Australian Health Ministers' Advisory Council has supported the establishment of a working party convened by the South Australian Health Commission to prepare a detailed report on issues relating to telemedicine. State governments have begun a number of telemedicine projects, including major initiatives in New South Wales and Victoria and the extensive development of telepsychiatry services in Queensland. Research activities in high-speed image transmission have been undertaken by the Australian Computing and Communications Institute and Telstra, and by the Australian Navy. The matter of the funding of both capital and recurrent costs of telemedicine services has not been resolved, and issues of security and privacy of medical information are subject to discussion. The use of the Internet as a universal communications medium may provide opportunities for the expansion of telemedicine services, particularly in the area of continuing medical education. A need has been recognized for the coordinated evaluation of telemedicine services as cost-benefit considerations are seen to be very important.

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7

Reid, C. L., and A. M. Ridley. "Environmental motivation and monitoring by landholders in north-east Victoria: fact, fantasy and future implications for catchment management." Australian Journal of Experimental Agriculture 47, no. 3 (2007): 346. http://dx.doi.org/10.1071/ea06021.

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This paper reports on the social and business profiles of 39 landholders (in three groups) in north-east Victoria, participating in an Environmental Management Systems (EMS) project, and their motivations for participating in EMS. The level and type of record keeping, formal monitoring, use of electronic technology, and interest or capacity to monitor their environmental performance were also assessed because this is a crucial part of the EMS process and one that research has not reported on to date. Landholder participation in EMS was mostly for reasons of wanting to better account for sustainability issues in farm management. Most participants recorded rainfall, soil test results, production measures and chemical use (in total 69–97%); however, 31% kept no chemical records. Few kept records of remnant native vegetation, pasture management, weeds, pest animals or native fauna. Electronic record keeping systems were used by 26% of participants. Almost all owned a computer and over 70% used the internet and email. To assess interest and capacity to monitor environmental performance, participants were introduced to a water balance calculation tool (this being a locally relevant issue) and asked to calculate their own values. Most participants needed two to three visits to gain confidence to perform the calculations and most did not view the tools as being of much relevance. This was in strong contrast to previous work carried out in the southern Riverina of New South Wales. We conclude that environmental monitoring is more important for catchment management authorities (CMAs) and state agencies than for landholders. If CMAs are to assess how on-farm actions lead to improved environmental performance, there is a need to collect information remotely, invest in monitoring or provide incentives for farmers. There appears to be insufficient record keeping and monitoring by landholders to trace chemical residue problems. This, in addition to a lack of environmental monitoring, means that farmers in north-east Victoria cannot substantiate either ‘clean’ or ‘green’ claims. Future work should focus on awareness and education in natural resource management, as well as improved record keeping and monitoring. Some form of recognition will be needed if the majority of farmers are to participate in environmental programs. Introductory EMS training provides a means of improving business outcomes, documentation and improving environmental management.

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8

Baso, Yusring Sanusi. "CARA MUDAH MENYIAPKAN MATERI PEMBELAJARAN BERBASIS WEB DAN CD UNTUK BAHASA INDONESIA." JURNAL ARBITRER 2, no. 1 (April 29, 2015): 73. http://dx.doi.org/10.25077/ar.2.1.73-80.2015.

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Revolution of Information and Communication Technology (ICT) has changed the various areas of human life, including the revolution in education. Revolution of education occurs since people migrate their way of learning from conventional to digital learning, face-to-face at a certain time and place into a meeting from anywhere and anytime. In the past we used paper, now we already headed to paperless era. Several years ago, teachers and lecturers is the source of knowledge, it is the source of knowledge can be through a variety of media, such as CD-ROMs and the Internet. The way we learn is change to distant learning with free study hour. Then, it results the term e-learning, knowledge server and knowledge based society. This article discusses how to prepare simple e-learning material (web and cd-based) about Bahasa Indonesian. The program that employs to elaborate and modify the material is Hot Potatoes which is published by the University of Victoria and the Half-Baked Software. The material of Bahasa Indonesian use in this program is a set of questions on National Examination for Selection Admissions (SPMB). These questions will create an interactive multimedia material, especially web-based and CD-based material. Modules that are discussed in this article including input of data (questions, answers, etc.), output configuration (modification of the display and apperance), as well as techniques to publish on the website. In addition, it will also discuss how to keep the material in the web and cd. The final result (output) or material output from this program is the material that can be used as in learning Bahasa Indonesian, especially for self training and test. The Output will be in the form of website and CDs. Keywords: e-learning, Hot Potatoes, web and cd.

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9

Vakaliuk, Tetiana, Svitlana Ivanova, and Alla Kilchenko. "ELECTRONIC PORTFOLIO AS A TOOL OF REFLECTING THE RESULTS OF SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 53–58. http://dx.doi.org/10.24144/2524-0609.2021.48.53-58.

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In the period of digital transformation of all spheres of life, including the educational and scientific sphere, the opportunity for scientific and pedagogical workers (SPW) to present their achievements on the Internet, including the results of scientific and pedagogical activities becomes important. The results of scientific and pedagogical activities of SPW are not only certificates of various activities (training, internships, participation in various activities), but also profiles in scientific and metric databases and the number of citations of relevant publications, information about achievements, list of publications, information about the teacher (education, scientific degree, academic title), range of interests, victories of students under the guidance of SPW, etc. That is why the purpose of the article is to consider the possibility of using the electronic portfolio as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic zones. The following research methods were used in this study: analysis, generalization, systematization. These methods were used to analyze and summarize the existing experience on this issue, as well as to systematize existing approaches to creating an e-portfolio. Under the e-portfolio of the scientific and pedagogical worker, we will understand the information system, which will contain all the information about the achievements of the scientific and pedagogical worker, including scientific work, awards, etc. The components that the electronic portfolio should contain are singled out if it is considered as a means of reflecting the results of scientific and pedagogical activities of teachers of free economic education. According to the authors, such a portfolio should contain: general information about the SPW: surname, name, patronymic, academic degree, academic title, information about higher education (about all, if more than one), place of work, position, etc.; information on SPW achievements: awards, prizes, participation in events, victories in competitions, etc.; SPW profiles in scientific-metric databases: Scopus, Web of Science (Publons), DBLP, Index Copernicus, Google Scholar, etc., publications; certificates; additional useful links; contacts; abbreviated profile in English, information on inventions, patents, participation in international projects, intellectual property rights to the work. The electronic portfolio of the scientific and pedagogical worker plays the role of a means of reflecting the results of the scientific and pedagogical activity, and acts as a business card of the teacher. The availability of such a portfolio will ensure the availability of SPW data in open access on the Internet. Prospects for further research include the search for other means of reflecting the results of scientific and pedagogical activities, as well as their expert evaluation.

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10

Litras, Amy, Sarah Latreille, and Meredith Temple-Smith. "Dr Google, porn and friend-of-a-friend: where are young men really getting their sexual health information?" Sexual Health 12, no. 6 (2015): 488. http://dx.doi.org/10.1071/sh15055.

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Background Young men are vulnerable when it comes to sexual health. They attend the general practitioner (GP) less often than females and are less likely to be offered testing for sexually transmissible infections. Access to accurate health information and education is a cornerstone of primary prevention, yet we know very little about how, where and why young people obtain information about sexual health. Methods: One-on-one semi-structured interviews were conducted with 35 male students aged 16–19 years from two Victorian educational institutions for trade skills until data saturation was reached. Interviews were audio-recorded, transcribed and thematically analysed. Results: The young men were poorly informed about sexual health. Their existing knowledge mainly came from school-based sexual health education, which while valued, was generally poorly recalled and provided only a narrow scope of physiological information. Young men seek sexual health information from various sources including family, the Internet, friends and pornography, with information from the latter three sources perceived as unreliable. GPs were seen as a source of trust-worthy information but were not accessed for this purpose due to embarrassment. Young men preferred the GP to initiate such conversations. A desire for privacy and avoidance of embarrassment heavily influenced young men’s preferences and behaviours in relation to sexual health information seeking. Conclusions: The current available sources of sexual health information for young men are failing to meet their needs. Results identify potential improvements to school-based sexual education and online resources, and describe a need for innovative technology-based sources of sexual health education.

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11

Ryan, Kathleen, Kathryn Snow, Margie Danchin, Kim Mulholland, Sharon Goldfeld, and Fiona Russell. "SARS-CoV-2 infections and public health responses in schools and early childhood education and care centres in Victoria, Australia: An observational study." Lancet Regional Health - Western Pacific 19 (February 2022): 100369. http://dx.doi.org/10.1016/j.lanwpc.2021.100369.

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12

Ferrari, Roberto C. "Victoria Research Web99109Patrick Leary. Victoria Research Web. Internet URL: http://www.indiana.edu/ ∼victoria/: Indiana University Bloomington 1996." Electronic Resources Review 3, no. 9 (September 1999): 119–20. http://dx.doi.org/10.1108/err.1999.3.9.119.109.

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13

Hopkins, Christine. "Zoo Education in Victoria, Australia." Journal of Museum Education 16, no. 2 (March 1991): 17–18. http://dx.doi.org/10.1080/10598650.1991.11510173.

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14

Kriewaldt, Jeana. "Geography and Geographical Education in Victoria." International Research in Geographical and Environmental Education 15, no. 2 (February 15, 2006): 159–65. http://dx.doi.org/10.2167/irgee192b.0.

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15

Thomas, Roger. "Upper‐secondary Education in Victoria, Australia." Compare: A Journal of Comparative and International Education 16, no. 1 (January 1986): 81–90. http://dx.doi.org/10.1080/0305792860160105.

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16

Driscoll, Geoffrey L. "Internet postgraduate education." Medical Journal of Australia 172, no. 5 (March 2000): 247–48. http://dx.doi.org/10.5694/j.1326-5377.2000.tb123933.x.

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17

Kurtz, Barry L., Dee Parks, and Eric Nicholson. "Effective internet education." ACM SIGCSE Bulletin 34, no. 1 (March 2002): 312–16. http://dx.doi.org/10.1145/563517.563462.

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18

Wilson, Thomas P., and Norman Hord. "Internet-Based Education." Topics in Clinical Nutrition 15, no. 3 (June 2000): 35–43. http://dx.doi.org/10.1097/00008486-200015030-00006.

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19

Vastag, B. "Internet Bioterrorism Education." JAMA: The Journal of the American Medical Association 287, no. 19 (May 15, 2002): 2494—a—2494. http://dx.doi.org/10.1001/jama.287.19.2494-a.

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20

Vastag, Brian. "Internet Bioterrorism Education." JAMA 287, no. 19 (May 15, 2002): 2494. http://dx.doi.org/10.1001/jama.287.19.2494-jha20005-2-1.

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21

Young-Ihm Kwon. "The Childhood Education of Britain’s Queen Victoria." Journal of Educational Idea 25, no. 1 (April 2011): 1–19. http://dx.doi.org/10.17283/jkedi.2011.25.1.1.

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22

HUGHES, K. L., and I. MILNE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 69, no. 12 (December 1992): 325–36. http://dx.doi.org/10.1111/j.1751-0813.1992.tb09917.x.

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23

CHAMBERLIN, WE. "Early history of veterinary education in Victoria." Australian Veterinary Journal 70, no. 3 (March 1993): 120. http://dx.doi.org/10.1111/j.1751-0813.1993.tb03298.x.

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24

Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.

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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

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Dos Santos, Brian L., and Andrew L. Wright. "Internet-supported management education." Information Services & Use 21, no. 2 (April 1, 2001): 53–64. http://dx.doi.org/10.3233/isu-2001-21202.

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Gallegos, Bee, Charles E. Kratz, and Victoria J. Spain. "Internet resources for education." College & Research Libraries News 56, no. 3 (March 1, 1995): 153–59. http://dx.doi.org/10.5860/crln.56.3.153.

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27

Bove, Alfred A. "Internet-Based Medical Education." Perspectives in Biology and Medicine 51, no. 1 (2007): 61–70. http://dx.doi.org/10.1353/pbm.2008.0013.

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Diwan, Parag, and Vinod Dumblekar. "Internet-Based Distance Education." Paradigm 4, no. 1 (January 2000): 51–62. http://dx.doi.org/10.1177/0971890720000106.

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McKinnon, David H. "Distance/Internet Astronomy Education." Highlights of Astronomy 13 (2005): 1037–40. http://dx.doi.org/10.1017/s1539299600018050.

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This paper briefly reports two major programs being operated by Charles Sturt University, Bathurst: the Cosmology Distinction Course for gifted and talented senior high school students and the CSU Remote Telescope Project for upper-elementary and lower secondary school students.

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Felix Freshwater, M. "Internet communication and education." Journal of Plastic, Reconstructive & Aesthetic Surgery 62, no. 8 (August 2009): 1100–1101. http://dx.doi.org/10.1016/j.bjps.2009.04.009.

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31

Egan, Katie, and Megan Moreno. "117. Internet Safety Education." Journal of Adolescent Health 48, no. 2 (February 2011): S78. http://dx.doi.org/10.1016/j.jadohealth.2010.11.165.

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Happell, B. "Comprehensive nursing education in Victoria: rhetoric or reality?" Journal of Psychiatric and Mental Health Nursing 8, no. 6 (December 2001): 507–16. http://dx.doi.org/10.1046/j.1365-2850.2001.00418.x.

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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.

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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1080/10300110701704937.

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35

GEORGIEVA, MIHAELA. "Rawls, Citizenship, and Education - By M. Victoria Costa." Journal of Applied Philosophy 28, no. 2 (May 2011): 217–19. http://dx.doi.org/10.1111/j.1468-5930.2011.00520.x.

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36

Mulder, Jean. "Establishing Linguistics in Secondary Education in Victoria, Australia." Language and Linguistics Compass 1, no. 3 (April 30, 2007): 133–54. http://dx.doi.org/10.1111/j.1749-818x.2007.00010.x.

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37

Hogg, Peter. "Access to Legal Education." Victoria University of Wellington Law Review 31, no. 1 (April 3, 2000): 77. http://dx.doi.org/10.26686/vuwlr.v31i1.5968.

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This article was presented as a lecture on "Capital Law School Day" organised by the Institute of Advanced Legal Studies to mark the occasion of the centenary of the Faculty of Law, Victoria University of Wellington in 1999.

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38

Westby, Carol. "Internet Resources." Word of Mouth 24, no. 5 (March 28, 2013): 10–11. http://dx.doi.org/10.1177/1048395013481320c.

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Macklin, Denise. "Continuing Education Online." Journal of the Association for Vascular Access 10, no. 1 (March 2005): 28–30. http://dx.doi.org/10.2309/1552-8855-10.1.28.

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The Internet offers a resource for media-rich training fully capable of evaluation, adaptation, and remediation, which is independent of computer platform, for individuals anywhere in the world, at any time. Interest and usage of the Internet as a source of information are increasing. In the future, as more nurses become comfortable with the Internet and begin to demand Internet learning opportunities, continuing education (CE) offerings will become more prevalent. This article reviews the benefits and limitations of Internet education offerings and the issues that arise in developing an Internet CE site, including the duties of a website administrator and a general overview of the cost of development and revenue generation. As speed and security improve, the Internet is becoming increasingly integrated into everyday life. Infusion therapy offers a unique opportunity because this information is not widely known and is not widely available on the Internet.

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40

Bishop, Pam. "School-Based Trust in Victoria: Some Telling Lessons." Australian Journal of Education 43, no. 3 (November 1999): 273–84. http://dx.doi.org/10.1177/000494419904300305.

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Temple, Victoria. "The year education went remote." ITNOW 63, no. 2 (June 1, 2021): 15. http://dx.doi.org/10.1093/itnow/bwab037.

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Abstract It has been an academic year like no other for teachers, students and parents alike. Months of online teaching have left an enduring legacy and shown how IT and technology are changing education rapidly, writes Victoria Temple, Senior Press Officer at BCS.

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Ushanov, Alexander, Natalia Morgunovа, and Irina Petunina. "Internet Technologies in Distance Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i10.19129.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

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SAITO, Nobuo. "Internet and Information Processing Education." Journal of JSEE 44, no. 3 (1996): 18–21. http://dx.doi.org/10.4307/jsee.44.3_18.

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Stowers, Gwendolyn. "The Internet and Political Education." Glimpse 11 (2009): 128–32. http://dx.doi.org/10.5840/glimpse2009-1011-1222.

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Martsolf, J. David. "Using Internet in Distance Education." HortScience 30, no. 4 (July 1995): 900C—900. http://dx.doi.org/10.21273/hortsci.30.4.900c.

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In Spring 1994, a 2-h course in Agricultural Meteorology was handled primarily by e-mail. Six off-campus students asked to take the course by e-mail, and two on-campus students voted to join them. Seven students communicated with each other and the instructor via VAX-mail on the UF IFAS Computer Network [ICON]. The remaining student used a NASA supplied link to Internet. A few students used V-mail on ICON's VAX, in preference to the basic MAIL facility. A good textbook was found indispensable because the rest of the course content flowed through the network. The conversational characteristic of e-mail messages accommodated questions about the text and a term paper topic well. There is a tradeoff of commuting costs vs. computer and modem costs. Each participant worked at an individual—an advantage for students who have production responsibilities. Those students ranked the course as highly desirable [compared with the average for other courses in the department 1.33 vs. 1.39 (where 1 is top score and 5 lowest)]. Procrastination is a hazard, and the keyboard is a limiting factor. Both the preparation for and conduction of the course is more time consuming than conventional methods. This time requirement is expected to decrease with familiarity, the use of graphics, and commercial links to Internet.

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Morrison, Rob, and Jill H. Ellsworth. "Internet resources for distance education." College & Research Libraries News 55, no. 5 (May 1, 1994): 256–58. http://dx.doi.org/10.5860/crln.55.5.256.

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Ellram, Lisa M., and Liane Easton. "Purchasing Education on the Internet." Journal of Supply Chain Management 35, no. 1 (December 1999): 11–19. http://dx.doi.org/10.1111/j.1745-493x.1999.tb00051.x.

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Williams, Gary, and Bob McKercher. "Tourism Education and the Internet." Journal of Teaching in Travel & Tourism 1, no. 2-3 (August 17, 2001): 1–15. http://dx.doi.org/10.1300/j172v01n02_01.

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Weber, Linda C. "Internet Reference Sources in Education." Reference Librarian 44, no. 91-92 (October 26, 2005): 263–77. http://dx.doi.org/10.1300/j120v44n91_16.

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Rozental, Tamara D., David J. Bozentka, and Pedro K. Beredjiklian. "Patient Education through the Internet." Clinical Orthopaedics and Related Research 421 (April 2004): 50–53. http://dx.doi.org/10.1097/01.blo.0000126942.57138.62.

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