Abstract: The article deals with the theoretical and methodological underpinnings of best practice research (BPR). First, the basic components of BPR are formulated and analyzed. Then two different approaches to BPR are reviewed and discussed their pros and cons. Then the general problems of BPR are considered as well as possible ways of their getting over. The article shows that there is nothing like “best practice of best practice research” and it is argued that much has to be done in the development of BPR theory and methodology.
Abstract: Distance education, incorporating evolutionary methods of maximum inclusion, has changed the face of pedagogy in the 21st century digital age. The underpinning objective of distance education is to ensure that the student has a meaningful learning experience having accomplished definitive outcomes. While many distance education institutions are rapidly embracing multimodal ways to reach its students, many issues remain unresolved. One major issue is how to maintain the discipline’s conceptual integrity while accommodating new developments in technology, including finding creative, yet appropriate solutions in different contexts. This paper seeks to identify and address the issue of e-learning in the main, as it impacts the tripartite relationship of pedagogy, cognition and technology. In order to realise the objectives of this paper, a theoretical examination of cognition, pedagogy and technology was carried out in the form of a review of the literature, in order to motivate for the development of a new grounded pedagogical model for higher/distance education. An investigation of higher/distance education conceptual models was incorporated in the review of the literature. Additionally, a qualitative empirical study was conducted which involved in-depth interviews with Open and Distance Learning (ODL) experts at the University of South Africa (Unisa) in order to supplement the information that was gathered from the literature. The study applies the theory of dialogue as its guiding principle and therefore uses Freirean dialogue as the theoretical framework. The paper argues that e-learning must be firmly rooted in epistemological frameworks to be effective in the learning experience and that it is imperative that the pedagogy continue to transform and evolve as technologies change. This paper suggests that a new grounded pedagogical model be developed, incorporating the cognitive and technological aspects of distance education in pursuit of dialogical learning excellence.
Abstract: The article deals with preconditions which are necessary for e-learning implementation into education. The e-learning is a phenomenon which provides both advantages and disadvantages, barriers, e.g. IT equipment is a necessary precondition. The aim of this article is to analyze possibilities offered by ICT implementation from the point of view of the educational institution (educators) and educants. The analyzed data were collected in a long-time research process which has been running at the Facultcy of Informatics and Management, University of Hradec Kralove, and the Czech Statistical Office sources were used.
The presented data show a positive trends in this field. The avaibility of ICT has improved both at schools and in households which enabled improving the level of computer literacy.
Currently when computer competences having been formed and technical equipment become available, it is time we paid attention to didactic aspects of this process. Computer literacy does not cover the general skills on how to work with computers only, but also special skills on how to apply and use the advantages provided by this means in the educational process.
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