UID:
edocfu_9960177480002883
Format:
1 online resource (90 pages)
ISBN:
1-64802-352-5
Series Statement:
Quarterly Review of Distance Education - Journal
Note:
Front Cover -- Quarterly Review of Distance Education Editors and Editorial Board -- Anymir Orellana Editor -- Vanaja Nethi Assistant Editor -- Department Editors -- International -- Ray J. Amirault, Illinois State University -- Michelle Rogers-Estable, SUNY Oneonta -- Deborah Seepersaud, Barry University -- Editorial Board -- Contents -- Statement of Purpose -- Creating Accessible and Inclusive Online Learning -- Moving Beyond Compliance and Broadening the Discussion -- Patrick R. Lowenthal Krista Greear -- Boise State University Blackboard -- Michael Humphrey Alison Lowenthal -- Boise State University Idaho Division of Vocational Rehabilitation -- Quincy Conley Lisa A. Giacumo -- A.T. Still University Boise State University -- Joanna C. Dunlap -- University of Colorado Denver -- Accessibility is a hot topic in online education these days. Despite the increased focus on accessibility, most discussions of creating "accessible" online courses and elearning simply focus on adding alternative text to images and captions to vi... -- Introduction -- Background -- Disability Laws and Guidelines -- The Americans With Disabilities Act -- Rehabilitation Act of 1973, Section 504 & -- 508 -- Web Content Accessibility Guidelines -- 1. WCAG 2.0 Level A: "color is not used as the sole method of conveying content or distinguishing visual elements." This means that if the color represents something specific (e.g., within a map), there needs to be another way that information is... -- 2. WCAG 2.0 Level AA: web content should have a "color contrast ratio of at least 4.5:1." This becomes especially applicable in multimedia, and text and graphics are often overlayed, frequently seen in PowerPoints or Google Slides.
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3. WCAG 2.0 Level AAA: "a sign language video is provided for all media content that contains audio" (W3C, 1999, 2008, 2018). While it would be ideal for all videos to include a sign language companion, most schools do not do this as a standard p... -- Supporting All Learners -- Learners With High Needs Learning Online -- STRATEGIES FOR MAKING ONLINE LEARNING ACCESSIBLE, USABLE, AND INCLUSIVE FOR ALL -- Accessible and Usable Courses and Content -- Auditory Content That Must Be Consumed With Sight -- Visual Content That Must Be Consumed by Sound or Touch -- Table 1 -- Accessibility Checklists and Resources -- Accessible and Inclusive Pedagogy and Course Design -- Multiple Means of Engagement -- Multiple Means of Representation -- Multiple Means of Assessment -- Create Transparent Assignments -- Consistent and User-Friendly Design -- Modularize Course Content -- Improve Readability by Simplifying Language -- Attend to Social Presence and Community Building -- Accessible and Inclusive Teaching -- Get to Know Learners -- Regular and Equitable Interaction -- Timely Feedback -- Monitor Learner Progress -- Synchronous Communication -- Remaining Flexible -- Implications and Conclusion -- References -- The Effect of Distance Education on Information Literacy Case Study -- Iran -- Mohsen Keshavarz -- Department of Medical Sciences Education Development, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran -- Information literacy lies at the core of lifelong learning. It empowers people in all ages of life to seek, evaluate, use, and create information effectively on their personal, social, occupational, and educational goals. It is a fundamental human ri... -- Introduction -- Background and Importance of the Study -- Information Literacy and E-Learning -- The Relationship Between Information Literacy and Entrepreneurship.
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1. The role and impact of information literacy on the development of personality traits that are considered essentials for entrepreneurship, such as creativity, risk- taking, persuasive achievement, and independence. -- 2. The role of information literacy in the process of carrying out an economic activity based on new technologies in the current information society, and contributing to the realization of the concept of knowledge-based entrepreneurship. -- A Brief History of Distance Education -- Methodology -- Research Goal and Questions -- 1. What is the level of the determination of the nature of the information of distance education students at the University of Tehran? -- 2. What is the level of effective access to information about distance education students at the University of Tehran? -- 3. What is the level of critical assessment of distance education students at the University of Tehran? -- 4. What is the level of targeted use of Information on distance education students at the University of Tehran? -- Instruments and Methods -- Figure 1 -- Findings -- Table 1 -- Distribution of the Participants Based on Their Gender -- 23 -- 23% -- 26/16 -- 0.001 -- 77 -- 77% -- 100 -- 100% -- Table 2 -- Descriptive Statistics (Dispersion and Central Index) of Information Literacy Variable in Control and Experimental Groups -- 8/12 -- 2/11 -- 1 -- 0 -- 50 -- 0.30 -- 8/89 -- 2/31 -- 1 -- 0 -- 50 -- 0.33 -- 32/88 -- 2/76 -- 1 -- 0 -- 50 -- 0.39 -- 36/32 -- 3/15 -- 1 -- 0 -- 50 -- 0.45 -- Table 3 -- The Results of the Levene Test for Homogeneity of Variance Error -- 98 -- 1 -- 2/22 -- 0.041 -- Table 4 -- Kolmogorov-Smirnov Test -- 0.175 -- Figure 3 -- Table 6 -- The Test of the Effect of Within Variables -- 1 -- 0.001 -- 1 -- 0.857 -- 1 -- 0.001 -- 1 -- 0.001 -- 1 -- 0.001 -- 1 -- 0.857 -- 98 -- - -- - -- 98 -- - -- - -- 1 -- - -- - -- - -- 1 -- - -- - -- -.
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99 -- - -- - -- - -- 99 -- - -- - -- - -- Table 7 -- The Results of Analysis for T Test -- 0.80 -- 0.44 -- 1.45 -- 0.91 -- 49 -- 3.44 -- 0.59 -- 5.81 -- 0. 001 -- 49 -- Figure 4 -- Table 8 -- The Analysis of Factors of Information Literacy Variable -- 0.38 -- 1.90 -- Weak -- 0.10 -- 0.08 -- 2.87 -- 0.019 -- 0.75 -- 3.75 -- Strong -- 0.09 -- 0.39 -- 1.95 -- Weak -- 0.13 -- 0.48 -- 2.40 -- Weak -- 0.14 -- 0.39 -- 1.95 -- Weak -- 0.14 -- 0.07 -- 4.23 -- 0.001 -- 0.85 -- 4.25 -- Strong -- 0.10 -- 0.35 -- 1.75 -- Weak -- 0.11 -- 0.48 -- 2.40 -- Weak -- 0.21 -- 0.22 -- 1.10 -- Very weak -- 0.10 -- 0.11 -- 2.61 -- 0.038 -- 0.72 -- 3.60 -- Strong -- 0.08 -- 0.29 -- 1.45 -- Very weak -- 0.07 -- 0.42 -- 2.10 -- Weak -- 0.04 -- 0.43 -- 2.15 -- Weak -- 0.06 -- 0.06 -- 2.12 -- 0.041 -- 0.83 -- 4.15 -- Strong -- 0.10 -- 0.39 -- 1.95 -- Weak -- 0.18 -- 0.49 -- 2.45 -- Weak -- 0.14 -- 0.22 -- 1.10 -- Very weak -- 0.17 -- 0.05 -- 0.79 -- 0.75 -- 0.56 -- 2.80 -- Medium -- 0.12 -- 0.21 -- 1.05 -- Very weak -- 0.07 -- 0.52 -- 2.60 -- Medium -- 0.13 -- Conclusion and Discussion -- Research Recommendations -- Research limitations -- 1. Due to faculty entrepreneurship courses at Tehran University being nondirect, getting access to students and the data collection was very difficult and time- consuming. -- 2. The effects of intervening variables as students were completing questionnaires (internet outage during the online completing of the questionnaire) -- 3. The number of questions in the questionnaire (49 questions were a lot). -- References -- Appendix 1 -- Information Literacy Questionnaire According to the American College and Research Libraries Association standard -- SECTION I -- SECTION II -- 1. What is the most important reason for choosing your research topic (Select one option)?.
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2. If one of the lecturers asks you to write an analytical essay on "FAO" if you are not familiar with it which of the following sources gives you the best background or background information? (Select one option) -- 3. If you need to narrow down your research topic (examining the relationship between self-efficacy and organizational entrepreneurship), who is the most qualified person to consult? (You can select more than one option) -- 4. Which are the best keywords to search the following query and find the results in Word format? (Select one option) -- 5. Which of the following is relevant to the official stages of publishing an idea? (You can select more than one option) -- 6. Which of the following sources of knowledge are generally organized to facilitate access to the information? (Select one option) -- 7. Which of the following sources can be used as the most appropriate source for identifying journal articles? (Select one option) -- 8. Management Knowledge Research Journal is a publication of the Institute of Public Administration. In this work, research papers on the topic of public administration are published. Specify the type of this work. (Select one option) -- 9. Which of the following sources selects, arranges, and presents relevant information from texts in a particular field? (Select one option) -- 10. If you need a book that only has one copy in the library and one copy has been borrowed into another someone, how can you borrow another copy? (Select one option) -- 11. If the book you want is borrowed by someone else and you need bibliographic information. What works best at this time? (Select one option) -- 12. To help you with your search on the topic of "Strategic Planning" there are many articles that cover different aspects of this topic. What is the best thing at this time? (Select one option).
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13. Which of the following tools should you choose when identifying valid journal articles on the subject of EFQM? (Select one option).
Additional Edition:
ISBN 1-64802-351-7
Language:
English
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