Distance Learning: The Soldier's Perspective

Wisher, Robert A.; Sabol, Mark A.; Moses, Franklin L.; Ramsberger, Peter F.

doi:10.1037/e517442010-001

Cited by 4 publications

(9 citation statements)

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“…Almost 50% of Soldiers report that they feel that classroom instruction is more effective than instruction provided over the Internet (Army Personnel Survey Office, 2003). This is further illustrated by reactions in a recent report focusing on Soldier attitudes toward "the delivery of standardized individual, collective, and self-development training to Soldiers and units anywhere and anytime through the application of information technologies" (Wisher, Sabol, & Moses, 2002). This report provides further support that Soldiers believe current DL is boring and not as effective as classroom-based instruction.…”

Section: Education For Today's Soldiermentioning

confidence: 73%

“…Better Use of Instructor Time A recent report indicated that Soldiers would prefer DL with better instructional support and additional social contacts (Wisher et al, 2002). In an effort to meet these needs, course developers have sought technologies and methods that expand instructional opportunities without overloading instructors or compromising instructional effectiveness.…”

Section: -•Makingmentioning

confidence: 99%

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Distance Learning: A Way of Life-Long Learning

Belanich¹,

Moses²,

Orvis³

2005

PsycEXTRA Dataset

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This report is intended to inform the reader about the potential of DL to meet life-long learning needs. To do this, the report places DL in an historical context and presents recent research completed by both ARI and others. The objective is to explain how instruction can be more applicable to real-world tasks and be engaging to learners while, at the same time, effectively bringing that instruction to learners and additional support to instructors. The report also provides a framework for developing more effective DL with a look towards ongoing progress.

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Section: Education For Today's Soldiermentioning

confidence: 73%

Section: -•Makingmentioning

confidence: 99%

Distance Learning: A Way of Life-Long Learning

Belanich¹,

Moses²,

Orvis³

2005

PsycEXTRA Dataset

Self Cite

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“…Wisher et al [11] point out that the evolution of distance learning spread out over several stages. It began with the development of the postal service in 19th century.…”

Section: Overview Of the State-of-the-art Remote Laboratoriesmentioning

confidence: 99%

“…The lab core determines the switches to be activated through the equivalent node names assigned to them. For example it is obvious from Fig.5, the resistor R 1 has two nodes R 11 and R 12 that are assigned to the switches S j+6 and S j+7 .…”

Section: Distributed System Architecture and Itsmentioning

confidence: 99%

Building Reusable Remote Labs with Adaptable Client User-Interfaces

Salaheddin¹,

Odeh²

2010

J. Comput. Sci. Technol.

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Nowadays remote laboratories suffer the absence of reusability. In addition, their construction and maintenance require time, money and skills. The system implementation of a specific remote lab is neither generic nor reusable. In this paper, a solution for a reusable remote lab dedicated for disparate types of scientific and engineering experiments is presented. The experiment designer needs only to connect the experiment components and equipment such as capacitors, resistors, transistors, function generators with a switch system of a lab server, then, she/he has to map this connection structure in a configuration data structure. Once a student starts the Web-based client user-interface and logs-in into the lab server, the menu structure of the graphical user-interface builds and initializes itself automatically, using information stored in a configuration data structure. This contribution discusses some hitherto used lab servers, some of their drawbacks, the desirable requirements on a universal remote lab, which simplify the building process of newer lab experiments consisting of experiment components and equipment as well as a client user-interface that could enable students to remotely access the experiment.

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“…E-learning systems are widespread implemented in high schools (Cukušić, Alfirević, Granić, & Garača, 2010), universities (Naveh, Tubin, Pliskin, 2004;Trinidad & Pearson, 2004;Vanijja & Supattatham, 2006), medical organizations (Emami, Aqdasi, & Asousheh 2008), business organizations (Hogarth & Dawson, 2008;McPherson & Nunes, 2006) and even in the army of various countries (Bonk & Wisher, 2000;Juhary, 2005;Newton & Ellis, 2005;Selim, 2007;Tung, Huang, Keh, & Wai, 2009;Wisher & Sabol, 2002). Such systems are used for knowledge management and training, enabling the maintenance and improvement of professional skills and competence (Allen, Mabry, Mattrey, Bourhis, Titsworth, & Burrell, 2004;Elgort, 2005;Sela & Sivan, 2009;Stonebraker & Hazeltine, 2004;Wang, Wang, & Shee, 2007;Zhang, Zhao, Zhou, & Nunamaker, 2004;).…”

Section: Introductionmentioning

confidence: 99%

E-Learning Diurnal Time Patterns in the Navy

Gafni

Levi²,

Tauber³

2011

IISIT

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E-learning provides the feasibility to learn in any time and any place, enlarging the possibilities to combine the routine duties with the learning ones. This research examines the diurnal time patterns of e-learning trainees in the Israeli Navy using the "Bareket" system, in distance learning courses and on-campus hybrid courses, according to populations, classes, levels and roles, based on the number of log-ins to the system at each hour of the day. The findings show that, although the fundamental usage of e-learning is performed during the working hours, the "diurnal" hours expand along the years, extending the time allotted for learning, especially in distance learning.

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Distance Learning: The Soldier's Perspective

Cited by 4 publications

References 0 publications

Distance Learning: A Way of Life-Long Learning

Distance Learning: A Way of Life-Long Learning

Building Reusable Remote Labs with Adaptable Client User-Interfaces

E-Learning Diurnal Time Patterns in the Navy

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