first Introduction: Virtual Schools
A virtual school or cyberschool describes an institution that offers courses taught in whole or in part by using online methods. Although hundreds of thousands of commercial and non-accredited and online accessible, the term "virtual school" is used in accredited schools that offer full-time courses leading to the acquisition of a diploma. All or more of the services provided by Internet technology-led students. Virtual schools are different from traditional schools through physical media linking administrators, teachers, and students Virtual schools are state schools for distance learning
There are various virtual school models. The teaching models come from completely independent (asynchronous) semester courses, from virtual (synchronized) teachers. The size of virtual classes varies from about 25 students per class to approximately 200 students, depending on the communication technology. Students connect with teachers and collaborate with other students through web-based communication tools provided by exchange-sharing platforms such as Blackboard or other options that make it easier to start a lesson. Communication can often be done by telephone. To promote communication, many virtual schools have implemented their programs to help build maintenance courses and student profiles. There are also a number of books and training manuals for the development of these schools and educational courses.
Most of the virtual schools today are descendants of correspondent schools. Often called schools that offer long-term correspondence offer students an alternative to traditional forms of boring meetings and drilling in schools. These schools used the student-teacher interactive communications postal service, or two directed radio programs were used for pre-recorded television tapes. Students expect to learn the right material individually and sometimes meet with a supervisor to be investigated. Modern virtual schools offer more or less the same alternative to larger and often interactive students
Virtual schools already exist around the world. Some of them are incorporated into state schools, where students are sitting in laboratories and doing their online work. In other cases, students can fully "home education" or follow any combination of private or public schools or virtual schools
. Who uses distance education networks?
Imagine having your friends on the web with expertise and resources that can be accessed or accessed at any time. These classmates come from urban or rural areas, or from very distant and forgotten countries. They like you do not have to leave their homes. You can study together without being in the same place, in the ordinary sense, but in a virtual space, in a "virtual space", using networks that connect people to anywhere in the world. Students can go to a virtual class, wherever they may be, only one laptop and one modem, one phone line, one satellite or radio tapes. A network connection using one of the abovementioned media incorporates the computer screen into the learning world.
Network is the name of those worlds that have broken the barriers caused by large areas. Satellite and telephone signals create a network or a wide network that can connect to a computer anywhere in the world anywhere in the world. Based on these networks, teachers create a learning environment where effective teachers and students work in different locations in order to understand their knowledge of a particular issue.
Most distance learning network support systems are based on text only (some support communication, sound, and graphics). Written word is a typical tool of learning, as learning fits, repeats the group, and shares the knowledge. Practically, the whole teaching is based on volumes and records, computer-mediated communication and communications networks (Computer-Mediated Communications CMC), precisely using text that serves to share information and build the knowledge of a group. The Shumiva networks are asynchronous CMC. This is because nature-based text (text-based) communication allows each participant to work in his own space on individual learning and until he is reading, reflecting, writing and repeating questions, knowledge or information with others
So learning networks groups of people who use CMC networks remotely to study time and space that suits you and need them for a specific question. Teaching these computer networks at different levels from kindergarten to university offers new ways of education and learning by increasing feedback. Users of these networks are enthusiastic about answering teachers and students who believe that networking technologies can improve the traditional way of learning and education and education, a new era offers new opportunities for communication, collaboration and knowledge building. In a world where lifelong learning at the same time is possible and necessary social and technological changes are astonishing, convenience and efficiency through this new kind of learning, the XXI. Century is one of the great educational strengths.
Computer Networking and Distance Learning
Computer communication networks originally came in the 1960s with the email address of time-sharing computers (sharing media at the same time). People communicate by using the same mainframe computers from the computer to terminals connected to the mainframe or dial-up line (long-term). In 1969, ARPANET worked as a US government experiment in several places that use technology packets (dedicated telephone connections for data communication). Originally developed to link researchers with core computers to share hardware and software resources, such as disk space, processor, database, and so on. Performance. The users quickly realized they wanted more. They wanted nets that would allow them to send messages to each state about their projects. So, in 1970, the possibility of sending an e-mail that was replaced by the service used for the network was included. Mailing lists (or distribution lists) are those that were later implemented after users realized that they should send an email, but only one person is needed against a specific group. In 1983, ARPANET ARPANET and Milne (unrelled military network), but the kumunikimi continued. The bond between them became the basis of the Internet (today the world's largest network).
At the beginning of the academic networks and the trainers, there was limited access to them. ARPANET access was restricted to the military and we work with universities to protect the research. With other applications, such as UUCP, the worldwide Unix decentralized and collaborative communications network, and USENET (user network network users) years later, in 1970, initially at the university and then commercial organizations. BITNET (Because It's Time Network) and CSNET (the Comp Science Network) later spread to a national network for academics and researchers. These networks were not originally part of the Internet, but later developed a special relationship that enabled the exchange of information and the transmission of messages between different communities. This connection between the networks was that the foundation was based on the creation of the Internet. NSFNET (National Science Foundation Network) created another network that combined five researchers and scientists around the United States with five supercomputing centers. ARPANET and CSNET have replaced NSFNET, which replaces the backbone of the Internet.
The first computer system (virtual conference) conference center was held in 1970. A computer or virtual conference allows you to have a temporary and generally support the role of the group, such as a manager or moderator. The first system involved 20 people in the United States and developed in 13 weeks. This was the Emergency Management Information System and Reference Index developed in a high-level conference plan and supplemented by sending personal messages, participating in conversations and communicating with real-time messages.
This Computer Conferencing Systems The conference was originally used for the transfer of courses and activities in early 1980 when packet-based networks such as Telenet and Tymnet US are affordable for teachers and students, so the public at large. The interest in distance learning networks was expanded by conference presentations and computer science newsletters with intricate media communication in the group which provided teachers with the opportunity to learn and structure the groups. The first computer use of teaching conferences was not in the form of credit mini courses and leadership training programs and courses in a dormitory class. Today, education and distance learning networks have been successfully adapted to all levels of learning
In the past two decades, distance learning locations have developed two educational aspects of computer networks. Developing traditional courses that form a real classroom, forums for disseminating forums, participating in discussion groups or sharing information with friends or experts and access to online resources
Distance 4.E Distance learning or distance education (distance education) is an educational area that methods and learning technologies, with a view to learning – usually on an individual basis – for students who are not physically present in a form or place, for example. traditional learning: classroom. It is described as a process that provides access to and access to learning when source information and students or students are scattered over time or distance, or together. Distance learning courses that for some reason require physical presence (for example: doing the tests) are called hybrid or mixed courses.
4.1.History and development
Distance learning is approx. Caleb Phillips, a New Method Teacher, asked students to send weekly presentations
In modern times, distance education initially promoted the development of postal service in the 19th century, and at least Isaac Pitman taught the abbreviations in the United Kingdom through correspondence, around 1840 . The University of London was the first to give us a distant teaching diploma, creating the External Program. First of all, the US President of the University of Chicago, developed the concept of extended learning, where university research in satellite education dormitories was carried out in the wider community. He also co-sponsored conceptual courses at remote locations, bringing an idea to Columbia University
The Carnegie Foundation funded Wedemeyer's Articulated Instructional Media Project (AIM), which established a number of communication technologies for non-educational purposes have been developed. From the Moore's law, AIM impressed England, which imported the idea built at the Open University in 1969, which initially broadcasted most of the radio and television programs. There are many institutions in the world with the name Open University. All these technologies make distance education a way to dissolve.
American Open University has pioneered the use of computer conferences to communicate remotely. This method was used to develop and develop students' communication skills. They were later accepted and the British accepted as part of a huge stock exchange distance education. An open university in England, bringing the number of computer conferences through 1300 students to a course.
The development of computers and networking technologies is the largest network of today's world, the undisputed influence of the internet and the distribution of distance learning, making it easier and faster. This development has led to all online virtual university and other forms of education. In 2006, Sloan society, which could cause a conflict of interest in the case, meant that: More than 96% of large institutions have an online offer, which is more than double the smaller institutions. In addition, some 3.2 million American students attended at least one online course during the first semester in 2005. A study published in 2011 by the US Department of Education found that "between 2000 and 2008, the percentage of students enrolled at least one distance learning increased from 8% to 20%, and graduate students increased from 2% to 4% there are a number of private and public institutions, nonprofit and profit organizations that offer distance learning
4.2. Distribution Technologies
Types of available technologies for distance communication can be divided into two groups: synchronized learning and asynchronous learning
Synchronous Learning 1. Technology consists of such dissemination, where all participants are at the same time similar to the mode of operation that participants are located in different countries Organizing time Web conferencing, video conferencing, educational television, etc. Examples of synchronous technology such as direct satellite broadcasting (DBS Direct-Broadcat Sat ellite), internet, radio, live communication, phone and web-based VoIP.
Learning 2.Teknologjia Async at their personal event. This makes this technology more flexible. Students are not obliged to be together at the same time. Mail Mailing, the oldest form of remote communication using an asynchronous distribution technology. Further examples are the various forums, tables messages, emails, video and sound recordings, printed materials, email and fax sounds. 19659002] Both methods can be combined in one course. For example, some of the courses offered by Open Universities are conducted on a daily basis for regular day-to-day teaching and distance learning. Other technology methods used in distance learning include the use of the 3D virtual 3D (3D) online. The 3D virtual world is world-renowned, worldwide active, synchronous and asynchronous learning.
4.3. Advantages and Disadvantages
Diana G. Oblinger has four major reasons why teaching institutions should take distance education:
a. It helps to meet the general educational and training needs of people and businesses, especially because it offers flexibility to accommodate the limitation of time constraints imposed by personal commitments and responsibilities.
b. Myths limited capacity: the system reduces the need for institutional infrastructures, buildings.
C. The money of emerging markets: the value of lifelong learning is increasing acceptance of the population beyond the normal school age, and the institutions can benefit financially from distance learning. Sees such educational sectors as courses for business executives as more profitable than traditional markets
d. Catalyst for institutional transformation: a modern competitive market requires rapid change and innovation that distance education programs can serve as a catalyst
Casey and Lorenzen new financial benefits have been identified for US institutions and stated that distance education is a chance for young graduates who are willing to give money to the school, and there and criticize it. Expresses such anxiety that adult distance learning students can find obstacles, disruptions within the house, and incredible technologies that end up in the far distant way.
5.What can teachers and students expect to attend virtual schools?
Early experience with distance learning networks has demonstrated the potential for significant educational incomes. Networking technologies are easy to learn and through their use, learning and teaching are rich and effective.
Networks offer students and teachers with new knowledge, new perspectives, culture and local resources to the rich with information. The lobby group offers more perspectives on a subject. Greater intercultural communication and global understanding can be made easier. A good understanding of inter-communica- tion between the middle of the world can help us to learn the problems of problems – solving global, political, social and environmental problems.
Expanding distance learning networks is time, place, and pace, interaction and collaboration between colleagues. Students and teachers who have computers, modems, telephone and service networks can access expertise, resources, and colleagues any time they want or desire.
Interaction quality has also improved. Network interaction helps break down communication barriers and barriers that often suppress open discussion in traditional classrooms. They also motivate significant benefits. Network users are very motivated by both parties, students and teachers: children communicate with energy and enthusiasm with computer networks, often lacking in traditional classes. Students and teachers are encouraged by the ability to share ideas, concerns and solutions with colleagues throughout the country, making it much easier if they are in other rooms
Distance learning networks are also effectively used by students and teachers who are blind and / or deaf. Disadvantaged people, as they learn basic technologies, can participate in the same way that their disability is invisible. A network such as a real-time conference system allows students to include written language as they may become speech-readable. Writing on the Internet can be used for a variety of purposes, from informal requests to texts, reading texts, student conversations, or student compositions through online compilation of extended texts.
There are some of the main reasons teachers instruct their nets to provide students with social interaction opportunities or opportunities for colleagues to allow or increase their participation in workgroups, both face to face and distance learning, and to provide students the ability to access online resources and information  To sum up, the benefits of using distance learning networks are as follows:
• Communicating with teachers equally and directly.
• Increasing number of relationships between teachers
• Education focuses on students, staff work.
• learning opportunities are the same for all learners: student-student interactions within the group
• learning and learning are collaborative.
• There is more time to contemplate the ideas, students can discover the web, exchange ideas and exchange views. extended; class will be global.
• Teacher-student hierarchy is corrupted. Teachers become students and students as teachers.
Disadvantages of online learning. Additional preparatory work for teachers and students needs to work hard to keep up-to-date on this subject so that they can fully and actively participate in learning. Networks are encouraged, they still require active participation and are not passive. Students report on overloading information, communication concerns about delayed responses in the asynchronous environment, increased work and responsibility, difficulty in Internet navigation, and conversation, loss of virtual bands and concerns about computer-related health issues
6. Technologies for distance learning networks
Technologies for distance learning networks are simple and simple, although advanced technology and complexity make this complex systems better than simple systems, some of which are:
6.1 Bulletin Board
technology is a good starting point for teaching groups of up to 20 people who are placed in a local phone, or the communication area for communities or clubs and can assist with counseling and teaching.
New generations of personal computers can support multiple species, such as the types of computer communications in previous systems. Given the size of the population and the volume of communication, however, there is a need for rich communication structures (such as conferencing) to support a wider range of learning activities
. Mail Systems
The e-mail system is the way for electronic data transmission to send and receive messages over the network. In addition, most advanced e-mails have increased the ability of binary file attachments to facilitate the exchange of large amounts of information.
Today, most universities are part of a global network that allows anyone, messages at any other university. Generally, these networks allow hardware-based ike-mail software to communicate between individuals where the network provides a lower price than the phone or email. In many cases, local school systems are linked to universities and core networks through an international network.
The majority of the population and geographic spread of this scientific network enable new and unique learning and distance learning communities. E-mail systems are useful for timely access to individual communication and information exchange between small groups. Any active use of messaging systems, however, quickly causes an information overload problem. Another limitation of messaging systems is the difficulty of learning activities to facilitate group online work. Systems and emails do not automatically arrange messages by topic or group, a common object and registered are not available for coordination and online communication to merge the group
6.3. Topic News Service
A number of networks create databases to post message messages on a particular topic, giving individuals the ability to decide whether to write them to access information or register to regularly forward information about the topic or message group.
Group messaging capability enables a dynamic group newsletter, in which any member can provide information to other members. Preferred to the group; the network provides mechanisms for continuous and interactive exchange among colleagues, which motivates and enhances the professionalism of teachers and performances. The problem of geographic distribution within the specialties of public school teachers can be solved through network technology in distance education
Computer 6.4. Conferences
The e-mail system model does not have a mechanism that allows a group to work together, except for the separate exchange of information. A computer conference is based on the concept that software tools can be built on a computer to enable groups to coordinate and organize the material in a way that is appropriate for communication purposes. Thus, within the software world, you have unique groups that can be tailored to your needs. For better understanding it is also called virtual reality, just as group communication structures are actually created by a particular social system.
The computer conference contains a transcript of a conversation held by the group in an easily accessible format. Each conference has a level of access privileges that are defined by the opening conference, for example, specifying which one is a member of the conference. Each conference provides a membership list that allows participants to show who has read the material so they can know where they are talking. Some systems allow people to make changes to their first involvement and to inform members about changes. Other systems are structured so that more people can edit the same posts for sign-in or anonymous contributions. Conference organization systems can make features similar to different types of voting. The more advanced computer systems Conference, the conference can be opened at a special conference. Some systems have sophisticated tools or information management capabilities so that the material can be rearranged to reflect the different requirements of the review.
Conference Computer Systems can be used both in person or for classrooms across Europe. A class may be faced with using a computer conference to increase the time available for discussion in class or group work. The conference can also be used to link students in different classes or schools. Designing and creating a computer system serving the community's educational system to meet the specific needs of the community
Remote Education Networks require a directory service that identifies other members of the network, available types of conferences, and topics that are shared by common interest groups. If someone starts talking about the educational population of hundreds or thousands of people, the computer must help individuals have the ability to find the groups they want to participate in.
There are promising prospects in this area, such as websites that are a short description of directory and Internet resources. It is also a public domain software on the web and provides direct access to all sites.
7th Distance Learning Network in Albania
Today, the future of education is about distance learning schools. This is because it is the internt development platform that has increased the speed of communication. Accepting online distance education today seems to be a world-wide trend from all over the world. Albánia a tudásalapú anyagok és az intellektuális erőforrások felé történő globális elmozdulás részét képezi a gazdasági növekedés alapjaként. Az albániai oktatók tisztában vannak azzal, hogy a hallgatóknak rendelkezniük kell egy olyan oktatással, amely lehetővé teszi a hallgatók számára, hogy sikeresen részt vegyenek és hozzájáruljanak a tudás építéséhez. Az e-learning előnyeinek kihasználása érdekében az Albániában működő felsőoktatási intézményeknek komoly elemzést kell készíteniük készségük felmérése érdekében.