ABSTRACT This paper examines and focuses on some issues and questions relating to how the use of meta communication concept should be functional and influences for knowledge building process. Verbal communication is supported by a raft of non-verbal signs and cues that reinforce what we are saying or clear up any ambiguities. For example, we may cross our arms when we feel threatened by what somebody else is saying, or we nod our heads when we agree with what they are saying. “Meta Communication” is the process between message designers when they are talking about the learning process, as distinguished from their articulation of the “substantive” learning, itself. The hope is to increase the focus on the substantive knowledge and understanding being developed, by providing a separate channel for the support communication, and to do it in an easy, focused, and context aware manner. This may be particularly useful when the opportunity for face-to-face meta-communication is missing, as in much distance learning. McLean, R. S. (2005) To understand knowledge building it is essential to distinguish learning--"the process through which the cultural capital of a society is made available to successive generations" from knowledge building--the deliberate effort to increase the cultural capital. This, in turn, requires distinguishing knowledge building from a broad range of activities that share its constructivist underpinnings, but not its focus on the creation of new knowledge. These include collaborative learning, guided discovery, project-based learning, communities of learners, communities of practice, and anchored instruction. Dynamics of knowledge building is summarizing as working on the creation and improvement of ideas. The dynamic is social, resulting in the creation of public knowledge. In contrast to knowledge situated within the individual mind (the traditional concern of education) and knowledge situated in the practice of groups (the concern of situated cognition and communities of practice), public knowledge has an out-in-the-world character. What makes knowledge building a realistic approach to education is the discovery that children as early as grade one can engage in it. Thus there is a clear developmental link running from childhood education on into advanced education and adult knowledge work, in which the same process is carried out at increasingly high levels (http://www.ikit.org/kb.html retrieved March 11, 2009). Researchers from multiple disciplines (such as cultural studies, intercultural studies, linguistics, sociology, education, human-computer interaction, distance learning, learning technologies, philosophy and others) have initiated studies to examine virtual intercultural communication. The interdisciplinary of the field, however, offers distinct challenges: in addition to embracing different definitions of ‘culture’, investigators lack a common literature or vocabulary. Communicative encounters between groups and individuals from different cultures are variously described as cross-cultural, intercultural, multicultural or even transcultural. Researchers use terms such as the Internet, the World Wide Web, cyberspace, and virtual (learning) environments (VLE) to denote overlapping though slightly different perspectives on the world of networked digital communications. Others focus on CMC (computer-mediated communication), ICTs (Internet and communication technologies), HCI (human computer interaction), CHI (computer-human interaction) or CSCW (computer-supported cooperative work) in explorations of technologies at the communicative interface. Keywords: Distance education, knowledge building, knowledge building process, knowledge building theory, meta communication.

ABSTRACT As we know communication is vital and essential concept for our life which it is start before we birth. It is with us up to we die. According to some opinion, it carries on also after our dying period also too. As the same our educational background and its process is parallel to the communication life. Both of them look likes such as each part of apple. Knowledge building processes based on and belong to be having strong communicational power of humankind. It should not forget that knowledge building concept and it’s so important processes have vital importance for produce study materials both traditional and eLearning or distance education systems. Especially for eLearning or distance education systems for the reason that you are not face to face with your learner or students. Than you should prepare your study materials as perfect as you manage. Of course it depends your communicational skills and power for to success their unquestioning understand about “what you aimed to tell to them in your study pack”, “what you aimed to teach to them in your study pack” or “what you aimed to think them with your study pack”. In this phase, special concept “Meta-Communication” should be analysis for how can be functional by using it our produced materials for print or electronic medium. “Meta-communication” is the process between message designers when they are talking about the learning process, as distinguished from their articulation of the “substantive” learning, itself. The hope is to increase the focus on the substantive knowledge and understanding being developed, by providing a separate channel for the support communication, and to do it in an easy, focused, and context aware manner. This may be particularly useful when the opportunity for face-to-face meta-communication is missing, as in much distance learning. This presentation here examines and focuses on some issues and questions relating to how the use of meta-communication concept and using its actors at any level such as on local, regional and universal should be functional and how it could influence knowledge building process for eLearning or distance education systems. In addition to this, the value of mass communication and the mass communication tools which can be regarded as vital for distance learning, primarily the Internet, television, printed materials, and the categories by which media tools interact are also investigated. The ways mass media interacts with imply the interaction taking place between communicational tools and human mind are quite similar; that’s why mental building process of knowledge is dealt with likewise. Mind-tool interaction can be categorized into four sections: interaction through reading, interaction through listening, interaction through seeing-listening and mutual interaction. Keywords: Meta-Communication, knowledge building, knowledge building process, traditional education, eLearning and distance education systems.

The emergence of the phenomenon of distance learning as online learning during the pandemic is concerned about the quality of achieving learning objectives. Finally, distance learning becomes an option so that the implementation of higher education can still be carried out like conventional learning. This restlessness opens opportunities for literacy methods as an effective medium in distance learning. The purpose of this research is to explain that literacy is not limited to reading and writing skills. Familiarize students with reading and accessing information before learning is a positive habit for organizing the brain and critical analysis skills. The research method used in research during this pandemic is a literature study "library research" (library research) with a qualitative approach. The type of data used is secondary data obtained from various sources such as books, journals, scientific writings as well as observations of online learning at the research campus...

The rapid development of the computer and communication technologies (the Information Technologies – IT) has laid the base for an Information Society (IS), which has become somewhat different from the society in the early computer days. The data and computer specialists are still needed, but today’s IT has an area of application that extends well beyond what is expected to be covered by these specialists. Prominent IT skills are today needed outside the group of dedicated specialists and the common use of Internet has put a new demand on the skills of both the teacher and the everyday man. The IT generation does not even put up with the computer as a pure information tool – the entertainment industry is rapidly growing very fast on its behalf.[

Different kinds of media are used nowadays to transmit education to learners through Open Learning or Distance learning. Some types of media enhance the learning process especially in the undeveloped countries in Africa and Arab countries. The objectives of this study are to show the role of media in enhancing the distance learning in undeveloped countries and to provide the learning in remote places. The method used by this study is descriptive analytical in how media enhance the learning process in open and distance learning in undeveloped countries. The present study shows the role of different kinds of media like print which is the most medium used in distance learning even in organizations that use telecommunications technologies which transmit the bulk of information and learning materials to the learner. Secondly, the radio which is the most popular of all the media for distance learning in the poorest countries, most people can be reached through radio, at relatively low cost. Although television is also considered as one of the media used in more affluent countries. Another type is audio cassettes is a familiar technology, easy to use, and an easy to be portable. The study concludes that these types of media are more effective in the remote places in undeveloped countries and must be distributed in many far places and these types of media help women sector who live in remote places and are not be able to leave their children and their home. The study recommended providing these media in remote places in undeveloped countries to help people especially women to complete their education because they do not have time to go to university.

The Hindu law tradition grounds its social ethics on an ideological hierarchy of class or caste known as varṇa. The positive inculcation of this hierarchy is bolstered by a fear of social inversion, known as pratiloma, in every area of law and society. Through an examination of the concept of pratiloma, this article contends first that the central Hindu law principle of dharma, religious and legal duty, depends upon knowing and abiding by one’s place in society. From this Hindu articulation of social rank as the foundation of ethics, the article then draws a comparison between classical Anglo-American conservatism and Hindu law to suggest that conservative traditions in general base moral action on social station and the fear of breaking social rank. Ethics in Hindu law, therefore, are derived from an acceptance of social station within the varṇa hierarchy and the constant cultivation of local expectations of proper behavior according to social position.