A história e a expansão da educação a distância: um estudo de caso da UNICESUMAR

The genesis, initiation, and expansion of distance education at the Ukraine Open International University for Human Development, located in Kyiv, will be examined in this case study, starting with a brief look at the positive changes taking place in Ukraine's traditional educational system, as well as recent developments in the country's distance education (DE) system. To help readers understand the University's development from an insider's perspective, societal factors that currently influence its inter- and extra-institutional environment will also be examined. Next, the history, organizational structure, institutional activities, and background of the Ukraine Open International University for Human Development, along with the reasons driving the University's dual mode activities - both traditional and distance education - will be briefly analyzed. Included in this analysis is a summary of the challenges surrounding the application of both traditional and distance education models.
 
 The author concludes his case study by reflecting upon Ukraine Open International University for Human Development's experiences within the context of its being both a traditional education provider and new dual-mode distance education provider. Also discussed are some key indicators and predictions about what the future may hold for the University.

The expansion of distance education in higher education world-wide has brought forth the issue of quality assurance and evaluation processes for institutions and programmes. Though quality is a perception about the performance in products and services offered, it is expected to be shaped through mutual consent in the eyes of internal and external stakeholders of the institutions. Despite the different needs, social contexts and cultures of higher education institutions, general standards have been developed to guide distance education providers in their quest. This paper concentrates on external evaluation pillar of quality assurance that is accreditation according to American, European and Asian perspectives and tries to explain the shared understanding about quality in higher education in the face of cultural diversity. A case-study, the quality journey of Anadolu University, Open Education System is described as an example of different ways leading to the same target.

With the expansion of distance education, the problem of over-education in the system of distance education has emerged, but it seems that none of the existing empirical studies have addressed this issue. This study conducts an empirical and comparative analysis of the problem of over-education between distance education and face-to-face education by analyzing nationwide adult data in China. The empirical results show that distance-education learners are more likely to experience over-education compared to face-to-face education learners; however, over-education does not have a significantly negative relationship with distance-education learners’ income.

Formulation of the problem in general. The article analyzes the peculiarities of integrating distance learning into the educational process of higher military educational institutions and military educational units of higher education institutions under martial law in Ukraine. In modern conditions, higher education necessitates the use of distance learning, which allows for the acquisition of knowledge without interrupting professional duties. The purpose of this article is to analyze the concepts of “distance education”, “distance learning”, “blended learnin”, to conduct a comparative analysis of synchronous and asynchronous formats in the context of blended learning, to consider popular distance learning platforms (systems), and to identify the advantages and disadvantages of distance learning. In writing the article, a multidimensional approach was used to collect, analyze and summarize information on the integration of distance learning into military education. The following research methods were used: comparative analysis; technological assessment; survey. The combination of these research methods allowed us to get a holistic view of the subject, challenges and opportunities offered by the introduction of distance learning in military education. Analysis of recent researches and publications. Despite the numerous scientific works devoted to this issue, the practical application of innovative forms and methods of teaching in the field of military education is somewhat limited. Further research and exploration is needed to bridge the gap between theoretical knowledge and practical application, thus advancing military education in the digital age and at the same time responding to the unique challenges and requirements of this specialized field. Therefore, researching and identifying the features related to the integration of distance learning into the educational process of higher military educational institutions and military educational units of higher education institutions is an important scientific task. Presenting the main material. The article analyzes the concepts of “distance education”, “distance learning” and “blended learning”. It is found that distance education is a purposeful pedagogical exchange between participants of the educational process, which organically combines traditional and distance learning forms. This combination can take place within a physical classroom or go beyond it, using synchronous and asynchronous formats supported by a wide range of information and communication technologies. Elements of scientific novelty. A comparative analysis of synchronous and asynchronous formats in the context of blended learning is carried out, and the distinctive features of each of them are highlighted. Synchronous learning provides quick feedback between teachers and students, promotes joint group activities, develops communication skills, and triggers intrinsic motivation through interactive discourse. Conversely, the asynchronous format provides for schedule flexibility, which allows students to determine their own pace of learning, ensures the availability of educational resources at a convenient time, and develops self-organization skills. It has been found that distance learning is a purposeful pedagogical exchange between participants in the educational process that combines traditional and distance learning. In addition, the advantages and disadvantages of distance learning are identified. Advantages: individual pace of learning; the ability to choose areas of development; the ability to revise the educational material; mitigation of mental and physical stress and development of autodidactic competencies. Disadvantages: limited direct social interaction; increased technological impact on everyday life and limited practical hours devoted to skill acquisition. Practical significance of the article. At the National Defense University of Ukraine, popular distance learning platforms and systems such as Zoom, Microsoft Teams, Google Classroom, and Google Meet have become indispensable tools for providing educational services. In addition, this study emphasizes the key role that modern digital technologies play in shaping the training of military professionals. These technologies are a fundamental prerequisite for success in education, constantly evolving and defining the contours of pedagogical paradigms, especially in the field of distance learning. Conclusion and the perspectives of future researches. Information and Communication Technologies are an aid to learning, but they cannot replace live communication. A promising area for further research is the study of technologies for organizing distance and blended learning in higher education institutions.

During the first two decades of the 21st century, higher education has had an accentuated expansion in South America. To be able to handle this increase in demand, international organizations have encouraged the region’s countries to turn to distance education. Therefore, it is important to understand how this mode of education has been incorporated into higher education policies in different South American countries. The aim of this article is to compare the reality of four South American countries with respect to the level of participation in distance education in higher education, namely in Argentina, Brazil, Chile and Colombia. Regarding the methodology, we analyzed official and research data about the latest evolution of distance education in higher education in the four countries studied. The analysis reveals that distance education has experienced a significant expansion in these countries since 2010, with the greatest increase occurring in Brazil. We concluded that, despite external factors in favor of distance education, internal environments in each country influence the manner and tempo with which this pressure is reflected in their respective higher education policies.

The distance learning system has an important role to play in development and expansion of education. Use of digital technology in education makes communication, interaction, storage, and distribution of educational content more efficient (AZAMBUJA, 2013). Today, technology and media are very diverse. Internet Protocol Television, IPTV, is a new vehicle for communication and interactive information that makes new distance learning ideas possible. IPTV has become fundamental because they are highly interactive, they deliver synchronous and asynchronous content at a high quality, and offer an expanding range of options to users. Cultural probe can lead to very promissing results as a qualitative IPTV research tool. It is a proposal of a conceptual model of a learning interface for IPTV. The objective of this article is to describe the development and application process and qualitative research results as a way to collect data using cultural probes to develop a proposal for an IPTV education interface to deliver synchrous and asynchronous content to teach engineering, specifically engineering distance learning via IPTV. Objective and tasks were designed in this study for engineering and communication students and electrical and telecommunication engineering teachers to record observations. The results obtained using this technique can help to develop a proposal for an educational interface that will enable IPTV to be used in distance education to teach engineering. The development and application process of the cultural probes in this article had three steps adapted from the method proposed by Mattelmaki [1]: 1) tuning; 2) probe design; 3) interpretation and results. Finally, the main points of the experience were cast and discussed considering the results obtained and the protocol used to collect the data. The methodology encompasses: review of the literature to define the directives to be used in IPTV in distance education based on studies and considerations in the areas of engineering education, participative design, media, and learning; qualitative data were collected using cultural probes; a data analysis report; and a proposal for a conceptual model of an IPTV interface for use in distance education. The results indicate new challenges for qualitative research in the area.

The way educational institutions view certain technology has changed dramatically over the years, especially with the world lockdown in 2020. Understanding how digital technology is seen in an educational institution is the path to finding out how to improve and enhance the learning experience for students. A study by the OECD (Organisation for Economic Co-operation and Development) showed “digitalisation has been one of the main drivers of innovation in educational practices in the classroom in the past decade.” (Vlies, 2020)
 
 The study examined how different members of a New Zealand tertiary education institution perceive digital technology in their respective areas of study. It examined how technology is viewed by students from differing degrees and levels, as well as how these views differ within the undergraduate and postgraduate levels of study. The perception of educators was also examined to see how different departments view the tools they use in their respective programmes and how it differs from both past and present students. The methodology behind the research was using a mixed-method research approach to gain both qualitative and quantitative data. This method would allow for the Sequential Explanatory Strategy (Terrell, 2012) to interpret the study. The strategy is done via the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. The quantitative data collection used an online survey to collect a large, population of anonymous participants.
 
 The online survey was conducted using the Qualtrics software and was administered amongst the population of the university. A particular focus was put on the undergraduate population, being the largest group of students, given their reliance on distance learning as a result of the lockdowns in New Zealand in 2020/21. The survey featured a multitude of questions to collect a mix of quantitative and qualitative data.
 
 The findings from the initial survey highlighted departments at the institution that have a stronger positive outlook towards using a higher amount digital technology in their curriculum. There was a subgroup that still preferred a more practical, face-to-face approach. In response to a question regarding whether digital technology adoption may be lagging in certain programmes/disciplines, the majority of participants gave the unknown response with the second-highest group saying it was likely. The main reason participants gave for the lag of adoption of digital technology was the underfunding of programmes, with some participants further suggesting a possible correlation between underfunding, understaffing and inadequate training. The latter coheres with the OECD study, with training being one of two key aspects of education policies: “First, teachers need sufficient training to deploy and teach about digital technologies. Second, countries need a standard for digital skills and literacy for students.” (Vlies, 2020)
 
 Ongoing follow-up interviews are currently being conducted to supplement the data from the online survey results. This study will be of interest to curriculum developers, decision-makers, policymakers, future students, educators, technologists, and other educational institution staff.

The main aim of this article is to discuss the factors a researcher should take into account when selecting the appropriate research design or method (i.e. qualitative, quantitative, and mixed-methods). The article also discusses sample size determination and sampling procedures in qualitative and quantitative research. Further, the paper has provided an examination of qualitative and quantitative data collection and analysis methods. The study used online desk research to collect data from online public access scholarly databases such as Google Scholar, ResearchGate, Academia, and many more freely accessible electronic books in research methods. Search terms that were used included, among many, the following: qualitative research, quantitative research, mixed-methods, qualitative and quantitative data collection, qualitative and quantitative data analysis; descriptive and inferential statistics. A wealth of relevant and timely scholarly literature was downloaded, read, and used to write this paper, and draw the conclusion provided. Keywords: Qualitative Research; Quantitative Research; Mixed-Methods Research; Qualitative Data Collection Techniques; Quantitative Data Collection Techniques; Qualitative Data Analysis Techniques; Quantitative Analysis Techniques; Descriptive Statistics; Inferential Statistics. DOI: 10.7176/JMCR/87-06 Publication date: November 30 th 2022

The purpose of this viewpoint is to outline the relationship between the interviewer and interviewee in qualitative research, data collection and data quality. The argument draws upon qualitative research and publication among academicians and researchers, as well as the researcher’s observation. The relationship is an epic in qualitative and quantitative research and data collection. The relationship has positive and negative responses as well as advantages and disadvantages. Familiarity within the industry and respondents may make the data collection process more accessible, suitable and less time worthy, and money savings in collecting data set for the qualitative research. At the same time, unfamiliarity among the interviewer and interviewees may lead to the bias data from the interviewee and time-consuming. The researchers need to consider the relationship in future qualitative research and data quality for greater flexibility to attain research objectives. The viewpoint is valuable to those engaged in various aspects of qualitative research, data collection, and data evaluation either in a familiar or unfamiliar face.

CHALLENGES OF EDUCATIONAL MANAGEMENT IN PANDEMIC REALITY (ON THE EXAMPLE OF AKAKI TSERETELI STATE UNIVERSITY)

Introduction Radio burst on American scene in 1920s and 1930s, and virtually every cultural and commercial interest sought to promote themselves through airwaves. Not least of them was art community, which produced several series of radio programs on art. The radio series Art in America aired on Station WJZ, New York, in 1934, and it was heard also on West Coast in 1935. These programs constituted a complete audio correspondence course that was used in homes, schools, and colleges. Seventeen broadcasts featured American art history, including modern art, along with programs in arts of theatre set design, filmmaking, architecture, and city planning. The Art in America broadcasts were programmed in two parts. Part one focused on various artrelated topics during years from 1650 to Civil War. Part two, series discussed here, covered years from Civil War to 1930s. The history of rapid expansion of radio industry bears an uncanny resemblance to all-consuming expansion of computing, telecommunications, and art education in late 20th century. To understand parallels between these two eras in history is to understand better relation of art education to mass media. This article examines first nationally broadcast art program and its cultural and social impacts. Since this article is also about rapid development of radio as set within context of all mass media and art education, discussion includes collaboration of museums, broadcasting, and philanthropic organizations that made Art in America programs possible. All influences of these educational agents are brought to focus by what Harris (1990) termed public taste, defined as the aesthetic knowledgability, experiences and preferences of entire population (p. 57). Unfortunately, little has been written about Art in America project, which is surprising considering advancements programs signify for education, art, and broadcasting. The history of project drew upon histories of diverse educational institutions, with history of radio as only one component (Covert, 1984). Cremin's (1988) history of education also included histories of informal education from press, radio and television, libraries, and museums, along with formal education in schools. These histories of mass media and of education depict a broad scope of sources for formal and informal learning, and Art in America programs show this overlap of effort in broadcasting and philanthropy as popular education. Likewise, this article reaches beyond histories of art education with their emphasis on formal schooling. The examination of learning outside schools from informal educational institutions reveals not only a wealth of education extending beyond schools, but also shows conditions that influenced what people learned in many institutions, including schools. It would seem a mistake, then, to pronounce educational effects of, perhaps only radio, or only schools, without including their partnerships with other cultural institutions (Cremin, 1988). Several histories provide valuable context for Art in America programs. Bolin's (1989) history of art education on radio discusses several programs on art education broadcast between 1929 and 1951 in Ohio and Buffalo, New York to such national broadcasts as Art for Your Sake, which aired on Columbia Broadcasting System. Bolin concludes that broadcasts show a continuance of art education's picture study movement well into 20th century, which includes Art in America programs and illustrated supplements. He states that Art in America programs were first national broadcasts on art, and probably most elaborate art educational effort on radio. Other histories of art education bear no mention of Art in America programs (Logan, 1955; Wygant, 1983; Efland, 1990). Neither are Art in America programs mentioned in histories of mass media by Barnouw (1966-70), Covert and Stevens (1984), MacDonald (1979), or Smith (1983). …

9. Cross-national studies and the analysis of comparative qualitative research

The study of the role of emotions in education has already established traditions. The relevance of studying emotions in the electronic educational space stems from the expansion of distance education both in Russia and in other countries. System analysis allows us to identify many functions that emotions perform in learning, which include: motivational, meaning-formative, regulatory, communicative, directing, activating, the function of increasing creative potential, integrative, socializing, goal-setting. The retransmission of emotions in the electronic educational space has its own characteristics. Text information plays an important role in e-education. Therefore, the linguistics of emotions, discursive emotions and forms of verbalization of emotiongenic information are of great importance. The concepts of “emotional design” are of methodological importance for the study of emotions in the electronic educational space. The study revealed the different significance of cognitive and transactional emotiongenic factors of electronic space design for students. The most important cognitive emotiongenic factors were named: brightness and accessibility of visual signs, traditions and “customs”, feedback, reliability of the electronic system. The most significant transactional emotiongenic factors were: social communication, visualization, individualization in the design of the site, retransmission of values through the electronic educational space. The significance of emotiongenic factors differs on ZOOM, MOODLE, and LMS. The study of emotions when working in the electronic space allows us to identify areas of University information educational environment development.

Content management and delivery systems are becoming central to the support and expansion of distance education at universities. A case study was conducted at a Midwestern university to examine the use of iTunes-U as a potential venue for supporting teacher education. Implications for research and next steps are discussed.

COVID-19 pandemic forced several higher education institutions (HEI) to operate remotely. Emergency remote teaching, using synchronous and asynchronous instruction, was adopted by several HEIs. The experiences of students with remote teaching and learning in certain situations are not fully understood, thus need to be explored. This study explored the experiences of students with the emergency remote teaching and learning practices adopted at a selected HEI in South Africa. A cross-sectional and self-administered survey was used to gather data from 243 conveniently sampled returning students within the Department of Accounting and Finance. Descriptive statistics were used to make sense of the collected data. The study found that students preferred a face-to-face approach to learning to remote learning. The respondents underscored insufficient data, unstable network connection, unconducive home environments and loneliness as deterrents to effective remote learning. Despite these negative experiences, students appreciated the flexibility and convenience of recorded video lectures and acknowledged the compassion and support of lecturers during remote learning. An understanding of the experiences of students during remote learning provides a basis for future teaching plans, which would improve students' learning experiences. In its current format and students living in their home environments, remote learning greatly diminishes the chances of success for most students. Lecturers need to be compassionate and considerate of student’s struggles in their plans for remote teaching and learning as well as online learning.