Challenges Of Distance Learning Research Articles

A Study of Estonian High School Students' views on Learning Mathematics and the Integration of Digital Tools in Distance Learning

The COVID-19 pandemic has transformed the education landscape, with distance learning and digital tools becoming increasingly essential. This shift has presented both opportunities and challenges for educators and students. We examine the intersection between distance learning and digital tools in modern education, focusing on Estonian high school students' views on learning mathematics during the pandemic compared to the pre-pandemic period, and compare learning in classroom situations to distance learning. In 2021, we conducted online interviews with 30 12th-grade students who had participated in the online course offered by the university to prepare for the state mathematics exam. Given that the Estonian education system provides significant autonomy to teachers in selecting their teaching materials and methods, we explore the benefits and challenges of distance learning and the use of digital tools such as online platforms, video conferencing software, and educational apps to support student learning. The study found that teachers did not increase their use of specific ICT tools for teaching mathematics, but instead, relied on established teaching methodologies. Furthermore, the survey showed that learners expect an online course to be rich in video material and real-time meetings, so that they can get prompt feedback on questions and problems that arise. While digital tools have opened up new possibilities for distance learning, there must be a balance between technological innovation and human connection to create effective and meaningful learning experiences.

Challenges of distance learning at the universities of Georgia during the covid-19 pandemic

Challenges of distance learning at the universities of Georgia during the covid-19 pandemic

The Perception of Bacolod-Kalawi National High School Teachers towards Distance Learning amid the Pandemic

The study determined the perceptions of teachers at Bacolod-Kalawi National High School towards distance learning amid the pandemic. Distance learning, being one of the flexible learning options approved by the Department of Education, was observed during the school year 2021-2022. This study used descriptive-quantitative research design to describe the profile of the respondents in terms of their perception towards distance learning to ensure valid information and reliable response of the respondents. Qualitative research design was used through semi-structured survey questionnaire as the main instrument in data gathering in securing information on the perceptions and challenges of distance learning by using three open-ended questions relevant to the perception being tackled. In selection of the respondents, thirty-three (33) teacher-respondents of the study were randomly selected from the teachers experiencing and teaching through distance learning at Bacolod-Kalawi National High School. The results indicated that the support of the school administration in the conduct of distance learning played an important role in the performance of the respondents’ duties while giving importance to the quality of instruction, encouraging their learners to make good use of technology, but having to deal with the hidden or unexpected expenses caused by this mode of learning.

Challenges of Distance Learning in the Context of Music Studies: the Case of Lithuania

The paper presents some of the data from an empirical study conducted at the Lithuanian Academy of Music and Theatre during the COVID-19 pandemic. The participants of the study - first and second cycle students of different specialisations (N=135) from the Music faculty of LAMT - revealed their experiences during the global distance learning that replaced contact studies. The chosen object of the study - the challenges of distance learning in terms of students' experience - allowed to explore and summarise the advantages and disadvantages of distance music studies, as well as to assess the students' emotional well-being during COVID – 19 pandemic. The questionnaire survey showed that the absolute majority of the participants experienced a clear predominance of anxiety and stressful situations during distance learning, and that their motivation to learn dropped significantly during the pandemic. The respondents' answers to open-ended questions, analysed by qualitative content analysis, revealed that studying only at a distance distorts the fundamental idea of music studies - to create and learn from a natural and authentic environment. However, according to the participants, distance learning can also have positive aspects if it is used only in group and non-musicianship/non-musical activities, or if it is combined with contact learning.

The challenges of distance learning in Italy: new inequalities and implications for inclusive education

ABSTRACT The lack of professional training, information and communication technology infrastructure, and digital assets meant that the provision of public education in Italy was profoundly challenged by the shift to distance learning prompted by lockdowns and school closures due to COVID-19. The substitution of in-presence attendance with virtual classes affected schools’ capacity to effectively provide instructional time and imposed high participation barriers on students. The subsequent loss of learning time was disproportionate for Italian students, penalising socioeconomically-disadvantaged students, who lacked resources to access distance learning, with greater educational losses. The education sector’s response to the first pandemic wave generated winners and losers, thus deepening educational inequalities and jeopardising the inclusiveness of public schooling. This study explores the effect of the public education’s response to the pandemic on instructional time, singling out group-specific losses linked to distance learning and infrastructural deficiencies, and its implications for educational losses.

Challenges of Distance Learning at Universities during the COVID-19 Pandemic in Georgia

Adaptation to distance learning, which is one of the most effective ways of fighting against the COVID-19 pandemic, presented numerous challenges to society and the economy. The study aims to assess the consequences of distance learning as a result of the pandemic from the perspective of students and teachers. Quantitative research was conducted. The students (n = 417) and teachers (n = 47) of all disciplines from Tbilisi universities (Republic of Georgia) participated in the research. Non-probability convenience sampling technique was used for the study. Respondents evaluated the process of distance learning positively since they had the opportunity to attend lectures from any location, thus, saving costs, learning new skills, gaining valuable experience, and having more free time left than before. Using a Likert scale, the distance learning process was positively assessed by students (3.2 points out of 5) and teachers (3 points out of 5). The majority of students (n = 288, 69%) preferred the synthesis of distance and auditory learning methods as they consider the student’s own choices in a superior way. Respondents pointed out some deficiencies, such as limited communication, technical access difficulties, low quality and malfunction of internet access, an inconvenient environment, students’ involvement process and complicated social relationships. The crisis caused by the COVID-19 epidemic has identified the need to advance the methods of high-quality acquisition of knowledge. It is preferable to equip university auditoriums with the necessary technical capabilities and to develop curricula that allow students to decide whether to attend lectures in the classroom or to participate online.

Analysis of the Digital Educational Scenario in Italian High Schools during the Pandemic: Challenges and Emerging Tools

During the COVID-19 pandemic, educational institutions around the world were forced to move from face-to-face lessons to distance learning. The application of distance learning fostered the use of new tools and applications that impacted the school system and produced several challenges to be addressed. This paper provides an analysis of distance learning tools that have been used during COVID-19 in Italian schools and the related emerging needs and challenges. A quantitative survey was carried out by using a standardized online questionnaire that involved 420 Italian teachers of different ages, gender, and teaching areas. This survey collected information about experiences, opportunities, and challenges of distance learning, used tools, and students’ inclusion and involvement. In addition, this work analyses emerging technologies and how they can be integrated into distance learning tools to overcome the identified challenges.

Parent-pre-school teacher relations during the COVID-19 pandemic ‒ Promoters and undermining factors

The COVID-19 pandemic compelled teachers to grapple with the challenge of distance learning and remote communication with pre-school children and their parents. This study examines how student-teachers perceived their and the teacher’s relations with the pre-school children and parents during the first lockdown. The study is based on a mixed-method, quantitative and qualitative, research design among ten third-year student-teachers in Israel. 56% reported that relations with parents during the first lockdown were strengthened, which they attributed to several factors (e.g., parental desire to establish a routine and maintain the child’s connection with their friends and teacher, and a desire to advance their children). Other factors were perceived to undermine parent-teacher relations (e.g., number of siblings, busy parents, economic and emotional stress, technological illiteracy). The study underscores the importance of a holistic and ecologic approach to relations among early childhood education teachers, student-teachers, parents, and children, and the critical need for partnership and transparency between the pre-school teacher and student-teacher.

‘As long as I’m at home, I don’t feel like studying or paying attention in lectures”: difficulties and challenges of distance learning among Palestinian-Arab students in Israel during COVID-19

ABSTRACT This article examines the emergency remote learning (ERL) experiences of Palestinian-Arab college students in Israel during the COVID-19 pandemic. Some studies argue that DL promotes independence and student motivation and enables students from disadvantaged groups to participate in higher education (HE) while tending to social and economic responsibilities. However, the findings in this article from the qualitative research, based on interviews conducted with Palestinian-Arab students in Israel (n = 27), describe difficulties and challenges of ERL, including communication obstacles, lack of suitable learning environments, and an inability to combine familial commitments with academic responsibilities. The findings also reveal how DL exacerbates existing difficulties such as low learning self-efficacy and self-esteem.

The effects of Covid-19 on mathematics learning areas

The Covid-19 pandemic, which has affected our lives as a global pandemic, also profoundly affected the mathematics teaching processes like other areas. Therefore, this study aims to identify secondary school mathematics teachers’ opinions about mathematics teaching in distance learning format, which has become a reality due to the Covid-19 pandemic. The study is conducted using the convenience sampling method with 39 secondary school mathematics teachers (21 females, 18 males) in the 2020-2021 academic year. The phenomenological method is preferred in the study conducted using qualitative research methods. The data are collected using a survey that includes eight open-ended questions formed by consulting experts and conducting a literature review. The data are analyzed using the content analysis method. Accordingly, the researchers analyzed the questionnaire form's data according to the codes on the coding sheet. Concordantly, this study presents the advantages and disadvantages, conveniences, and challenges of distance learning, which has become a reality due to Covid-19.

COVID-19 Awareness, Preparedness, And Challenges of Distance Learning Among Teachers in Ormoc City, Philippines

COVID-19 Awareness, Preparedness, And Challenges of Distance Learning Among Teachers in Ormoc City, Philippines

Model Pembelajaran Jarak Jauh Di Tingkat SD, SMP, SMA, Dan Perguruan Tinggi Di Kota Pekalongan Selama Pandemi Covid-19

The implementation of distance learning at schools and educational institutions in Pekalongan City has happened in a sudden due to the covid-19 pandemic. With this sudden implementation of distance learning, there has been no information on how teachers in various educational settings actually implement it and thus the models of distance learning implemented were unknown. There has been no information on the effectiveness and challenges of distance learning either. Thus the writers did a mixed-method study through survey and interview to reveal this information. The respondents were 179 teachers from elementary schools, junior high schools, senior high schools, and universities. The findings show that most teachers perceived the effectiveness of distance learning. However, the models of distance learning varied as teachers in elementary and junior high schools used more asynchronous models while teachers in senior high schools and university levels used more synchronous models. Interestingly, the most frequently used platforms and application were Google Classroom and WhatsApp due to the ease and familiarity. Further, the students’ lack of interest and low independence in learning were seen as the main issues in distance learning. Several other problems were also found which made the distance learning quite problematic in Pekalongan City. Keywords: Distance learning, models, pandemic, mixed-method study

PRE-SCHOOL TEACHERS’ ATTITUDES TOWARDS IMPACT OF ICT ON STUDENTS

The application of ICT in today’s context of constant change and sustainable development of mankind is a necessity, expressed in the importance, timeliness and meaning of its integrity in the educational process for children. The latter acquire the knowledge needed for the use of ICT more deeply than adults and can easily apply it to various activities. Computer literacy is one of key aspects of societal development, ensuring the need for ICT skills for the present and future. In the face of the Covid-19 pandemic and the challenges of distance learning and teaching, the researches into the interaction of children with ICT, and especially the importance of computer games for the development and education of children, is becoming of paramount importance.The study aims to reveal the attitudes of pre-school teachers towards impact of ICT and computer games on students. The results of the research, based on the assumption, represent the attitudes of teachers on the application of ICT tools in pre-school education. A qualitative approach was applied to the study – focus groups with 48 pre-school teachers. The results of the research reveal that the ICT and computer games has significant impact on preschool children in the self-learning process, by changing their knowledge, skills, behaviour and attitudes.

The challenges of distance learning from the viewpoint of Arabic language professors at Al-Baha University and their attitudes towards it.

The challenges of distance learning from the viewpoint of Arabic language professors at Al-Baha University and their attitudes towards it.

METHODICAL GUIDELINES OF CHOIR AND CONCERTMASTER’S WORK ON THE EXAMPLE OF REPRODUCTION OF GENRE SPECIFICS OF D. SICHINSKY’S CANTATA “ТHE DNIEPER ROARS”

The modern artistic process of education requires substantiation of the features of its successful organization and implementation, which, in turn, involves constant scientific research, creative activity, improvement of professional competencies and more. Due to the content, methodological approaches, best practices of adaptation to new conditions, as well as close interaction and mutual understanding of the participants of the educational process, the full implementation of pedagogical tasks is possible. Thus, at the present stage the problem of professional landmarks is relevant, in particular in art professions, which require not only certain knowledge, skills, desires, diligence, talent, ability to understand, reproduce, interpret a work of art and implement its creative meaning, etc. , but also the ability to adapt this whole arsenal in modern realities, in particular in the difficult conditions of war and the challenges of distance learning. In our case, we mean the coordinated work of the choirmaster, where the object of the influence function is the person, and the work of the accompanist, where such object is the instrument. The art of working in an ensemble is a rather complex art form and mastering it requires work throughout the professional path. The specifics of a successful artistic tandem require knowledge of choral and musical literature, harmony and solfeggio, mastery of singing voice, emotional and volitional message, necessary knowledge of literature, poetry, pedagogy, psychology, ability to analyze a canvas, understanding of genre specifics, knowledge of composer etc. In the framework of our article on the example of D. Sichinsky’s work “Тhe Dnieper roars” we highlight the features of choir and concertmaster work on the successful implementation of pedagogical tasks of artistic reading and performance of music. Therefore, attention is paid to the peculiarities of the cantata genre, musical-theoretical analysis of D. Sichinsky’s work “Тhe Dnieper roars”, methodical recommendations of the accompanist’s work in the practice of leading specialists.

The French teachers training and the challenge of distance learning

Cet article repose la question de la formation à distance et plus particulièrement la formation hybride non pas d’un point de vue pragmatique (apports et limites), ni idéologique (l’éducation comme marchandise) mais d’un point de vue ingénierique et didactique visant à évaluer le dispositif de formation en ligne des futurs enseignants de Français Langue Étrangère en Algérie et ce par rapport à l’évolution des dispositifs de formation hybride dans le monde entier.

EFFECTIVENESS OF DISTANCE LEARNING DURING COVID-19 PANDEMIC FROM EDUCATIONAL PROCESS PARTICIPANTS’ VIEWPOINT

The educational system of Ukraine, like those of most countries in the world, was not ready for the long-term changes caused by the COVID-19 pandemic. The survey of participants of the educational process revealed that 25% of secondary school students did not start the educational process at all for various reasons, which indicates the need to rethink and restructure the educational process based on new organizational and methodological approaches. The article presents the results of a study of the data of the survey “Challenges of distance learning” conducted by the Institute of Gifted Child of the National Academy of Pedagogical Sciences of Ukraine from 25.05.2020 to 10.08.2020 on determining the opinion of participants of the educational process in conditions of the COVID-19 pandemic. The purpose of the study was to determine the features of distance learning and identify the disadvantages and advantages of distance education for individual participants (parents, students, educators). The research used statistical methods: summarizing and grouping data and visualization methods for their presentation, the method of testing hypotheses using the chi-square criterion, as well as analysis of variance. Respondents evaluated the effectiveness of forms and means of distance learning for different age groups of secondary school students, in particular, the importance for the educational institution of a unified learning platform, resources, partnership, individual choice of forms and methods of distance learning by the teacher, reasonable workload, weekly planning. Educators evaluate the existing measures to improve the effectiveness of distance learning higher than students and parents. In general, parents' assessment of the effectiveness of remote forms and means is the lowest. The study identified gender characteristics of views on the quality of distance learning. In addition, the survey participants, based on their experience, outlined a vision for the future of the educational system.

Attitudes of Parents with (ADHD) towards the Most Prominent Challenges of Distance Learning in Light of the Covid-19 Pandemic

The study seeks to understand and reflect upon the attitudes of the parents of ADHD diagnosed children concerning the most predominant challenges of distance learning during isolation in the Covid 19 pandemic. To achieve this goal, the researchers conducted a descriptive study using an electronic survey on a sample of 28 parents of citizens and residents in the Emirate of Abu Dhabi / United Arab Emirates. The attitudes of parents of students with special needs towards the most prominent challenges of distance learning indicated a high degree of concern on their part. The study recommends conducting in-depth studies that reveal the existence of statistically significant differences in the respondents' answers resulting from some demographic variables such as nationality (citizen, resident) and the educational attainment of parents.

How the Covid-19 Pandemic was Experienced by Slovenian and German Adolescents with Specific Learning Difficulties

The spring phase of the pandemic made the education of adolescents with specific learning difficulties (SpLD) challenging. In the present study, which included 122 adolescents with SpLD (50% from Slovenia, 50% from Germany), we investigated how Slovenian and German adolescents with SpLD perceived and solved some of the challenges of distance learning. The study data were collected with two online questionnaires (in Slovenian and German, respectively). Slovenian adolescents were statistically significantly more likely than German adolescents to mention problems with attention, the importance of multisensory learning, and the importance of being able to choose the time to learn, as well as psychosomatic problems. Slovenian adolescents had more experiences with praise from teachers during the pandemic and they also mentioned more issues with the transition to distance learning and the use of information and communication technology. Younger adolescents had more parental help. Male adolescents were more likely to report that they did not have the right spatial conditions for learning. German adolescents spent more time chatting on social media and experienced less support for learning. Female adolescents were more likely to express fear of the pandemic and a lack of learning support, while male adolescents across the sample missed their peers more. Most of the respondents came from families in which the pandemic did not cause serious material and spatial problems, but German adolescents were statistically significantly less likely to feel these consequences. According to the respondents, the spatial and material conditions were similar in both countries.

The challenges of distance learning in countries undergoing transition during the COVID-19 pandemic - case study

Virtual learning, also known as online learning or distance learning has transformed the face of the education system for quite some time. Now, it is rapidly becoming an integral aspect and a common tool, in the broader aspect of higher education, as a result of the COVID-19 pandemic. In addition to providing an alternative method of learning in the digital age, online learning offers students the opportunity to learn new skills or improve existing ones. On March 11, 2020, the World Health Organization declared COVID-19 a global pandemic. Following the speed with which COVID-19 spread to all parts of the world and to curb the spread of the disease, most governments around the world, including the Republic of Kosovo, authorized unprecedented social control measures to stop this disease unknown. These measures, among others, required social distancing and temporary physical closure of educational institutions. The first case of COVID 19 in Kosovo was identified on March 13, 2020, social distancing - full closure came into force on March 15, while UBT Higher Education Institution started online learning on March 16, 2020, the first in Kosovo and possibly in the Western Balkans. This teaching-learning process was a novelty for Kosovo and was applied for the first time. Objective: The main objective of the current survey was to study the impact of E-learning on students' academic performance and their evaluations of this form of teaching in general. The purpose of this paper is to reflect as professionally as possible the organization of distance learning, the effects on the teaching and learning process as well as the form and level of communication and teacher-student relations in this process which was a novelty for Kosovo and UBT as one of the largest Private Colleges in the region.