Components Of Distance Education Research Articles

Measuring Effectiveness of Islamic Studies Distance Education in The Digital Era at The International Open University (IOU) Indonesia

International Open University (IOU) is an international accredited campus that created new breakthrough by offering the concept of distance education since its inception. IOU is a pioneer in implementing distance learning with a concentration on Islamic Studies through digital media. Entering Indonesia as the country with the largest Muslim population, IOU opened a special Indonesian language program. This study is a form of Measures of Effectiveness (MOE) of Islamic Studies distance education through digitalization at the IOU Indonesia. The method used in this research is descriptive qualitative. The data collection techniques used were observations, interviews, and literature review. The results of the study concluded that IOU Indonesia in some cases has its own independent program, but in general it is based on the central that has all the components of distance education through digitalization except for controls for students or graduates. IOU Indonesia also fulfills the basic principles of learning Islamic Studies.

Perception of Selected Aspects of Online Learning by Czech Higher Education Students

The study is based on an analysis of real educational processes in the period 2020-2021, when the most significant pandemic waves of Covid-19 were recorded in the Czech Republic. In relation to this, the study aims to identify the views of 968 students on the changed conditions of education and the perception of selected aspects of the transition to online learning by respondents from two higher education institutions in the Czech Republic, the first of which is focused on humanities and the second specializes in economics studies. The research is aimed at discovering students’ attitudes towards the form of distance education forced on them by the relevant circumstances, the use of individual components of distance education to support teaching originally designed for the in-person form, the level and effectiveness of the use of information technologies in online learning and the potential of hybrid learning. For a greater degree of analyticity, a combined research model based on both quantitative and qualitative research has been chosen. Aspects of online learning that could be employed as complementary tools in the full-time conventional study mode have been identified. Students of economics can better visualize the inclusion of online learning in the full-time conventional study mode. Master level students are critical of online learning. The results have been used to design and empirically validate appropriate learning strategies with reflection on current student needs.

Individualization of Future Foreign Languages Teacher’s Professional Training in Distance Education Conditions

The year 2019 became a starting point in the educational sector of almost all countries of the European Union. The СOVID-19 pandemics has changed the classical form of learning and teaching to a new, yet unexplored well, distance one. The start of the war in Ukraine on February 24, 2022 made this form of the educational process an integral characteristic of modern education in our independent country. 
 The purpose is to investigate theoretical and practical conceptual foundations of individualization of future foreign languages teacher’s professional training in distance education at the institutions of higher education.
 Methodology. The methods of the educational research context, data collection, data analysis and reporting of the students’ responses were used. Some questionnaires and interviews were used in this study to elicit the answers of different lecturers at Volodymyr Vynnychenko Central Ukrainian State Pedagogical University. We have found that the process of professional training becomes more effective if certain pedagogical conditions of students’ teaching training are created and implemented. The basis for our research was scientific and pedagogical studies relevant to future foreign languages teacher’s professional training in distance education conditions. 
 Results. The essence of the concepts “individualization of professional training”, “distance studying of foreign languages” has been defined. The main tasks of individualization of future foreign languages teacher’s professional training in distance education conditions as well as the readiness of the lecturers and students of the foreign languages faculty for the introduction of distance form of future specialists’ training in foreign philology have been characterized. 
 The main approaches to the training of future specialists in foreign languages and means of adaptation of lecturers and students in the conditions of the distance form of the educational process’ organization have been analyzed. The author also outlined qualitative tools for constructive “teacher-student” communication within the distance training of a future teacher of foreign languages and highlighted ICT tools for training a future teacher in the field of foreign philology.
 It has been determined that individualized distance teaching training is a complex pedagogical phenomenon comprising goals, contents, structures and processes of teaching. It determines the effectiveness of teaching a foreign language and requires a certain degree of learner’s maturity.
 In order to determine the main evaluative judgments of this study, research of various components of distance education and levels of professional training of the future teacher of foreign languages at IHE has been conducted. The analyzed results lead us to the opinion that, despite all its advantages and disadvantages, distance training of the future teacher of foreign languages reflects the modern conditions of the development of Ukrainian education and has taken its place in the educational process of every institution of higher education.
 Conclusions. Distance education allows you to study at home according to a convenient schedule and in the most comfortable conditions. In addition, knowledge control with this form of education can also be carried out in distance – students prepare scientific papers, pass electronic examination tests, take exams for teachers through video conferences, etc. The use of interactive technologies in a foreign language lesson involves an active creative process of cooperation between the teacher and students, and also stimulates cognitive activity during and after the lesson.

Risk factors of health impairement of university students in Vladivostok during the COVID-19 pandemic

THE PURPOSE OF THE WORK: To study the lifestyle factors of students of higher educational institutions in Vladivostok during the period of restrictive measures caused by the coronavirus disease 2019 (COVID-19) pandemic.
 MATERIAL AND METHODS: A trend study was conducted. With the help of a Google Forms, a survey of students aged 1824 years, enrolled in IIV courses of educational organizations in Vladivostok, was completed. During statistical processing, descriptive statistics were calculated, Students t-test, Pearsons 2 test, Spearmans non-parametric rank correlation coefficient were used.
 RESULTS: A study of the health of university students showed that 67.511.86% of respondents complained of eye fatigue (63.792.32%), headaches (27.342.15%) when working with electronic means of communication, feeling of heaviness in the head (26.172.12%). A significant direct relationship was determined between the level of the distance education component and the duration of the use of digital devices by students (R=0.16; p=0.03), the time spent using gadgets for educational purposes (R=0.21; p=0.03), frequency of meals (R=0.18; p=0.01). A significant inverse correlation was also found between the total time spent using gadgets and the duration of nighttime sleep (r=0.17; p=0.02). A comparative analysis of the lifestyle features of modern youth during the COVID-19 pandemic and before it began revealed an increase in the number of students with eating disorders. The number of students with 7 h of sleep at night has significantly increased (41.321.96% versus 30.174.26%; 2=5.1; p=0.024), and the number of respondents sleeping 8 h has decreased (13.881.37% versus 20.693.76%; 2=4.33; p=0.038). During training using distance learning technologies, significantly fewer respondents spend in areas with fresh air when they needed to work or study (49.371.99% versus 80.173.70%; 2=37.47; p 0.001).
 CONCLUSION: The identified changes in the lifestyle of students during the COVID-19 pandemic are the risk factors for health impairment, which emphasizes the relevance and need to continue research on this problem.

IMPROVING THE METHODOLOGY OF TEACHING ENGLISH USING ELEMENTS OF DISTANCE LEARNING

The importance of using distance learning for developing knowledge, skills and competences in English Language teaching in contemporary educational process is justified in the article. In this connection the great attention is focused on radical changes in English Language teaching methodology. With the advent of online education the relationships between the lecturers or the tutors and the students alter and become more open and cooperating, because the students get more involved, interested and motivated in learning foreign languages. Apart from this, the main components of distance education are briefly considered.

Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic

This study aims to identify obstacles and barriers to achieving quality distance learning and the use of electronic exams, comparing them to pursue success in the distance education system during the coronavirus pandemic (COVID-19). It also aimed to determine the similarity and differences between the two main components of distance education. This is based on a sample of evaluations from professors and students at universities in the Arab world, i.e., Algerian, Egyptian, Iraqi, and Palestinian universities. We used a descriptive approach using questionnaires (open question) with conveniently selected samples from two different groups: (1) 400 professors and student’s feedback from 600 distributed (i.e., Algerian, Egyptian, Palestinian, and Iraqi) and (2) 152 professors and student’s feedback from 300 distributed (i.e., Palestinian universities in the governorates of Gaza). The results indicated that professors and students faced 27 barriers in both distance learning and electronic exams, which are divided into four groups (categories) according to the sample. Recommendations to understand and overcome these obstacles will also be presented to improve distance learning and e-exams in the future. It is important to coordinate efforts in the development of distance education, especially concerning universities using distance learning and e-exams.

Цифровизация образования: социально-педагогический эксперимент в социально-философском ракурсе

The introduction of components of distance education in terms of the current pandemic is seen as a rather unexpected but successful socio-pedagogical experiment on the way to global digital education. This article is aimed to emphasize the possibilities of using the distance learning format as a space and a means of continuous monitoring of the educational process. This format allows establishing countless feedbacks between the participants in the process, implementing a synergistic approach at the local and global levels. Some results obtained in the course of surveys conducted by the faculty of the Department of Philosophy, Sociology and Religious Studies in the KSPU named after V.P. Astafiev are cited. These results testify, in particular, to some positive changes in attitudes towards the realities of “the remote” by both teachers and students. Moreover, such polls help to correct the process in practice and can serve as tracers of a wide range of not only technological problems, but essentially socio-philosophical ones related to the emergence of a new system of values. The notion that the digitalization of education is a promising strategy generally contributing to the development of civilization towards the dominance of post-material values is promoted.

Identifying the Components of Distance Education in Rural Areas to Provide a Distance Education Model for Secondary Schools in Villages of Iran

Identifying the Components of Distance Education in Rural Areas to Provide a Distance Education Model for Secondary Schools in Villages of Iran

The experience of final year medical students undertaking a general practice run with a distance education component

In recognition of the difficulties posed for New Zealand medical students by travel during rural general practice attachments, a system of distance teaching was devised for final year medical students at the Waikato Clinical School. In place of weekly small group teaching using reflection on practice at the central campus led by a tutor, students participated in reflective learning via an electronic web based message board and once weekly brief individual discussion with a tutor. Moodle and Skype, both freeware applications, were used as the methods of facilitating asynchronous and synchronous learning environments. Students experienced significantly less travel time as a result of the innovation. They also reported enthusiasm for the modes of teaching and the technology. A small increase in tutor time commitment was necessary. Distance education initiatives can be undertaken with minimal expense in the general practice setting. The educational opportunities it offers can be similar to, but not identical to small group teaching.

DOES FREQUENCY OF ONLINE SUPPORT USE HAVE AN EFFECT ON OVERALL GRADES

This study discusses online support in the Distance English Language Teaching (DELT) Program within the open education system at Anadolu University and whether the frequency of online support use has an effect on student grades. The DELT Program is a blended program in that it has both face-to-face and distance education components. The first two years are face-to-face while the last two years are through distance education. The distance education component in the last two years consists of courses which provide students with methodological and theoretical background essential for language teachers. The main instructional materials are textbooks and study guides. As there are no instructors in the distance education component, students are provided with online support which is designed to supplement the course books. Studies show that interaction increases quality thus enhances student learning in distance education. The aim of this study is to determine whether there is a relationship between frequency of log-ins and student grades. Analysis of average overall grades and frequency of log-ins showed that as the frequency of log-ins increases the grades also increase.

Testing the Reluctant Professor’s Hypothesis: Evaluating a Blended-Learning Approach to Distance Education

As MPA programs search for teaching options that meet students’ needs and maintain program quality, many are exploring various distance learning formats. This paper evaluates whether students with synchronous learning and asynchronous learning experiences received a different quality of instruction in an course that blended distance and face-to-face learning. The authors review the literature on blended learning distance education as an alternative to online-only distance education, discuss the model of blended learning distance education used in the course described in this analysis, and then review their hypotheses, research methodology, and statistical analysis. The authors conclude with a brief discussion of the implications of this experiment for other MPA programs that might explore a blended learning distance education component in their curriculum.

The Status of Distance Education in Personnel Preparation Programs in Visual Impairment

This survey found that over half the personnel preparation programs for teachers of children with visual impairments, orientation and mobility specialists, and rehabilitation teachers included a distance education component and used a wide variety of technology and instructional methods. Most programs also had a field experience component and relied on external funding for support.

TEACHING STATISTICS VIA DISTANCE: DUPLICATING THE CLASSROOM EXPERIENCE

This paper presents the results of developing technology mediated instructional material (TMIM) for a graduate level statistics courses presented to a mixed audience—students at the local site as well as students at distance sites. Over the past five years our pedagogical approach has included numerous software and hardware solutions to address educational demands. These experiences admit useful lists of successes and failures that will benefit other interested course designers. Most useful is highlighting combinations of software and hardware that address the technological components of duplicating the classroom experience. As course design considerations are a result of content and pedagogy, we identify motivational sources in the details of actually conducting a course with a distance education component. Simultaneously, we emphasize our experience that the local students are prime beneficiaries of TMIM strategies and we employ our methods regardless of any distance education requirements.

Distance education programs for advanced practice nurses: questions to ask.

This article reviews the use of distance learning in nursing education and to summarize key questions that must be addressed by programs or students considering advanced practice nursing education using distance technology. An acute care nurse practitioner program using distance learning strategies is provided as an example to illustrate delivery of a clinically based curriculum. Examples of questions to be addressed in evaluating a distance education program include: How much of the course or graduate nursing program is available on-line? What are the specific informational technologies used? How does communication occur between graduate students and faculty? How are clinical requirements of a course managed? Are there any requirements for time to be spent directly on campus? Is it necessary for the student to have a computer and Internet provider? Knowledge of the available technology and components of distance education can enhance the ability of the advanced practice nurse to evaluate better and choose educational program offerings.

The “Virtual University”

Universities make the assumption that providing distance education is a simple process of translating from one medium to the next: the current popular medium being the Internet. However, the danger in this approach is two fold. First, if the components of distance education are ill understood then an inappropriate pedagogy and strategy may result. Second, a lack of understanding of the properties of the Internet as a medium may cause unrealistic and unrealisable expectations. Thus the inappropriate strategy is matched to an unreliable medium expectation and the distance education programme is unlikely to provide the desired educational environment for the student. This paper highlights the need to understand the components of distance education and the properties of the Internet before embarking upon a distance education programme via the Internet: the Virtual University. The paper summarises some of the experiences of the Open University in this field and reports on areas needing further research such as tutoring (problem-solving sessions) and electronic learning/teaching materials (development).

THE DISTANCE LEARNING PARTNERSHIP IN GERONTOLOGY: THE GEORGIA MODEL FOR GERONTOLOGY HIGHER EDUCATION

University‐based educators focused on the study of gerontology and geriatrics have been increasing their use of distance education in order to meet challenges posed by shortages of faculty trained in gerontology and the need to reach a larger, more diverse student body. The purpose of this article is to describe the Distance Learning Partnership in Gerontology, developed in the State of Georgia, to promote collaboration and shared educational experiences in gerontology and geriatrics higher education. A brief overview of the principles and essential components of distance education is presented to provide an anchor for the discussion of the Georgia model. Following this overview, the rationale, design, preliminary faculty input, and current status of the Georgia model are presented.

Distance education and the World Bank

AbstractThis article is based on a study undertaken for the Education and Training Department at the World Bank which reviewed 32 Bank projects 1963–1985 that included education via broadcasting (television and/or radio) and by correspondence. It is clear that Bank investments in distance education were most beneficial when the borrowing country and the Bank agreed on the educational objectives of the distance education component. It is also clear that distance education was most effective when it was sharply focussed on improving the quality of teaching available, when it was used to offer non‐formal education to students who were without teachers and classrooms, and/ or when it met social demands and answered urgent needs for formation of human capital through education and training.

The Spirit of Saskatoon will Die Unless ...

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Distance education: a reassessment for the 1980s

Although the 1970s was a period of great development in distance education few innovations turned out quite as expected. The Open University has been successful but attempts to copy it have failed. The industrial economics of teaching at a distance place restraints on the provision of support services and require a new form of educational management. The rules of effective instruction are better known but ensuring their application is still a problem. TV has been a disappointment while print has undergone a renaissance thanks to computerized text‐processing. The computer has been crucial to the organization of distance education and, in its contemporary miniaturized form, will soon be part of the instructional process. An analysis of student pacing must address both philosophical and practical issues and the same is true of increasing the interactive components of distance education. Earlier concentration on course design has given way to a greater interest in helping the student plan his education and ac...