Computer-based Distance Learning Research Articles

Efektivitas Penggunaan Media Pembelajaran Edpuzzle Berbasis Video Terhadap Hasil Belajar Peserta Didik pada Materi Suhu dan Pemuaian

After Covid 19, computer-based distance learning was opened, but based on a preliminary study in one of the Public High Schools in the Kuningan Regency area, it obtained 710 out of a maximum score of 1600 (low category). The research method uses a quasi experiment with a Pretest-Posttest Control Group Design approach. This research was conducted in January - February 2023 at Public High School. The research population was all class XI IPA of SMA Negeri, consisting of 6 classes with 213 students. The research sample was taken using a random cluster sampling technique as many as 2 classes out of 6 classes, namely class XI IPA 1 as the intervention group and Class XI IPA 2 as the control group. Data analysis techniques used the Chi Square test, Fisher's test, and T-test. The results of the calculation of the hypothesis test using the paired sample t-test with a significance level (α = 0.05) obtained tcount>t_table, namely 3,495>2,030. it can be concluded that there are differences in the effect of using video-based Edpuzzle learning media on student learning outcomes at Public High School.

Use of Information and Computer-based Distance Learning Technologies during COVID-19 Active Restrictions

Despite the reduction of restrictive measures imposed due to the COVID-19 pandemic, the problem of organizing distance learning continues to be topical. Distance learning imposes a much greater responsibility on teachers, giving them more of a workload as learning technologies change rapidly and teachers have to actively adapt to innovations, devoting a lot of time to preparing appropriate materials to ensure the best learning outcomes. The aim of the study is to detect the use of the most effective means of organizing distance learning by teachers. The study is based on a survey of university professors who were teaching in the distance mode during 2020-2021 active administrative restrictions. Opportunities for the use of various services in the organization of distance learning are analyzed and the drawbacks and advantages of the distance learning system are highlighted. The study reveals previously unapparent issues that arose in the course of distance work in quarantine. These include, first and foremost, the high physical workload of teachers, the many technical problems that arose in the transition to distance learning, the lack of teachers’ competencies, which needs to be urgently addressed, and the complicated coordination of the learning process. Despite the problems identified, the authors argue that the system of distance learning can and must be adopted and further developed as an additional supporting direction in the organization of the learning process, which will allow educational institutions to promptly shift to distance learning as needed.

Development of the modeling competence of students in the pedagogical majors in the conditions of a simulation training in computer-based distance learning

The problem and the aim of the study. The increased use of digital technologies in higher education has lately been accelerated by the COVID-19 pandemic, thus creating a number of challenges related to the implementation of distance e-learning. The duration of the epidemic situation and the limitations related to the organization of in-person education reveal the simulation training as the main opportunity for the implementation of any practical training of the students in the methodological disciplines in their university preparation as future teachers. The aim of the study is to survey the possibilities of developing the modeling competence of students concerning the simulation of practical training in computer-based distance learning. Research methods. Within the framework of the research, which is oriented at establishing the levels of structure defining competencies (the reflective multisensory competency; the creative competency; the symbolic competency of sign and symbol nature) were measured systematically through goal-oriented observation during practice seminars in the disciplines taught to students. Since both disciplines are practically oriented and suggest the instruction of teaching methods, they entail the design of didactic situations in pre-school and of lessons in primary school education, which facilitates the registering of the levels of structure defining competences, including the competence for cognitive modelling, preeminently formed in the conditions of simulative distance education in electronic environment. The subjects participating in the research are 158 Bachelor's students trained in the professional field Education Science. Results. A low level of the skills for the application of cognitive modelling in the activities students conduct in relation to the design of pedagogical situation and lessons as an element in their practical experience and preparation in the realization of such situations in rela school conditions. The pilot study diagnoses a low level of student achievements in over 65% of the subjects as regards the academic disciplines the study concerns in terms of basic modelling skills. By contrast, in the course of the simulative education a growth of 45% has been established in the concluding study. The intersections and correlations between the level of development of the specific competences and the simulative education have also been established. Statistically verifiable differences (p=<0.05) were established between the pilot and the concluding studies in view of the reflective and creative competency. The symbolizing competency, however, requires further efforts. Conclusion. The results draw the attention to the necessity to look for opportunities to guarantee the creation of the models, in the context of simulative education, with three basic emphases: state (value, role and function in the specific context, phase of development of the pedagogical situation and/or lesson), structure (position of the model in relation to the other models/objects and of its own components – the components of the pedagogical situations and lesson projects) and evolution (opportunities for the design of pedagogical situations and/or lessons after reflection based on simulations).

DISTANCE LEARNING OF “UKRAINIAN LANGUAGE (BY PROFESSIONAL DIRECTION)” OF STUDENTS OF MEDICAL SPECIALTIES

The article considers the features and benefits of using distance learning in the educational process. The content of the concept of “distance learning” and the views of scientists on its interpretation are presented. It reveals the teaching experience of the discipline “Ukrainian language (by professional direction)” by means of distance learning at the Ukrainian Language Department of I. Horbachevsky Ternopil National Medical University. The materials for checking the level of medical specialties students’ knowledge in the aforementioned discipline are offered for the following themes: “Language standard. Orthoepic norms, norms of emphasis”, “Lexical aspect of medical professional language. Phraseological units in professional language”, “Terminology in professional communication. Lexical-semantic relations in scientific terminology. Features of Ukrainian medical terminology”, “Dictionaries in professional communication. Types of dictionaries, their function and role in enhancing language culture”, “Morphological aspect of Medical Professional Language”, “Syntactic aspect of Medical Professional Language”, “Features of Ukrainian language etiquette. Communicative qualities of language culture. Doctor’s Language Etiquette”, “Public speech and its genres”.
 It emphasizes the usage of detailed instructions for practical tasks and for submitting samples to each task. The research demonstrates that the teacher must take into account the goal, the age of the students, the professional orientation of the tasks. It underscores that the given tasks have a practical orientation and cannot comprehensively assess the student’s knowledge level in the study of a specific topic, but they aim to diversify distance learning, make it interesting. Undoubtedly, the usage of computer-based distance learning provides a learning process, so it needs to be refined and developed. This type of training encourages the specialist to look for new forms and methods of teaching the discipline, and the student to work independently, to work with different sources of information. It should be noted that the development of distance learning in the Ukrainian education system is perspective.

ПОТЕНЦИАЛЬНЫЙ БАРЬЕР «ШКОЛА – ВУЗ»: ПУТИ ЕГО ПРЕОДОЛЕНИЯ

<p>The paper considers the problems of the complexity of students’ transition between the two levels of education. It discusses the assistance measures aimed at overcoming the diffiсulties of this transition, as well as the possibilities and necessity of applying innovative technologies for teaching physics at a technical university when moving to a multi-level training system. A modern communicative approach is proposed for mutual interaction in the «school – university» system by creating a computer-based distance learning program for schoolchildren, including theoretical training modules, diagnostic and control testing. Priorities are set in the training of engineers, taking into account the need for self-education. Attention is drawn to the need for schoolchildren to adapt to higher education, to fi gaps in elementary knowledge of physics and mathematics. The average score in physics is compared, which was obtained on the Uniform State Exam, both in terms of years of admission to the university, and the choice of the future profession. The paper features the results of the «entrance control» in comparison with the results of the examination in physics during the fi examination session. In this paper, we discussed a wide range of events held at the Kuzbass State Technical University for future entrants, which contribute to the formation of motivation for the creative approach to the choice of the future profession, as well as for activities that result in activation of independent work and control of knowledge obtained as a result of studying the discipline.</p>

Teaching Engineering Graduate Online Students in the U.S. from Pakistan—A Case Study

Outsourcing is seen from various points of views by individuals in different industries. When it comes to educating science and technology students, and for that matter, students of any discipline, up until recently, outsourcing was not a possibility. With the recent advances in computer and network technology, it is now possible to teach a live online distance-learning course from anywhere around the world. The need for the instructor and the students to be physically present in a common classroom is eliminated. In an on-line course, students and teacher get the opportunity to interact with each other. The computer-based distance learning approach is still in its relative infancy. But since the teaching and learning is done online, via the use of computers connected to inter-connected networks and satellites, the need to be geographically co-located does not exist any longer. The instructor and the students can be physically distributed at various locations, around the city, around the country, or around the world and still be able to teach and learn from each other as if they were present together in the same classroom. Since the medium of instruction is computers, the instructors and students can be outsourced. The flip side of the argument is that since the instructor is not physically present in the same room with the students, they do not get to interact with each other face to face. The instructor can continue to derive a complex mathematical equation without realizing that a student has walked away from their computer. This paper explores the positives and negatives of distance learning distributed education. Advantages and disadvantages of DL are discussed and a few solutions to the challenges, experienced by the instructors, are addressed. The research is based on the author’s experience of teaching online courses from within the city, across the states, and finally across the continents. Amongst other findings, the author discovered that when teaching an online distance learning class, distance is not a factor. While teaching online classes, the author travelled across different cities, states, and internationally and the students did not realize that the instructor was out of town and could not meet with them in the office after class.

협업 세션 중심의 동기식 원격교육 시스템의 설계 및 구현

컴퓨터 기반의 원격교육 시스템의 대부분은 학생이 강의자에 의해 이미 강의된 내용을 서버로부터 다운로드하여 보는 형태의 비동기식(asynchronous) 원격 교육 시스템이다. 이러한 비동기적인 시스템의 경우, 시간에 구애 받지 않고 강의 내용을 볼 수 있다는 장점이 있는 반면, 학생과 강의자간의 실시간 상호작용 등을 지원하지 않음으로 인하여 학습 효과가 떨어질 수 있다. 본 논문에서는 학생과 강의자 간의 협업 세션(collaboration session) 모델을 기반으로 하여, 학생과 강의자간의 실시간 상호작용, 강의 중의 인지 정보, 그리고 학생으로부터의 피드백을 지원하는 협업 세션 중심의 동기식 원격 교육 시스템(collaboration session-centric synchronous distance learning system)을 제안하였다. 제안된 시스템의 기본 기능에는 음성 및 화상 회의(audio and video conferencing), 텍스트 기반 채트, 주석(annotation)이 가능한 공유 슬라이드가 포함된다. Most of the computer-based distance learning systems are asynchronous ones that allow students to download from the server the lecture previously given by a lecturer. While these asynchronous systems has the advantage that enable students to view the lecture with no time restriction, the study may not be effective due to the lack of support for real-time interaction between students and lecturers. Based on the student-lecturer-collaboration session model, this paper presents a collaboration session-centric synchronous distance learning system that supports real-time interaction between students and teachers, awareness information during lecture, and feedback from students. Basic feature of the proposed system include audio and video conferencing, text-based chat, and shared slide with annotation support.

Tutor as an important e-learning support

Teachers are all the time looking for different ways of increasing the quality of their teaching. At present the use of computers and new technologies has become an important aspect of education. They have enabled the teaching community to redefine some of the strategies and concepts of teaching and learning. In this climate computer-based distance learning courses have emerged. One of the supports of the distance learning is e-learning, which is widely used at the University of Hradec Kralove, Czech Republic. The article attempts to examine how the traditional role of a teacher in the e-courses changes and what preconditions are pivotal for the tutoring of such courses. In addition to that, it describes a creation of e-learning courses from the pedagogical point of view. Finally, a few problems of practical e-tutoring run at a university level in the Czech Republic are depicted.

Issues and Challenges in Applying Computer-Based Distance Learning system as an alternative to traditional training methods

Many scholars have listed the problems that prevent organizations’ employees to attend face to face training methods. Additionally, they have presented Information and Communication Technology (ICT) especially distance learning system as important way to overcome these obstacles. However, they did not depend on empirical studies to mention those problems and to compare between traditional training method and applying computer-based distance learning system. Therefore, this survey aims to distinguish between the traditional training methods and computer-based distance learning system as an important way to overcome employees’ problems with traditional training, including the challenges and some issues.

An Analysis of the Competencies Needed by Trainers to Use Computer-Based Technologies and Distance Learning Systems

The purpose of this study was to describe computer-based technologies and distance learning systems currently used in employee training and to determine which technologies will be used in future training processes. The competencies needed by trainers to use the various types of technologies were also examined, including preferred sources of competency development. Barriers trainers face when implementing new technologies were also determined. A questionnaire was developed and used to collect the data from 381 ISPI members. The results indicate that organizations are using a wide range of technologies in training, and that the major types of technologies will not change significantly in the next three years. However, there are several newer, more sophisticated technologies that will be used with greater frequency in the future. The respondents indicated that it was more important for trainers to be able to use or assist trainees in the use of a system than to be able to develop new systems or programs. Vendor training and self-study methods were identified as the two most common resources for developing competencies in instructional technology.

Individual and Organizational Factors that Affect Successful Employment of CDL Courses and Curricula

Computer-based distance learning (CDL) technologies are being introduced into military training programs at an increasing pace, but the results are often different from those intended. This paper describes a three-year research project to study the individual and organizational effects of this revolution in training, as well as to develop recommendations and methods for more effectively integrating new CDL technologies into training environments. Qualitative case studies were conducted at eight diverse military training sites, with researchers focusing on barriers, problems, and enablers for technology employment. Study data has revealed employment concerns that must be addressed during the CDL design, development, and delivery process to ensure successful technology integration. These findings are then converted into training, support, and reference materials to help CDL stakeholders (end users and creators of the technology) achieve the full potential of this exciting, new training technology.

REVIEW: Multimedia-Based Instructional Design: Computer-Based Training, Web-Based Training, and Distance Learning

This book is published by Jossey Bass Pfeiffer. The book/CD-ROM package on how to design and develop multimedia-based instructional design, presenting that the same instructional design process can be used for all media. The CD-ROM contains job aids and tools, and demo software. It is useful for course developers who are beginning their first multimedia project. Lee is director of performance technology for American Airlines Training Group in Fort Worth, Owens is a consultant in multimedia training.

QUALITATIVE ANALYSIS OF THE OVERHAND THROW BY UNDERGRADUATES IN EDUCATION USING A DISTANCE LEARNING COMPUTER PROGRAM

The purpose was to (a) examine whether computer-based distance learning could enhance the qualitative analysis skills (error detection in the overhand throw) of undergraduates in education and (b) examine the effectiveness of several methods of information presentation (video file and text) on distance learning. Participants were randomly assigned to 1 of 4 groups, to detect errors in an incorrect throwing motion of a model on the computer screen. Group 1 (n = 13) was the control; Group 2 (n = 13) viewed a video of the appropriate throwing mechanics; Group 3 (n = 13) viewed text information describing the appropriate mechanics of the overhand throw; and Group 4 (n = 16) received a combination of video and text information. On Day 1 participants took a pretest. Treatment and testing occurred on Days 2 through 8. Then 5 days later participants took a retention test. One-way analysis of variance confirmed no significant differences between groups at Pretest (Day 1). An analysis of variance with repeated measures indicated learning over practice. Paired-sample t tests between Days 1 and 8 showed the video plus text group without significant change.

523 A Survey of Distance Learning Needs and Preferences in the Landscape/Nursery Industry

The role of cooperative extension in providing information to amateur and professional horticulturists is being profoundly altered by the availability of vast amounts of horticultural resources on the World Wide Web and other electronic media. Advances in computer-related instructional technologies including the Internet, have coincided with, and to some extent triggered, a burgeoning demand for non-traditional continuing education in practically all fields of knowledge, including landscape horticulture. Although there are numerous Web sites offering a wide range of gardening and related information, there are relatively few opportunities for structured learning in the form of on-line distance learning courses or instructional modules. In Fall 1999, we conducted a survey of the membership of the New York State Nursery/Landscape Association to determine priority-training needs that might be met by computer-mediated distance learning. One-hundred-seven companies, representing horticulture-based businesses throughout New York State, completed the surveys. Results from the survey indicated that 83% of those responding were interested in taking one or more computer-based distance learning course(s), that 67% were willing to provide financial support for continuing education of their employees, and that 95% have access to a personal computer. We have also collected data indicating subject matter preferences, interest in full-course and short-course offerings, levels of computer and Internet experience, and more. It is apparent from the findings in this study that the cooperative extension has a great opportunity to use the World Wide Web as a component of its role as an information provider. This research will contribute to designing effective approaches for teaching hands-on horticultural skills at a distance, thereby expanding the cooperative extension's ability to reach its intended audiences.

Computer-Based Learning Systems and Distance Learning

Computer-Based Learning Systems and Distance Learning

Distance Learning in Physical Education Teacher Education

Advancing technology carries the promise of allowing rural and nontraditional learners the opportunity to participate in higher education. Students who had no chance to attend classes 15 years ago are registering for and completing college courses in record numbers, although they may never meet their instructors (Finkenberg, 1997; Price, 1996). At-home mothers, 9-to-5 workers, students in rural areas, individuals with disabilities, and even students on college campuses are taking advantage of distance learning (DL). Many institutions of higher education are beginning to offer courses, and in some cases degree programs, through interactive multimedia and Internet access. While these courses and programs are increasing in popularity, computer-based DL is not without its critics. The literature on DL in physical education is sparse. This paper identifies positive and negative aspects of DL and applies these concepts to the physical education profession.

Computer assisted education in health economics for medical advisers

A computer-based distance learning study aid on health economics (HELP) for medical advisers was developed from an existing paper course using a user-centred, prototyping approach. We illustrate and discuss this approach. The prototypes were iteratively tested and refined with potential users. The initial prototype was used for market research which included a survey of medical and pharmaceutical advisers. Results from the market research established the study aid's feasibility. The design of the study aid was guided by the market research and by application of an architectural analysis and design framework. HELP was designed in the form of an electronic, frame-based book with self-tests and navigational facilities that permit additional exploration. On-line journal articles were included for users' reference. The strategy adopted for delivery of the new course consists of presenting the computer study aid together with the paper course. The authoring shell that was developed is generically reusable for other courses with other teaching and learning strategies.

New horizons, clouded vistas

The author argues that the current state of computer-based distance learning is problematic. He attempts to show that solving the problems requires change at all levels of computer-mediated communication (CMC), that more research is needed in computer-interface design, and that delivery systems and support structures need radical redesign. The author examines six statements about computer-based distance learning from two opposing perspectives. He concludes by positing that medium-sized and small colleges that hope to offer distance-based programs may suffer the greatest number of problems in the attempt.