Concept Of Distance Learning Research Articles

When and Who Dropouts from Distance Education?

The high rate of drop out is still a problem in the distance learning system, including at the Universitas Terbuka (UT). At UT, the term dropout is better known as the status of non-active students. The study aims was to determine the median time and determinant of non-active student in distance learning in Indonesia. This study used a cohort analysis in student of biology department who first registered in 2012 to 2014. The median time of non-active students was identified by the Kaplan-Meier analysis and the determinant of non-active student was analyzed by Cox proportional hazard model. The percentage of non-active students in this study reached 42 per cent, with half of the students becoming non-active in the first two semesters. Students who have a greater risk of becoming non-active are those who are >45 years old, women, employed, recent education is not relevant to the field of biology, knowledge of the concept of distance learning and laboratory practice is lacking, has never participated in online tutorials and face-to-face tutorials, and is not satisfied existing academic services. The optimization of the provision and quality of preferred learning services at the beginning of the semester will be able to avoid higher-risk of non-active students.

EVALUASI PELAKSANAAN UJIAN SIDANG PADA PENDIDIKAN TINGGI JARAK JAUH

the concept of the Open University means that the learning process can be followed for anyone who has graduated from the High School level while the long distance learning concept means the learning process does not depend on face-to-face meetings but uses a variety of multimedia that can be done independently. The research aims to evaluate the implementation of the final examination conducted by distance education. This study uses a descriptive evaluative method using a quantitative approach with a total sample of 690 postgraduate students of the UT postgraduate program. the results of the study show: 1. academic information system that is not optimal 2. an overview of the preparation of the trial examination is optimal. 3. the general examination of the trial runs effectively. 4. in general the results of the proceedings have been carried out effectively.

ONLINE ENGINEERING EDUCATION: LEARNING ANYWHERE, ANYTIME

The emergence of worldwide communications networks and powerful computer technologies has redefined the concept of distance learning and the delivery of engineering education content. This article discusses the Sloan Consortium’s quest for quality, scale, and breadth in online learning, the impact on both continuing education of graduate engineers as well as degree-seeking engineering students, and the future of engineering colleges and schools as worldwide providers of engineering education.

Development of Distance Learning Concept with Graphic Machines Working Process Visualization

The paper presents the distance learning concept development by visualizing the work process of graphics machines. The basic goal is realized through the application development that includes machines simulations and their elements. A large number of simulations and explanations of the work process are included in the knowledge base. The concept is expanded to learning how to program machines so that the future operator can master significant knowledge that will enable him to engage in the production process quickly. The paper presents concrete types of machines for different printing techniques and machines for making packaging prototypes. For the realization of objects visualizations, modern software tools were used, which finally provided good quality.

ЕЛЕКТРОННЕ НАВЧАННЯ ЗАСОБАМИ MICROSOFT OFFICE 365

У статті досліджено та розкрито значення змістів термінів «електронне навчання» та «дистанційне навчання» й особливості застосування можливостей електронного навчання в практиці вищого навчального закладу. Охарактеризовано електронне (дистанційне) навчання, його види, форми реалізації. Запропоновано практичний досвід використання можливостей електронного навчання в університеті. Доведено, що електронне навчання дасть можливість створити нове навчальне середовище, де студенти можуть отримати доступ до навчальних матеріалів у будь-який час та в будь-якому місці, зробить навчальний процес більш привабливим, демократичним, комфортним і стимулюватиме студентів до самоосвіти та навчання протягом усього життя. Відповідно до мети поставлено й виконано такі завдання: розглянуто інформаційно-комунікаційні технології для організації електронного навчання та виконання взаємодії між учасниками навчального процесу. Проаналізовано перший досвід практичного використання електронного навчання засобами хмарного сервісу Microsoft Office 365 працівниками Східноєвропейського національного університету імені Лесі Українки. Досліджено Microsoft Office 365, який дає можливість будь-якому навчальному закладу безкоштовно скористатися неймовірною ефективністю «хмари», допомагаючи економити час і кошти, та вивільняти цінні ресурси. Система Office 365 поєднує програмний комплекс Office й онлайн-послуги для зв’язку та спільної роботи наступного покоління Exchange Online, SharePoint Online, Skype для бізнесу, Class Note, OneDrive. Система Office 365 проста у використанні й зручна для адміністрування. Office 365 можна використовувати на всіх своїх пристроях – ПК, комп’ютері Mac, планшеті, смартфоні. Застосовуючи Microsoft Office 365, ви матимете надійний захист з автоматичним резервним копіюванням даних, суворою політикою конфіденційності та оперативним захистом від зловмисних програм. Окрему увагу зосереджено на розгляді й аналізі особливостей використання та їхніх переваг для створення віртуального класу навчальної дисципліни за допомогою додатка Class Note. Застосовуючи набір служб Office 365, викладач створює тестування, а також надає студентам групові завдання й контролює їх, має можливість обмінюватися миттєвими повідомленнями, здійснювати відеовиклики під час виконання конкретних задач, планувати проекти та виконувати їх.

Case study on means of information and communication technologies in teaching mathematics to distance and extramural university students

This paper outlines theoretical and methodological foundations of teaching mathematics to extramural students, formulates and argues requirements for the organisation of teaching mathematics to extramural students of technical universities, clarifies the concept of distance learning, develops methodology of teaching mathematics to extramural students of technical universities via program-methodological complex and it proves that it effectively improves teaching mathematics to extramural students of higher technical institutions, providing additional opportunities for individualisation of students' learning due to the use of interactive and educational programs, which help to control acquired knowledge, skills and competences acquired in mathematics.

Case study on means of information and communication technologies in teaching mathematics to distance and extramural university students

This paper outlines theoretical and methodological foundations of teaching mathematics to extramural students, formulates and argues requirements for the organisation of teaching mathematics to extramural students of technical universities, clarifies the concept of distance learning, develops methodology of teaching mathematics to extramural students of technical universities via program-methodological complex and it proves that it effectively improves teaching mathematics to extramural students of higher technical institutions, providing additional opportunities for individualisation of students' learning due to the use of interactive and educational programs, which help to control acquired knowledge, skills and competences acquired in mathematics.

Potencijali e-ucenja za unapredjenje modela poucavanja odraslih

This paper offers a concise analysis of the development of e-education and distance education. E-education is considered to be the basis of e-learning, which consequently becomes one of the models for teaching adults. Given the fact that in the last couple of years the phenomen of e-learning has become a multidisciplinary research subject in different scientific fields (social sciences, natural sciences and humanities), in the first part of the paper the readers are provided with the fundamental knowledge of the problem-related terminology, and an overview of the historical development is offered as well (from distance education to e-education). The second part deals with the main topic of this paper - the model of e-education and e-teaching for adults. The first part of the paper also contains theoretical findings based on the relevant literature on distance (correspondence) learning as a fore-runner of e-learning. It also elaborates on the historical development of distance learning, the importance of the programmed teaching designated by the behaviourists, and later the so-called teaching machines (e.g. Pressey's machine), definitions of the concepts of distance learning and teaching, as well as the definitions of e-learning and e-education related to the hybrid model of learning (which implies motivation, mental awareness and users' experience). The advantages and disadvantages of specific e-learning and teaching tools are also considered (video conferencing, Skype, etc.). The last section of the paper provides the authors' considerations regarding the potential of e-learning for distance learning and teaching of adults based on teaching and learning theory (behaviourism, cognitivism, constructionism). This section also deals with the Knowles' four principles of adult learning, the continuum as a concept in e-learning, didactic triangle in online environment, Gagne's nine events of instruction, and the characteristics of adult learners in the third stage of life in the new (multi)media environment, as well as the obstacles for educators.

Mathematics education in distance studies

The article elaborated the concept of distance learning and consider distance learning techniques, which are currently used in mathematics education, through distance learning in Vilnius Gediminas Technical University (VGTU).

Distance learning in the training of state officials

The article deals with the concept of distance learning as a means of training state officials. The paper identifies weaknesses and strengths of the development of distance learning, as well as prospects for development of this form of the public service. The authors highlight the advantages of distance learning, such as the possibility of a remote pass, independence, personalization, application of modern information technology for the organization of student interaction, improved access to the additional information, the integration of the participants in business processes, mobility, and a vast number of indicators to assess the results.

Analysis of various aspects and state of the distance education system in Russia

The article presents the results of the analysis of various aspects and status of distance learning to identify the positive aspects and disadvantages, problems, and possible solutions to improve the efficiency of the educational process. Distance learning as an educational problem and at the same time as a new form of getting education calls for teachers of a new breed. This is a teacher who constantly supports the distance learner, has a command of distance learning technologies and a pool of techniques and methods, first of all, computer skills. To solve the problem it is necessary to determine the essence of a number of key concepts of distance learning, to reveal the multidimensionality of the problem of its organization, to analyze the foreign and domestic experience of training teachers for distance learning and plan the ways of preserving and upscaling the human, scientific, educational and material potential accumulated by the domestic system of education, to apply the existing and prospective means of new information technologies.

التعلیم عن بعد وشبکات التواصل الاجتماعى

The educational systems currently witness massive changes on all levels: visions, goals and methods. With continuous growth in social and economic plans of countries and the need for putting such plans into force through high quality educational outcomes, the directions towards developing education and supporting learners are on increase not only for gaining knowledge or gathering information but also for developing the skills prerequisite for mixing with the society. In order to improve the educational production, the educators resort to integrate technology in education and develop the traditional methods in a way that contributes to emergence of newfangled methods such as the distance learning which provides learning opportunities for all society classes with whatever circumstances and multiple needs. Furthermore, this type of learning requires utilizing the modern communication technology and its methods in order to overcome the distance problem between the teacher and the learner like the internet. Internet possesses multiple applications which become pioneering ones in the distance learning field; due to the fact that it constitutes an effective communication method between the teacher and the learner on the one hand and between the learners and his/ her peers on the other hand. In addition the teacher and the learning can obtain feedback from the other partner. Recently, social networks have emerged on the Internet and spread on a large scale internationally. Moreover, such social networks become the most internationally visited sites to the extent that they become the third in order of priority after home and work or school or university for the human to resort to and in his/ her point of view, such social networks are deemed one of the most robust methods of distance learning second generation which determine the cooperative learning and the community participation as a main educational goal together with the behavioral and cognitive goals in the contemporary educational systems. Currently, the most important question is as follows: how can learning types be developed to enable the learner to build knowledge in the cooperative learning system where the learner shares such knowledge with other members of the society? Our relationship with the knowledge has changed in this age; because it has shifted from a single perspective providing the knowledge in a narrow template surrounded with restrictions and readymade frameworks to multiple dynamic interactions. The current paper seeks to identify the impact of using the social networks on the distance learning through shedding much light on the distance learning concepts, distance learning benefits as well as the social networks represented in Facebook, Twitter and Youtube.

A Comparative Analysis of Educator’s and Peers’ Influence on Students’ Attitude to Mobile Social Media in Distance Learning

Mobile social media is widely employed in higher education to provide students with an opportunity to learn regardless of time and place in order to obtain a higher education degree. However, little attention has been paid to the study of educator’s and peers’ influence on students’ attitude to mobile social media in distance learning. The aim of the paper is to analyse educator’s and peers’ influence on students’ attitude to mobile social media in distance learning underpinning elaboration of a hypothesis. The meaning of the key concepts of distance learning, blended learning, blended educational process and attitude is studied. Moreover, the study demonstrates how the key concepts are related to the idea of mobile social media and shows how the steps of the process are related: educator’s and peers’ influence on students’ attitude to mobile social media → empirical study within a multicultural environment → conclusions. The results of the present research show that engineering students’ positive attitude to mobile social media prevails. Directions of further research are proposed.

Promissory Concept of medical education

Continuing medical education (CME) is a dynamic system, where distance learning is an important component. In this article, we posit the Promissory Concept of distance learning. The central principle upon which this methodology is based is that the doctor can be located in any place where the information needed for his or her practice is easily available to the patient and where the doctor is able to monitor the development of his or her knowledge and practical skills, and is able to build his or her educational record of accomplishment. The Promissory Concept combines the availability of existing online opportunities with professional self-development which can be put to the test by an external supervisor (a professor or curator), who in turn will be able to identify existing advantages in knowledge, as well as those requiring further improvement, thus helping the learner's professional development. This approach was introduced to general practitioners and nephrologists practising in Ukraine in 2013. From 2014, the Promissory Concept has been associated with the Renal Eastern Europe Nephrology Academy's (REENA) annual CME course, which has been accredited by ERA-EDTA (European Renal Association–European Dialysis and Transplant Association) for the past 8 years. REENA is controlled by the state organisation of postgraduate education – Shupyk National Medical Academy of Postgraduate Education. The Promissory Concept is supported by printed educational material in the scientific medical Ukrainian journal Kidneys, which is registered in scientific databases (as a Google scholar, etc.). An important characteristic of the Promissory Concept is the active involvement of doctors, who give constructive feedback on the programme. This feedback contributes to the content of the CME learning activity, as well as enhancing compliance in participation. As a result, it helps create motivated adherence and improved professional development.

CASE STUDIES IN WEB-CONTROLLED DEVICES AND REMOTE MANIPULATION

The concept of distance learning has been more and more articulated during the past few years and is expected to shortly turn into a practical education system within current high level learning institutions. The chances are that distance learning would transparently extend colleges and institutes of education, and could plausibly overtake and turn into a preferred choice of higher education, especially for adult and working students. In a supportive effort towards faster distance learning implementation and consideration, we are presenting through this material a sequence of projects that have been developed at University of Bridgeport and can serve very well in the process of distance learning education ranging from simple “hobby” style training to professional guidance material. The projects have an engineering / laboratory flavor, are part of an ongoing work of the faculty and students of the Computer Science and Engineering Department of the university, and are being presented in an arbitrary order, topics ranging from vision and sensing to engineering design, scheduling, remote control and operation.

Analyze of popular distance learning systems with open access

The purpose of given research is to analyze the existing distance learning systems with open access at foreign universities, the main task – to require the distance learning system, the object of study – tools for organization and support of distance learning, the subject – open access distance learning systems, the main research method – a theoretical study.Considered a concept of distance learning in governing documents Ukraine. Analyzed leading distance learning courses with open access. Based on essence of distance education have been singled out requirements for its implementation.

Didactic and Pedagogical View of E-learning Activities Free University of Bozen-bolzano

In the knowledge and communication age, the contribution of technology, especially web 2.0, has transformed the concept of distance learning into that of e-learning and online learning. These are based on the use of CSCL (Computer Supported Collaborative Learning) and characterised by a pedagogical approach focussed on the learner, cooperative building of knowledge, and increasing the diversity of its learner base. Online learning represents a considerable opportunity for universities to promote larger and more democratic access to intellectual resources, reducing the social gap that is often related to on-site learning. However, using e-learning educational methods require careful consideration of different aspects and problems. This paper starts with a description of the most widely used open source e-learning platforms in Italian Universities. Furthermore, it proposes an analysis of the pedagogical and didactic potential of the tools offered by the Moodle platform and a reflection about the need to use guidelines to evaluate accessibility, also with reference to the Universal Instructional Design principles. In the final part, a study about the concrete use of specific Moodle activities in some courses at the University of Bolzano (empirical research and verification on field) is presented with the purpose of identifying methodological indications that could help to implement the educational and inclusive value of the online contexts.

Development of a Distance Learning Concept for a Bachelor of Science in Electrical Engineering Programme

Abstract The University of Applied Sciences Aschaffenburg and the University of Applied Sciences Darmstadt will start a cooperative Bachelor of Engineering Program in Electrical Engineering in 2013. This will be offered as a distance learning program, allowing participants to continue their professional education while studying at the same time, with a total duration of approximately 9 semesters (4.5 years). What is special about this program is the focus on people with a professional on-the-job education, with no high school diploma in general. This professional education system is unique in Germany. Its main overall goal is to minimize the lack of engineers, especially in the field of electrical engineering, which is currently existent. In this paper, results from surveys held among post graduate students in a distant learning course in Electrical Engineering (EE) are discussed in order to develop an effective teaching and learning strategy. Therefore, the students’ opinion about a currently existing distance learning program was evaluated, and results are used as an input for the new program to be developed. It is interesting that students in EE are rather conservative in their preferences. They rely more on printed learning material and face to face training like contact weekends rather than on Web 2.0 learning units. This has to be considered, if non-traditional students should be attracted which are definitively less affine to e-learning and web based course material, than our master students!

MOOC: a revolution in teaching? A European view

Since the end of the 90’s and the emergence of widely disseminated technologies, Information Technology has been claimed as a strong means to revolutionize the old way of teaching and learning. American universities have focused on new technologies and their use for education since their appearance in the late 90s. With the explosion of the Web technologies, the dream of a full distance education has started to be a reality. The intention of the universities was twofold: to attract new customers far from their traditional recruitment pools and to compete not only with other universities, but also with private companies, such as Phoenix U., which organized classical distance learning with great success. The creation of WGU, a pure online university (WGU 1995) is the best example of this intention. Later, the MIT created the Open Courseware initiative (OCW 2002) which exposes an increasing number of teaching documents to the world. In 2006, the Khan academy (Khan 2006), not especially intended towards Higher Education, invited everyone to add their own short video (less than 10 minutes in most cases) to explain any point of interest. The contributors are all volunteers. Neither their qualifications nor their legitimacy are controlled. More recently, a new concept, MOOC (Massive Open Online Courses) presented a more ambitious goal. Its aim was to provide a comprehensive education to any public, at world scale, and to deliver an attestation (certification) of completion of study to those who had followed successfully the full course. However one must define what the word “successfully” means. The concept of distance learning is quite old. It has been evolving with the technology and the economic conditions. Are the MOOC a breakthrought in education or a new avatar of an old concept? An excellent review about this issue has been made by Hill (2012). MOOC promoters distinguish two kinds of MOOC (Tracey 2013): xMOOC which is the extension and adaptation of the classical way of knowledge transmission, adapted to a massive number of apprentices and the connectivist MOOC,c-MOOC, which expects a more active learner. The student is supposed to discuss, to debate and to share his/her knowledge with his fellow learners. He is also encouraged to discover teaching materials in the immensity of the web. Before further discussing the MOOC, it is necessary to explain what kind of pedagogy is characteristic of the socio-economic context of the American universities, to understand to which problem this new concept is supposed to answer.

Virtually present: The perceived impact of remote facilitation on small group learning

Background: The engagement of facilitators located remotely for small group learning has received little research attention. However, this approach could increase the pool of experts for small group learning, thus addressing challenges to sustainability faced by in-person models of small group facilitation.Aim: The objective of this study was to describe the experiences and perceptions of students regarding the use of remote facilitation for small group learning in a health education setting.Methods: This qualitative study involved three focus groups (n = 16) composed of students in the advanced neuromusculoskeletal teaching unit in the University of Toronto, Department of Physical Therapy. Focus groups were audio-taped and transcribed verbatim, and data were analyzed thematically.Results: Three main influences emerged related to the experiences of students regarding the use of remote facilitation for small group learning in a health education setting: technology (including audio and visual), facilitator (including quality of facilitation and facilitator expertise), and group dynamics (including ground rules, roles and responsibilities, and learning style). Each of these influences acted independently and interdependently to shape participants’ perceptions.Conclusion: This study prompts a widening of the concept of distance learning to also include distance teaching, which may have wide applicability to health profession programs.