Development Of Distance Learning Research Articles

Influence of overall course quality on student satisfaction and university image

With the COVID-19 crisis that forced most governments in the world to temporarily suspend face-to-face teaching at universities, distance learning (DL) has been gaining prominence as a viable alternative. This is not a new modality. Studies focused on the quality of teaching, student satisfaction with the course, or how the university's image is formed are indispensable to the development of distance learning. In this study, we sought to answer whether perceived quality influences the university's corporate image and whether overall satisfaction is a mediator of this influence. The methodology used for these tests was the survey, analyzed by CFA and SEM-CB. The results indicated that perceived quality has a strong influence on corporate image and that overall student satisfaction is a mediator between perceived quality and corporate image. Theoretically, this is an interesting finding because it ensures a direct relationship of perceived quality and corporate image intensity, and it proves the mediation of satisfaction. In practice, it demonstrates to administrators that investing in the quality of a course involves satisfying the students, generating increments in the corporate image, and attracting new students.

Long Journey of Distance Learning From Fringe to Mainstream

Following the widespread adoption of distance and flexible learning techniques during the COVID-19 pandemic, some aspects of open, flexible, and distance learning were incorporated into mainstream teaching. This brings the long history of distance learning from the fringe into the daylight of modern mainstream education. In acknowledgement of this change, this special issue of the journal looks back at the history and development of distance learning from the pages of the journal. Also included, for the first time, is a history of distance learning in New Zealand entwined with its professional association—the Flexible Learning Association of New Zealand (FLANZ), formerly the Distance Education Association of New Zealand (DEANZ). Seven reprinted articles covering aspects of the history of distance learning complete the issue.

Modeling Course for Open Distance Learning (ODL) in Artificial Intelligence e-Learning for Leadership and Business Success

Open distance learning is often associated with characteristics such as assertiveness, dominance, and competitiveness. This study investigates how interactive open distance learning can benefit students by helping them build stronger relationships with education providers, foster a more inclusive workplace culture, and improve overall team performance, thus helping education business survive. The results of this study could have important implications for open distance learning development programs and training, as well as for promoting diversity and inclusivity in education provider positions and sustain education business in the future. By understanding the relation between leadership style, gender, and authenticity, organizations could develop more effective open distance learning strategies and be viewed as more authentic and effective by their team members and public. ODL planning helps education providers work more efficiently and effectively, thus growing the organization. Keywords: open distance learning, leadership, business planning

Distance learning as modern pedagogical technology

Relevance. This study examines the issues of distance learning as a modern pedagogical technology. The relevance is driven by the rise of distance learning during the coronavirus pandemic and the need to improve the quality of teaching without direct teacher-student contact. Purpose. The purpose of this study is to explore the prospects for developing distance learning and identify opportunities to enhance its quality within the current education system at various levels. Methodology. The study combines system analysis of key aspects of organising distance learning and logical structuring of results and conclusions based on the data obtained from this analysis. Results. The study defines the essence of distance learning methodology and its role in the modern educational process as a specific pedagogical technology. It highlights the importance of distance learning in the current education system and identifies optimal solutions for improving distance learning processes. Conclusions. The study concludes that distance learning is essential in modern education, particularly due to the coronavirus pandemic. Improving methodologies is critical to enhancing education quality. A systematic approach and effective use of technology are vital. Continuous adaptation and optimization are needed to meet evolving educational needs. Future research should focus on innovative strategies to further optimize and ensure effective and accessible distance learning. Keywords: online learning; pedagogical activity; Internet; learning technologies

АРАЛЫКТАН ОКУТУУДА МАГИСТРАНТТАРДЫН САНАРИП КӨНДҮМДӨРҮН КАЛЫПТАНДЫРУУ

The article discusses the pedagogical conditions for the formation of digital skills during distance learning based on competency-based training for master students in the field of “Physical Culture and Sports”. The widespread using the interactive methods of professionally oriented teaching is one of the successful pedagogical conditions for motivation for education related to the formation of digital skills of master students in the field of “Physical Education and Sports”. The formation of general professional competence of master students occurs through distance learning using the platforms Google education, ZOOM conferences, Cisco Webex, the author's YouTube channel, Google Meet, which are included in the learning process. The developed cycle is presented on the author's YouTube channel video lessons in three areas based on innovative technologies. The results of a survey among undergraduates and teachers of CIS countries’ universities to determine the level of development of digital skills in working on information platforms are presented. The developed distance learning technology, a model for the formation of digital skills, a methodological system of exercises and manuals for developing the communicative competence of master students are presented.

Коммуникативный портрет онлайн-педагога в эпоху глокализации

The article presents the results of the analysis of the communicative portrait of an online-teacher, conducted as part of the study of distance learning discourse. The authors analyzed more than 30 recordings of practical classes in various disciplines related to the study of the English language in the distant format. As a result, four types of digital communicative portraits of a teacher were identified: virtual communicative portrait, non-verbal communicative portrait, emotive and cognitive communicative portrait, and professional and competent communicative portrait, their main characteristics are considered and the strategies underlying the creation of each type of portrait are explored. The current study was carried out in the context of studying the discourse of distance learning. Under distance learning discourse the authors mean a special form of interaction between a teacher and a student, occurring remotely, organized with the help of information technologies (the use of which can transform the emotional, mental and motivational components of the human personality), which also has a multimodal nature, making education more inclusive and accessible, and carried out with the direct methodological and program support of the educational institution in which the teacher works and the student studies. Speaking about the methodological support of an educational institution, the authors take into account the trend towards glocalization of academic course programs, aimed at creating meaningful connections between the global context and local culture, making education relevant and meaningful for students. The analysis made it possible not only to form a holistic idea of the digital communicative portrait of a teacher, but also to record modern requirements for a teacher working in the era of digitalization, glocalization and the development of distance learning.

Комунікативний портрет онлайн-викладача англійської мови та перекладознавства ЗВО

The article presents the results of the analysis of the communicative portrait of the online teacher of the English language and translation studies at a higher education institution, which was conducted in the context of digitalisation of education in the context of glocalisation. As a result of the analysis of the attended practical classes in various disciplines related to the study of English and translation studies, which were conducted in a distance format, four components of the professional communicative portrait of the online teacher of English and translation studies at a higher education institution have been identified: virtual communicative portrait, non-verbal communicative portrait, psychological and cognitive communicative portrait and competence-based communicative portrait. The paper considers their main characteristics and explores the strategies that underlie the creation of each of the portraits. The research was conducted in the context of studying online learning as a special form of communication between a teacher of English and translation studies and higher education students, which takes place distantly with the help of information technologies. The use of these technologies can transform the emotional, mental and motivational components of the human personality, which is multimodal, and provide the opportunity to use different ways of presenting new information, making education more inclusive and accessible. Speaking about methodological support for an educational institution, the authors take into account the trend towards glocalisation of educational programmes aimed at creating meaningful connections between the global context and local culture, which makes education relevant and meaningful for students. The analysis allowed not only to form the holistic view of the digital communicative portrait of the online teacher of English and translation studies at a higher education institution, but also to record the modern requirements for a teacher working in the era of digitalisation, glocalisation and the development of distance learning.

(NON)COMPUTER-ORIENTED TESTING IN HIGHER EDUCATION: VIEWS OF THE PARTICIPANTS OF THE EDUCATIONAL PROCESS ON (IN)CONVENIENCE USING

The article focuses the problems of using computer-based testing learning outcomes under modern conditions of accelerated development of distance and blended learning. The aim of the study is to identify and compare the views of the participants of the educational process in higher education (students, PhD students, university teachers) on convenience using during computer-based testing as compared to paper-based testing and oral-based testing. The author included 3206 respondents in the anonymous online survey in 2020-2023, including 2897 students (Bachelor and Master students), 140 PhD students, and 169 university teachers; used IBM SPSS Statistics 23 for statistical analyses. There are research results: the convenience of testing improves in the direction (the mean values of convenience and the corresponding percentages of respondents): computer-based testing – students (М=3,68; 58,3%) → university teachers (M=3,81; 65,7%) → PhD students (M=4,31; 84,3%); paper-based testing – students (M=3,21; 42,2%) → PhD students (M=3,28; 44,3%) → university teachers (M=3,46; 54,6%); oral-based testing – students (M=2,49; 19,9%) → PhD students (M=2,84; 31,4%) → university teachers (M=3,69; 60,8%). Oral-based testing is the least convenient for students and PhD students. Paper-based testing is the least convenient for university teachers. Respondents have maximum convenience during computer-based testing for all studied groups. The t-test shows a statistically significant difference (p≤0,05) of the convenience testing in the majority of compared independent groups (students, PhD students, university teachers). The author obtained the results in dynamics over four years: convenience increases in the direction oral-based testing → paper-based testing → computer-based testing for all groups according to various characteristics (educational level, gender, specialty, form of education, year of the survey). The study shows that in most cases there are no statistically significant differences (p≤0,05) of the convenience testing in the following cases: between all independent students groups for all testing forms according to the feature «form of education»; according to the feature «academic performance level» for computer-based testing. We believe that the obtained results regarding the (in)convenience testing of participants in the educational process should be taken into account in the practice of higher education institutions.

Проблеми та перспективи дистанційного навчання в умовах повоєнного відновлення і технологічних трансформацій економіки України

The article is devoted to the identification of topical problems and prospects for the development of distance learning in the context of post-war recovery and innovative growth of the national economy of Ukraine, taking into account the technological transformations caused by the introduction of digital technologies of the fourth industrial revolution. The identified problems are grouped according to the reasons for their manifestation: caused by the war, which limit or make it impossible for students/trainees to study in classrooms; caused by changes in the labor market under the influence of digital technologies of the fourth industrial revolution; caused by the need to adapt higher education institutions to changes in the conditions of the external macro- and micro-environment. The important role of distance learning in solving each of these groups of problems is outlined. A SWOT analysis of the prospects and problems of distance learning development in Ukraine in the conditions of wartime and post-war reconstruction is carried out. A quantitative assessment of the factors influencing the external and internal environment has been carried out, i. e.: respective market opportunities and threats, strengths and weaknesses of distance learning. The results of the carried out assessment can be used as information and analytical support to substantiate strategies for the development of distance learning in the system of higher education in Ukraine. Recommendations on ways to improve distance learning in post-war Ukraine in the context of its individual characteristics in the context of adaptation to the conditions of the fourth industrial revolution and the formation of a digital economy are presented. The results of the study deepen the fundamental aspects of higher education management, in particular from the standpoint of improving approaches to choosing priority trajectories for the development of distance learning on the basis of its digitalization to solve urgent problems of staffing post-war recovery and innovative development of the Ukrainian economy in the context of technological transformations caused by the fourth industrial revolution.

The role of the state in digitalization of education

The article examines the dynamics of digitalization of public administration in Ukraine and its impact on the efficiency and availability of services. It is noted that the creation of the Ministry of Digital Transformation reflects a significant step in the direction of modernization of public administration through the introduction of modern digital technologies. The Ministry’s plans for the period up to 2024 are considered ambitious and strategically important for the country’s digital transformation. The article also points to the challenges facing the digitalization of education in Ukraine, such as the lack of concept, funding and infrastructural problems. It is recommended to study the European experience to improve the Ukrainian system.The article analyzes in detail the main aspects of digitalization of education, in particular, the use of digital technologies in educational programs, the development of online courses and distance learning, the creation of interactive media resources, and the introduction of virtual reality into the educational process. It is noted that digitalization of education is a key stage in the development of modern education, preparing students for life and work in the digital era. The article highlights the importance of government support for providing adequate inf rastructure for digital learning and the development of software and digital learning platforms.The role of the state in ensuring the successful digitization of education is considered in detail, including the creation of a favorable environment for the introduction of digital technologies into the educational process, providing financial support and improving the qualifications of teaching staff. The article emphasizes the need to create standards and methods for effective implementation of digital technologies and control of their implementation. In general, the article identifies the role of the state as key to the successful digitization of education and supporting the education sector as a whole.

Revitalizing Distance Learning: MOOC For Improving The Quality of Training for Civil Servants

The COVID-19 pandemic has had a widespread impact on the education and training sector. Central Java, a province with training management resources, is experiencing a crisis in training management today. The large number of training participants from the state civil apparatus (SCA) who come from various regions in Indonesia requires innovation and change despite the various limitations of managers who do not have a special education base. Training managers at BPSDMD for SCA training need to be strengthened by developing distance learning through MOOCs because it can overcome the problems of distance, time, and financing to organize training that is usually done offline. This MOOCs will also increase the trust of other government agencies by making BPSDMD a pilot local government-based MOOCs developer. This service is carried out through mentoring and training that focuses on improving the resources of training managers at BPSDMD Central Java Province. This training and mentoring activity was attended by 38 BPSDMD employees with an In-House Training scheme for two days. As a result, there was an increased understanding of MOOCs and its application, designing training programs, presenting training materials, and evaluating training programs. The skills of the trainees can be seen from the portfolios collected. This service is useful in developing BPSDMD training programs for SCA in Central Java.

Collaborations amid the pandemic: east nusa tenggara preschool teachers’ experiences in developing distance learning during COVID-19

ABSTRACT Objective COVID-19 has been driving significant changes in all domains, including education. While prior studies tend to focus on the pandemic disruption in higher education, this paper extends this scholarship by focusing on preschool education. In particular, attention is paid to how preschool teachers develop teaching strategies during COVID-19. We want to explore how preschool teachers develop distance learning during COVID-19 in Nusa Tenggara Timur, Indonesia. Method 13 preschool teachers aged 24 to 35 in West Timor, Indonesia, participated in this photovoice study. Participants were instructed to take photos for seven days to describe their experiences related to the research topic. After that, participants were interviewed online using an online meeting application. Thematic analysis was used to formulate the findings. Results Three themes were identified in this study, including learning strategies during the pandemic, parents as teachers at home, and collaboration between teachers and parents. Conclusions Parents’ role has become increasingly vital in early childhood education during the pandemic. Meanwhile, the attention addressed to parents was lacking. It is crucial to provide them with the necessary tools, knowledge, and skills to strive with home learning.

Impact of school lockdown on access to online instruction during the war in Ukraine

AbstractQuarantine measures in connection to the COVID‐19 pandemic challenged the education system in Ukraine, like the education systems of other countries. This manifested over the course of three years in an increased need to develop distance learning online. Also, teacher ability to use digital tools, such as information communication technology (ICT), for instruction online is crucial in wartime circumstances in Ukraine. We describe the effects of school lockdown on teachers in Ukraine and how this affected teacher abilities to use distance instruction online in wartime circumstances. Drawing on a large‐scale survey of 54,254 educators conducted in January–February 2022, we report on challenges and needs identified by teachers in Ukraine. The survey collected responses from teachers and other categories of educators. Our analysis of survey findings focus on key challenges and needs of teachers and schools during the COVID‐19 quarantine. Respondents identified the following challenges: (1) lacking access to ICT equipment; (2) lacking access to stable high‐speed internet; (3) an insufficient level of knowledge and skills in using ICTs (digital competence). The study on which this article reports outlined possibilities for the professional development of teachers in Ukraine, complemented with a teacher self‐assessment of digital competence. The findings demonstrate that methods for organising online education in wartime circumstances in Ukraine benefit from the active interaction of all participants in the education process, their adaptability to changing learning conditions, continued communication about needs, notably teacher abilities to use ICT, and the ICT capacity of institutions.

Сучасні методики технічної освіти в умовах дистанційного навчання

The article substantiates the trends and prospects for the development of distance education. It was noted that the development of methods and the development of remote forms of the educational process belong to innovative methods of training future specialists. A promising path for the development of distance learning has been revealed in accordance with the development of world trends related to the development of new information technologies and systems for establishing communications between various strata of population groups and, including, the educational sector.
 The expediency of the development of remote forms of education in Ukraine is substantiated and it is noted that such methods will motivate the students themselves to the need to increase their informational and intellectual level, capable of mastering new forms of acquiring professional abilities. It has been proven that the creation of remote forms of education will contribute to the improvement of the professional level of teaching staff and the level of mastery of computer technology, as it requires high professional abilities from teachers in the process of providing educational services using modern information technologies.
 Generalized features of distance learning methods are presented and brief characteristics of each of them are given. Separate information technologies, tools and the most popular online platforms used for organizing training in a distance format are considered. The main advantages that teachers and students receive when studying in a distance format are highlighted, and, in particular, the high mobility of students, which in turn does not require their strict presence in classrooms and laboratories of educational institutions. It is indicated that the introduction of distance learning allows to significantly reduce the expenditure items of the educational institution on utility payments. At the same time, the distance education system does not require the educational institution to have and maintain a wide list of basic funds, including classrooms for the full-time educational process in the presence of students. Such features of obtaining educational services are especially relevant in modern conditions, when Ukraine is waging a war of liberation with the Russian Federation.

Capturing the Distance Learning in Indonesian Higher Education: Lecturers and Students’ Perspectives during Pandemic for Post-Pandemic

Since the pandemic, some universities can act swiftly to develop distance learning mechanisms, but others organize distance learning sporadically by allowing each lecturer to manage without standards. This research used a qualitative survey involving 66 students and 57 lecturers from various universities in Indonesia. It delivered dual perspectives between students and lecturers to improve previous research that did one perspective only. Most recognized the benefits of time and location flexibility when participating in distance learning but were dissatisfied with its implementation. During the pandemic, students were forced to explore independently by reading slides, listening to lecturers, watching videos, discussing in the online room, and doing independent assignments without any preparation. The pandemic also significantly changed the lecturers' teaching styles. They performed several variations in delivering material, increasing interaction in discussion forums, and evaluating the learning. Generally, distance learning without complete preparation since the pandemic was relatively good, as indicated by (1) lecturers' satisfaction with the course material delivery, (2) students' activeness according to the lecturer, and (3) learning outcomes achievement. These findings become insight for university stakeholders to enhance distance learning processes in the post-pandemic era since students and lecturers have felt its benefits but require many improvements.

Dynamics of interest in higher education before and during ongoing war: Google Trends Analysis

This paper explores how the war in Ukraine changed the interest in higher education of Ukrainians who stayed on the territory of Ukraine and emigrated to other countries. The methodology is based on Google Trends Analysis and peak approach with Google Trends Scale of Internet user inquiries about higher education from June 20, 2021 to June 20, 2023 with a middle point on February 24, 2022. Dynamics of changes in the queries of Internet users by keywords regarding studied higher education are: 1) exclusively from the territory of Ukraine; 2) from the territory of Poland, Slovakia, Germany, the Czech Republic, Great Britain, Spain, Italy, Bulgaria, Romania, Moldova, Austria, i.e., top-10 countries by number of registered Ukrainian refugees according to the UN Refugee Agency. The key results are: 1) increased interest of Internet users in higher education after beginning of the full-scale war: Poland – 22.9%, Romania – 28.9%, Ukraine – 31.2%, Hungary – 32.4%, Slovakia – 35.8%, Moldova – 49.0% of average number of «university» inquiries; 2) increased requests for professional education (42.2%), distance education (25.6%), distance learning (34.1%) after February 24, 2022; 3) correlation between negative trends of interest per 32% from July 2021 (100 GT Scale) to July 2022 (68 GT Scale) in Ukraine and positive trends of this indicator in European counties in August 2022 (80-100 GT Scale). Chi-square test showed statistical significance of changes in interest in higher education (p-value = 0). Key findings demonstrate the following trends after February 24, 2022: distance learning development, increased Internet users’ orientation towards professional education for high-paying jobs, popularity of flexible schedules. Acknowledgments The educational outcomes in this publication were created with the support of the EU Erasmus+ program within the framework of projects ERASMUS-JMO-2021-HEI-TCH-RSCH-101048055 – «AICE – With Academic integrity to EU values: step by step to common Europe» and ERASMUS-JMO-2022-HEI-TCH-RSCH-101085198 «OSEE – Open Science and Education in Europe: success stories for Ukrainian academia».

Priorities for the development of the Chinese education management system in the era of digitalisation

ABSTRACT The active process of digitalisation of all spheres of human activity, defined as the Industrial Revolution 4.0, has a direct impact on the transformation of the education system and learning management in the direction of meeting the need for lifelong learning and adapting to the dynamically changing requirements of the global labour market. This paper aims to determine the priorities of developing the education management system in the digitalisation era and study their peculiarities. The sample of respondents was formed by simple randomisation, consisted of two subject groups and included 327 students and 295 university professors. Respondents’ responses were evaluated using a 5-point Likert scale and subsequent statistical processing of the results obtained based on Student’s t-test to determine their statistical significance and significance. The conducted research revealed that the students considered education management’s most important strategic tasks to be those aimed directly at developing distance learning and its technological support. Shared goals and issues of digitalising scientific, methodological and organisational support of the educational process for lifelong learning are more critical for the teachers. The authors showed the paramount importance of teachers’ professional development and digital competence in ensuring the digitalisation of education management. They developed a hierarchical model of priorities for the strategic development of the higher education management system. The model makes it possible to optimise the development of the education management system in the era of digitalisation, manage pedagogical resources more effectively.

Distance Education: Online Proctoring as a Tool for Assessing Learning Outcomes

The educational organizations’ urgent transition to distance learning because of the pandemic has actualized the problems of assessing the results of mastering the disciplines. Online proctoring is becoming one of the leading tools for control, providing an objective independent assessment of compliance with academic ethics. The main purpose of this paper is to analyze students’ attitude towards distance learning and their ideas on the opportunities, disadvantages, and prospects of online proctoring. The pilot study conducted in the spring of 2021 was empirically based on the results of online questionnaires answered by 200 undergraduate students of various scientific specialties and humanities at Ural Federal University (1–4 years). We also used the method of semi-structured interviews with 10 students who had had an experience of a final test using online proctoring systems. The data obtained show that the main difficulties faced by students within the distance learning process are the lack of direct contact with the teacher, enormous bulks of information to be learnt independently, the increased health burden, and technical failures. Despite the emerging barriers, the young have successfully mastered the educational platforms (MS Teams, Zoom, Google Meet) and practised in passing remote credits and exams. Online proctoring narrows the chances of informal passing final exams, however forming and developing risk-taking and inventiveness among students. This can be explained both by low demand for mastering general education disciplines and by poor design of test assignments. Technical failures within testing are another problem of proctoring. For distance education, online proctoring seems a promising and in-demand tool for students to assess the results of their learning in professional disciplines. The lack of external control becomes a factor of academic dishonesty practices multiplication. The results of the study contribute to the further development of distance learning and online assessment of the quality of students’ mastering the completed disciplines.

PAST, PRESENT AND FUTURE OF DISTANCE LEARNING

The paper examines the development of distance learning with a focus on the application of the internet based on the authors' experiences gained from implementing various distance learning projects. The methodology of distance learning has not significantly changed since its inception in the 18th century; rather, the mode of communication between students and teachers has evolved. At present, there is little room for improvement in distance learning through the use of new technological solutions. However, the use of artificial intelligence opens up new possibilities for education that will fundamentally transform the shape of education in the future. Based on their experiences, analysis of the development of distance learning, and trends in artificial intelligence, the authors have conceptualized the P3 education model, which is predictive, personalized, and proactive. This model will first be applied in non-formal education and will be implemented more slowly in the formal education system, which is conservative and slow to embrace change. However, within a few years, as every individual with a smartphone will have their own digital teacher (an icon on the phone screen to be tapped), the formal education system will undergo seismic changes.Key words:distance learning, artificial intelligence, education, paradigm change.

Remote Learning (Distance Education) is Not New; it Has a Pre-COVID History

During the height of the COVID-19 pandemic governments across the world closed schools, forcing billions of students to undertake their education remotely. Despite the attention this situation received, learning at a geographical distance from the teacher is not a new form of schooling. Distance learning, or distance education as it is also known, can be traced back to the introduction of compulsory education. This article examines the development of distance learning in Australia, and the adoption of communication technologies that have assisted this form of schooling to expand and diversify.