Distance Education Curriculum Research Articles

ACADEMIC LIBRARIES AND DISTANCE EDUCATION IN GHANA: EVIDENCE FROM THE SD DOMBO UNIVERSITY OF BUSINESS AND INTEGRATED DEVELOPMENT STUDIES

This study examines the role of academic libraries in supporting distance education at the University of Business and Integrated Development Studies in Ghana. The findings highlight the importance of digital access and resources, information literacy instruction and support services, collaborative partnerships, and user satisfaction. The study reveals that academic libraries have made significant investments in digital collections, ensuring remote access to a wide range of scholarly materials for distance learners. Information literacy programs and support services are crucial in equipping students with research skills and enhancing their academic success. Collaborative partnerships between librarians, faculty, and other stakeholders integrate library services into the distance education curriculum. User satisfaction demonstrates the effectiveness of library support in meeting the needs of remote learners. Based on the findings, recommendations are provided to enhance library support for distance education, including continuous investment in digital resources, strengthening information literacy instruction, and encouraging collaborations and partnerships. By implementing these recommendations, academic libraries can enhance their support for distance education and contribute to student success.
 Keywords: Academic Libraries, Distance Education, Ghana, Evidence.

Investigation of Preparatory School Students’ Cyber-Loafing Levels and Views on Distance Education English Curriculum: A Mixed Method Study

Current study aimed examining preparatory school students’ cyber-loafing levels and opinions about distance education English curriculum. Exploratory sequential pattern of mixed research methods is employed. The sample is consisted of 201preparatory students who study at the preparatory school at Cag University. The quantitative data of the research was obtained through Cyber-Loafing Scale and Assessment Scale. Qualitative data was gathered by open-ended questions form developed by the researcher. It was concluded that students’ cyber-loafing levels are at a medium level and the students’ opinions about the distance education English curriculum are also at a medium level. In addition, gender, devices and lessons affect neither students’ cyber-loafing levels nor views on distance education curriculum while the daily internet use and frequency showed a significant effect on these variables. Another finding of the study, social media is also a significant factor for cyber-loafing. Furthermore, it is revealed that there is no correlation between cyber-loafing and students’ views on distance education English curriculum.

Research on Distance Education Curriculum Team Construction under the Background of “Internet +”

At present, with the rapid development of network technology, the construction of distance education curriculum team is facing opportunities and challenges. Under the current “Internet +” background, the construction of curriculum team in colleges and universities is an important prerequisite for improving teaching quality, and institutions must innovate and create relevant teaching mechanisms. This paper briefly studies the team building of distance education curriculum under the background of “Internet +s”, and gives corresponding opinions.

Students and faculty perception of distance medical education outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study

IntroductionThe COVID-19 pandemic has imposed significant challenges on medical education worldwide, particularly in experience- and resource-limited regions of the world. Collaborative efforts of educators and academic institutions are necessary to facilitate the adaptation to the new educational reality. In this study, challenges and outcomes of a newly implemented distance education curriculum are examined to share findings and provide recommendations. MethodsAn alternative distance education curriculum with online resources and virtual lectures was developed and implemented in February 2020 at the Wasit University College of Medicine in Iraq. A post-implementation survey was developed for both faculty instructors and students to evaluate the program's effectiveness and perception. Results were compared between both groups. The study was approved by the University's Dean and exempted by the research committee for anonymity. ResultsA total of 636 students and 81 instructors were surveyed. Approximately 33% of students and 51% of instructors found online education equivalent or superior to traditional face-to-face teaching methods. Almost 69% of students and 51% of instructors reported increased difficulties with virtual learning, primarily due to challenges with the available technology, unreliable internet connectivity, as well as perceive fatigue when listening to online lectures. ConclusionsDistance education provides a worthwhile alternative during the COVID-19 pandemic, including in regions of limited experience. Adequate preparation, good quality audio-visuals and Internet, and student engagement activities are recommended to improve the quality of education.

Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry

Although learner silence in face-to-face classrooms has been the topic of considerable research interest, relatively little investigation has been done into learners’ experience of silence in distance education. Guided by a phenomenology of practice approach, this study explores the lived experiences of online silence, using interview data gathered from 12 graduate students who were engaged in cohort-based distance learning.
 Iterative rounds of a whole-part-whole interpretive process were used to identify key themes that emerged regarding the participants’ lived experiences. The findings highlight that silence is a complex, multifaceted phenomenon that was both enacted and received by the participants. Speaking out online was done carefully, sometimes with partial voice and sometimes in fuller voice, sometimes as an obligation and other times with a sense of spontaneity and connection.
 The six themes that emerged were as follows: (a) learners enact purposeful silence; (b) learners absorb silence from others; (c) learners perceive, and use, silence as demarcation; (d) learners experience silence within voice; (e) learners use deliberate, complex strategies while engaging in online discourse; and (f) learners hear each other in a trusted community. These six themes give new understandings to the experience of online silence. They reflect the multifaceted and nuanced aspects of the phenomenon and have implications for distance education instructors, learners, and curriculum developers.

Integrating Digital Libraries into Distance Education: A Review of Models, Roles, And Strategies

This study examines ongoing efforts by academic libraries to integrate digital resources into distance education courses. The study adopts a conceptual approach and it is thematically focused on the concepts of distance education and digital libraries; academic library models in distance education; the role of digital libraries in distance education; and strategies for integrating digital libraries into distance education. Through a systematic literature review and thematic analysis of extant literature, the paper concludes that academic libraries must pragmatically integrate digital libraries into the distance education curriculum by highlighting the role of digital libraries in the academic community and her processes. In this way, digital libraries may not be perceived as just content providers, but as significant agents of transformative learning.

Need Assessment of Peace Education as a Subject Inclusion in Distance Education Curriculum at Graduate Level in Pakistan

Need Assessment of Peace Education as a Subject Inclusion in Distance Education Curriculum at Graduate Level in Pakistan

Investigating Students’ Perspectives of Foreign Language Distance Education Curriculum According to Some Variables

This study was carried out to investigate the students’ satisfaction levels of foreign language distance education curriculum in a state university according to some variables. In the study, it was aimed to answer these questions: “What are the students’ opinions about the distance education curriculum of Foreign Language I course and do their opinions differ according to some variables?” Context, Input, Process and Production (CIPP) evaluation model was used as a curriculum evaluation framework and descriptive survey model, one of the quantitative research models, was used in this study. Sample of the study is composed of 715 freshman students who are enrolled in the faculties and colleges of university and took the Foreign Language I course in 2015-2016 academic year. 5-point likert scale was developed by the researchers to collect data. Independent samples t-test and one-way Anova was used to analyze the collected data with the help of SPSS 20. As a result of the study, it was found out that the students’ responses are gathered around the "I neither agree nor disagree" option. The component which has the highest satisfaction level is process component of curriculum and product component has the least satisfaction level. Opinions of the students about curriculum don’t differ significantly according to their gender and age. However, their opinions differ significantly according to their education type, daily internet connection hours and final grades. Also the students, who have personal computer and have attended another distance education, have more positive opinions than the students who don’t have computer and any distance education experience.

Comparisons Of Proctored Versus Non-Proctored Testing Strategies In Graduate Distance Education Curriculum

The authors studied the testing pattern grades in four e-campus courses at Troy University with 76 graduate students. In their research, the authors found significant differences in average test grade scores between tests taken electronically without a proctor as compared to those administered using a live or a remote proctor overall. To control for differences among courses, a statistical test was solely conducted on the courses which had the same instructor, same text, and similar tests with comparable results; students scored significantly lower on proctored exams versus non-proctored exams. To enhance the quality of courses in the online environment, the researchers recommend several “best practices” pedagogical strategies based on their findings and an extensive literature review.

Geography Undergraduate Program Management

Vision and mission statements are the foundations for the types of undergraduate degrees departments confer as well as other types academic programs such as pre-major, certificate, and distance education curricula. Critical to each department should be careful administration of course selections and offerings and management of academic majors, minors, and class enrollments. The key concepts in these processes are detailed planning and conscientious implementation. Ideally, this paper's integrated conceptual model showing administrative relationships within undergraduate programs that link degree types, courses, and enrollments, will become a synoptic guide for departments and nurture a national dialogue about geography undergraduate programs.

A Transition To Distance Education: Lessons Learned

Developing and implementing distance education courses for the clinical laboratory science (CLS) profession is becoming an option in both the undergraduate and graduate experience. Whether it is done to remove geographic barriers for students, as is the case here, or to offer continuing education to those already in the profession, the design of the course can impact the outcome. In this study, students were faced with transitioning from the traditional “on campus” classroom to a totally distance education format in their final semester of a CLS bachelor’s degree program after a successful professional practice experience. Previously, we had reported on the importance of preferred learning style(s) 1 in trying to identify why some students may fit in or perform better in some parts of the laboratory experience than in others during their professional practice or as new graduates, 2 and in this study, we used the data on preferred learning style(s) to help develop and deliver distance education curriculum.

Developing Dissertation Skills of Doctoral Students in an Internet-Based Distance Education Curriculum: A Case Study

Although preparing doctoral students for completing their dissertations is challenging in an on-campus program, it is even more difficult in an Internet-based distance education curriculum. This article examines the problems encountered and the solutions developed to address this requirement over a recent five-year period at Regent University. It discusses the process used for identifying the competencies needed for completing a doctoral dissertation and for planning how these competencies are taught within an Internet-based doctoral curriculum. The article includes a discussion of the lessons learned thus far, data on the progress of current doctoral candidates, and suggestions for further investigations.

Linking Distance and International Education: A Strategy for Developing Multicultural Competence among Distance Learners

How can educators help distance learners develop knowledge and skills required for the expanding globalization? Campus-based-education providers rely mainly on two educational strategies to help students develop competencies that allow for effective participation in diverse workplace settings: (a) multicultural or international curriculums and (b) encouraging interaction with students and faculty of diverse backgrounds on campus. Although the former can be adopted/adapted online, the latter exerts no affect on the exploding number of distance learners. Although distance-education curricula and virtual interactions can lay a valuable knowledge foundation, practice through face-to-face experience is vital for learning essential multicultural skills. Participation in international educational programs provides opportunities to test out, adjust, consolidate, and fully develop most aspects of multicultural competence that are encountered virtually. The challenge arising from the contradiction between the increasing commitment to campus diversity and the increasing demand for distance education can be resolved by enhancing international education.

Educating American Indian Physician Assistant Students via Interactive Video: A Two-Year Experience

In this article, the authors describe the opportunities and barriers faced in planning and developing a model PA distance education curriculum and program infrastructure for the training of American Indian students. The barriers include those faced in recruiting qualified American Indian students, in procuring interactive video equipment to be shared between two campuses, and in the actual education of American Indian students using this learning format. The article will include valuable lessons learned both in the education of American Indian students, and the use of live, synchronous interactive video.

Pragmatic Assessment Impacts Support for Distance Education

ABSTRACT Collection managers challenged by service to distance education may find pointers in comparing Murray State University Libraries' assessment model to local situations. Information revealed through queries of participants in distance education curricula could serve as a basis upon which to formulate future assessments regarding resources, usage, and service. First, the pragmatic feature of assessing support for curricula encourages closer monitoring. The second provocation arises from usage data as a guidepost for collection development. Finally, readers cognitive of strength that stems from the combination of resources and services may find prompting in meeting the students' research needs.