Distance Education Environment Research Articles

Distance Education and ‘Discovery Learning’ in First-year Journalism: A Case in Subject Improvement

This article examines the implications of adopting a discovery learning education model for distance education students in a first-year undergraduate journalism subject. It reviews subject enhancement strategies against learning theory and analyzes the ways students are engaged with subject content and assessment. Results of subject redesign included increased student satisfaction, greater retention and higher grades despite the increase in overall assessment requirements. It demonstrates that discovery learning based on group work and social engagement can be adopted in a distance education environment with positive outcomes. This article maps how a subject designed initially to align with a cognitivist/behaviourist model progressed to adopting a social constructivist approach. It concludes with a discussion of the issues associated with that transition.

Building a Virtual Learning Environment for Distance Education in Nursing Oncology

The course entitled 'ntroduction to Oncologic Nursing' was organized based on the ADDIE model, centered on the steps of Contextualized Instructional Design (CDI) from Moodle resources. The educational program was organized into three modules, containing activities arranged in topics directed to inform, promote individual and group discussion, as well as promote interactivity and collective construction.

Design and performance evaluation of a virtualized Moodle-based e-learning environment

In this paper, benefits and advantages arising from virtualization technologies, applied to the field of distance education, are discussed and highlighted. Moodle, the most widely used Learning Management System, and a virtualization system, based on Xen hypervisor, are combined in order to create an effective e-learning environment. Commonly, the main problem about Moodle concerns the server workload, due to several factors, which results in a saturation of physical devices. To bypass this limit, the over-centralized load is deployed on a dynamic virtual machine. Experimental results prove that the proposed system can improve performances, produce low connection time and provide a good distance education environment.

Developing Distance Education Content Using the TAPPA Process

The proliferation of distance education has occurred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors approach, design, and deliver their instructional materials. In the past, instructional design (ID) practitioners relied on instruction system design (ISD) models that focused primarily on macroinstruction. It is now important for these practitioners to use microinstruction strategies to keep pace with the technology evolution. This case study describes the TAPPA (Target, Accomplishment, Past, Prototype, Artifact) Process which was created using the Generic Model for Design Research (GMDR) proposed by McKenney and Reeves (2012) and uses selected ID concepts from the ADDIE (Molenda Performance Improvement, 42(5), 34–37, 2003) framework, and the Dick and Carey (Dick Educational Technology Research and Development, 44(3), 55–63, 1996), Backwards Design (McTighe n.d), and Rapid Prototyping ID Models (Tripp and Bichelmeyer Educational Technology Research and Development, 38(1), 31–44, 1990). The TAPPA Process is ideally suited for the microinstruction development typical of distance education environments and has been used to create more than 25 webinars and 12 e-learning modules over the past four years.

MOOCocracy: the learning culture of massive open online courses

Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse backgrounds, have yet to be viewed from a learning culture perspective. This research used virtual ethnographic methods to investigate the adult learner experience in a MOOC learning culture. Specifically, authors observed and interviewed twelve adult learners from countries around the world to gain a richer understanding of their online experiences and interactions within a MOOC focused on the social justice topic of human trafficking. Results showed that while a MOOC learning culture has some similarities to traditional distance education environments, it is indeed complex due to the large global scale. Based on the six themes that emerged from the data, the authors present the concept of MOOCocracy—a social learning democracy, as a description of the MOOC learning culture. Implications for MOOC instructional design are also discussed.

Supervision de la recherche en Afrique dans le contexte d’une formation à distance : médiations, accompagnement, approche interculturelle

Cet article rend compte d’une recherche longitudinale menee aupres de 20 etudiants camerounais (sciences de l’education) inscrits dans des FAD (formation a distance) de niveau master 2 professionnel. Cette recherche vise a mieux comprendre la supervision methodologique mise en œuvre pour que les apprenants acquierent le statut de sujet-acteur necessaire pour mener un projet de recherche de facon autonome. Selon les donnees de satisfaction recueillies puis traitees par analyse de contenus, les resultats montrent qu’il existe un « effet tuteur interculturel ». Ces strategies tutorales ameliorent l’utilisation des ressources, des supports, le rythme de travail et l’integration des methodes d’autodirection et « d’apprendre a apprendre » pour realiser un travail de recherche de qualite et de niveau memoire master 2. This article reports on a longitudinal study conducted among 20 Cameroonian students (Educational Sciences) enrolled in Distance Learning of Master 2. Its purpose is to better understand the method of supervision implemented for the acquisition of subject-actor status learners’ need for becoming autonomous and for conducting a research project. According to the analysis of qualitative data and of content of synchronous and asynchronous exchange and questionnaires, the results show that there is an tutor effect. According to these results, the local supervisor supports students in the acquisition of methodological skills by using the triple intercultural approaches that are anticipation, comparison and modelisation. These strategies improve the use of resources, supports, working times and the integration of methods of self-management and learning to learn to achieve a quality in a research project.

Construire des outils d’évaluation de l’efficacité d’un dispositif pédagogique à distance : le cas de l’efficacité interne d’IFADEM RDC/Katanga.

Mesurer l’efficacite d’un dispositif pedagogique suppose une definition et une methodologie adaptees au terrain auquel il s’applique. A travers l’etude d’un dispositif d’enseignement a distance (IFADEM), destine aux instituteurs de certains pays francophones du Sud, nous tentons de montrer comment est mesuree l’efficacite de ce dernier et de questionner la pertinence des outils utilises pour cette estimation. Ainsi, dans le cas particulier de la province du Katanga en Republique democratique du Congo (RDC/Katanga) deux enquetes ont ete menees, une de type quantitatif (questionnaire) et une autre de type qualitatif (grille d’observation) avant et apres la formation. A l’issue de la formation IFADEM, les enseignants etaient plus nombreux a repondre positivement aux questions posees dans les livrets de formation. Les observations quant a elles, n’ont pu etre exploitees pour cause d’echantillons non comparables. Cette recherche demontre que les outils d’evaluation ne permettent que partiellement de tester l’efficacite du dispositif a distance.

Ecological Approach in the Substantiation of the Contexts of Distance Education Environment

The development of a human being takes place in the interaction with his/her life environment. Educational environment, including distance education environment, is particularly important for the facilitation of the sustainability of all society and the development of each individual. Ecological paradigm becomes more and more topical in modern education. The authors of the article base their research on the ecological approach, where an educational institution as the distance education environment is a multicomponent/multicontextual system. The results of theoretical research enabled the authors to identify several contexts of distance education environment: informative environment, technological environment and e-environment that complementary supplement each other. There have been analyzed and compared several concepts related to distance education, identifying in them the common and different features. Ecological approach enabled to reveal the essence of distance education and to describe distance education environment from different aspects.

Development and Evaluation of Non-Formal Education Programme "Programming" in the Environment of Distance Education Secondary Schooludy

<p><em>One of the main aims for the modern education is to facilitate the sustainability of information society, therefore an important feature that highlights differences in the education of the 20th and 21st century is the variety of information and communication technologies (ICT) and the expansion of their application in the education. The development of information and communication technologies caused far-reaching consequences in human life and activities and also seriously influenced education, providing wide perspective for the development of distance education environment. </em><em>This article represent the results of theoretical and empirical research in the sphere of IT education</em><em> and computer science</em><em>.</em><strong><em> </em></strong><em>The aim of the research</em><em>: to substantiate theoretically, develop and evaluate the non-formal education programme “Programming” in the environment of distance education secondary school on the basis of personal experience regarding distance education and pedagogy, the programmer’s professional competence and research results. </em></p>

STUDENT SATISFACTION IN THE CONTEXT OF A POSTGRADUATE PROGRAMME OF THE HELLENIC OPEN UNIVERSITY

The aim of this study is to empirically examine the correlation between student satisfaction from their studies and three important distance learning factors in a blended distance education environment, namely the student-tutor interaction, the performance of the tutor and the course evaluation by the students. The study involved 81 postgraduate students from a modular course of the School of Humanities of the Hellenic Open University (HOU). A questionnaire of 35 closed type questions was used. The majority of the students were satisfied from their studies, from the tutor’s performance and from the communication and interaction with their tutor, while they also provided a positive overall course evaluation. Regarding the course evaluation, they would like the course programme to be better formulated and more clearly communicated. The data analysis yielded a significant, positive correlation between the satisfaction of the students from their studies and all three examined factors. Finally, there was a statistically significant difference on student satisfaction levels among different age groups, a statistically significant difference regarding the number of course modules attended in relation to the evaluation of the tutor's performance and a statistically significant difference regarding the number of Counseling Group Sessions (CGS) attended in relation to student satisfaction.

The Role Of Positive Regard In Self-Regulated Learning: An Analysis Of Student Evaluation Data

Learning outcomes in classroom settings are impacted by many components of the course structure and delivery. One of these is positive regard from the instructor as perceived by students. Similarly, perceived positive regard is an important aspect of learning outcomes in a distance education environment, although the ways in which regard are shown are much different. The present study seeks to quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences. Data from the Student Instructional Report, both classroom and distance versions, from the authors’ institution is used to validate the relationships among positive regard, motivation, and learning outcomes shown in Eflides’s (2011) metacognitive and affective model of self-regulated learning (MASRL). Analysis of data from one academic year of available data does support these relationships, with some differences found between distance and traditional classroom settings. Support and suggested direction for future research on the role of positive regard in distance learning are offered.

A comparison of sonography and radiography student scores in a cadaver anatomy class before and after the implementation of synchronous distance education.

Distance education is a solution to expand medical imaging education to students who might not otherwise be able to obtain the education. It can be a mechanism to reduce the health care worker shortage in underserved areas. In some cases, distance education may be a disruptive technology, and might lower student performance. This study compares student scores in a cadaver anatomy course in the four cohorts preceding the implementation of distance education to the first three cohorts that took the course using a multiple campus design. The means and medians of the lecture exam average, the laboratory component score, and the final course score of the nondistance education cohorts were compared with those of the distance education cohorts using nonparametric statistical analysis. Scores in an anatomy course were compared by campus placement among the distance education cohorts, and the independent effect of distance education on the laboratory component, lecture examination average, and final course scores, while controlling for cumulative grade point average and site (originating/distant), was assessed. Students receiving the course in a nondistance education environment scored higher in the anatomy course than the students who took the course in a distance education environment. Students on the distant campus scored lower than students on the originating site. Distance education technology creates new opportunities for learning, but can be a disruptive technology. Programs seeking to implement distance education into their curriculum should do so with knowledge of the advantages and disadvantages.

Telecommuting academics within an open distance education environment of South Africa: More content, productive, and healthy?

<p>Outside an academic setting, telecommuting has become fairly popular in recent years. However, research on telecommuting practices within a higher education environment is fairly sparse, especially within the higher distance education sphere. Drawing on existing literature on telecommuting and the outcome of a valuation study on the success of an experimental telecommuting programme at the largest distance education institution in South Africa, this article presents discerning findings on telecommuting practices. In fact, the research builds on evolutionary telecommuting assessment methods of the direct or indirect effect (work based) and affective impact (emotional) on multiple stakeholder groups. This holistic approach allowed for comparative analysis between telecommuting and nontelecommuting academics with regard to the impact of telecommuting practices. The research reveals high levels of support for telecommuting practices that are associated with high levels of work productivity and satisfaction, lower levels of emotional and physical fatigue, and reduced work stress, frustration, and overload. The study also reveals higher levels of student satisfaction with academic support from telecommuters than nontelecommuters. Overall, the critique presents insightful findings on telecommuting practices within an academic setting, which clearly signal a potential for a shift in the office culture of higher distance education institutions in the years to come. The study makes a significant contribution to a limited collection of empirical research on telecommuting practices within the higher distance education sector and guides institutions in refining and/or redefining future telecommuting strategies or programmes.</p>

RECURSOS TECNOLÓGICOS PARA EL APRENDIZAJE MÓVIL (MLEARNING) Y SU RELACIÓN CON LOS AMBIENTES DE EDUCACIÓN A DISTANCIA: IMPLEMENTACIONES E INVESTIGACIONES

This article describes the implementation of technology resources in mobile learning (mlearning) environments, with particular emphasis on distance education environments. The purpose is to analyze implications and challenges related to the implementation of these educative innovations. This paper presents the theoretical conceptualizations and discusses practical implementation of mlearning in multimodal distance learning settings. Operative implications discussed are: (1) the technology sequence to follow, (2) design of the technology set up; and (3) integration of diverse learning environments. Challenges that must be addressed include: (1) support forwireless networks, (2) storage capacity for mobile devices, and (3) the set up of the content of the resources.

Use of a virtual world computer environment for international distance education: lessons from a pilot project using Second Life

Virtual worlds (VWs), in which participants navigate as avatars through three-dimensional, computer-generated, realistic-looking environments, are emerging as important new technologies for distance health education. However, there is relatively little documented experience using VWs for international healthcare training. The Geneva Foundation for Medical Education and Research (GFMER) conducted a VW training for healthcare professionals enrolled in a GFMER training course. This paper describes the development, delivery, and results of a pilot project undertaken to explore the potential of VWs as an environment for distance healthcare education for an international audience that has generally limited access to conventionally delivered education.

Enhancing Rehabilitation Counselor Skill Development through Experiential Learning in a Distance Education Environment

Research has indicated that beginning Rehabilitation Counselors frequently lack understanding about the process of identifying and developing collaborative relationships with community agencies. Even if they recognize the need, it is often outside of their comfort zone. One reason that counseling students and professionals may be hesitant to engage in this activity is related to a lack of exposure to the process. Incorporation of experiential learning assignments throughout the rehabilitation counseling program is a potent approach to address this issue. The types of experiential learning tasks and projects, incorporated into a large, online Master's Degree program in Rehabilitation Counseling, are discussed. This learning model has applications to many different types of human services education programs that are delivered primarily online.

Distance Education and Organizational Environment

As distance education models in social work education continue to grow, this study addresses prevalence and type of models in graduate social work programs and the perceptions of deans about the future of e-learning models of curriculum delivery. The study was an exploratory sequential mixed-methods design including a national survey of 121 deans/directors, followed by group interviews of 15 deans. Findings are that Web-based technology for delivering social work courses is increasing and predicted to grow. Interviews documented the difficulties of transforming organizational environments. Recommendations for social work leadership include convening curriculum leaders in schools of social work to work together to further technology innovations and cross institutional research.

Institutional level identity control strategies in the distance education environment: A survey of administrative staff

<p>Physical separation of students and instructors creates the gap of anonymity and limited control over the remote learning environment. The ability of academic institutions to authenticate students and validate authorship of academic work at various points during a course is necessary for preserving not only perceived credibility but also public safety. With the growing scope of distance education programs that permeate critical areas such as healthcare, airspace, water management, and food solutions, universities have a moral obligation to employ secure measures to verify learning outcomes. This study examines the measures universities with large distance education programs employ to align identity of learners with the academic work they do, as well as the effectiveness of and challenges and barriers to their implementation. The research was undertaken using a multiple case approach and examined survey responses from five academic administrators at five officially accredited post secondary institutions in three countries. The cases examined in the study include: Athabasca University, Open University UK, Penn State University World Campus, University of Maryland University College, and eConcordia,Concordia University's distance learning facility. This study is not an exhaustive attempt to examine all aspects of academic integrity, but rather to create awareness about various learner authentication strategies. This study confirms that secure learner authentication in the distance education environment is possible. However, with greater pressure to enhance security of learner authentication, the openness of open learning is challenged and may change as we know it.</p>

Challenges and perspectives for the open education movement in the distance education environment: a diagnostic study in a SINED project

The aim of this article is to present an analysis of challenges and perspectives through a project supported by the Mexican National System of Distance Education (SINED) and based on a successful case called the Regional Open Latin American Community for Social and Educational Research (CLARISE). The CLARISE for Distance Education project (2012-2013) seeks to generate knowledge on teaching models in accordance with distance education needs and a competency-based training approach, by means of networking activities that progress through three phases (diagnosis, training, implementation). This article focuses on the first phase. Having conducted a diagnostic survey of 40 participants from 9 Mexican institutions, it presents a descriptive exploratory study into 4 areas: identification data, the open education movement, distance education and innovation competencies, and networks. The purpose of the study was to devise the actions that would need to be carried out as a research group in the field of distance education. The challenges were identified in three areas: (a) institutional policies for open access; (b) knowledge management and communication; and (c) cultures of collaboration. The perspectives could be opened up by: (a) facilitator training for competency development; (b) innovative models with open access systems; and (c) mobilisation through innovation networks.

Learners and Collaborative Learning in Virtual Worlds: A Review of the Literature.

The purpose of this paper is to present selected literature on learners and collaborative learning in virtual worlds. Research in virtual worlds on collaborative learners is gradually emerging and will gain in significance, particularly in online and distance education environments. It will be argued that the design and functionality of virtual worlds provides a platform for collaboration, particularly for learners that have grown up with digitalized learning environments and may have developed a preference for them. The paper starts with a clarification of terms, a description of the various categories and a chronological overview of the emergence and development of these environments. The familiarisation with the subject matter continues through a discussion of the significance, opportunities and barriers that this medium offers and is followed by an examination of learners’ characteristics and their implications for teaching and learning in virtual worlds. Drawing on recent examples of virtual worlds in education and some current statistics, the paper strives to meet the continuing education needs of practitioners and educator using virtual worlds. It concludes with an examination of the challenges and perspectives on collaborative learning in these environments and the trends in virtual worlds that impact the delivery of student learning.