Distance Education Mode Research Articles

EDUCAÇÃO EM DISCURSO: O PROCESSO AVALIATIVO NO ENSINO À DISTÂNCIA

This article aims to discuss the evaluation process in the Distance Education (EaD) modality. Therefore, it is noteworthy that the specific objectives include a brief explanation about educational assessment and understanding the importance of the assessment act in the teaching-learning process in distance learning. Methodologically, this is qualitative research, bibliographic in nature. In the considerations, the relevance of assessment as a pedagogical action in the educational context stands out. In distance learning, assessment takes on different configurations, due to the physical distance between educator and student. Thus, assessment in distance learning requires constant interaction between the subjects involved in the process, so that the training of individuals occurs in an integral manner. In this sense, the research reveals that assessment in distance learning requires adaptive methodologies and continuous interaction between participants, to ensure comprehensive and effective training for students. Therefore, the need to rethink traditional assessment practices and adopt innovative approaches that consider the specificities of distance learning stands out.

The Use of Diversified Tools and Methodologies in The Process of Preparing Course Completion Work in Distance Education

Objective: This article proposes to reflect on the process of elaboration of the Course Completion Work (CBT) in the Distance Education (RBS) modality, from the experience experienced by the authors, so that its objective is to contribute to the development of the field in question. Theoretical Reference: In EAD, there are different pedagogical strategies in the achievement of student training in professionals, and CBT is a relevant practice whose methodological design must be constructed in order to contemplate dialogical moments with a view to the best performance of the academics in terms of learning (Oliveira; Flores, 2019). The relevance of CBT as an activity and experience is relevant (Richartz, 2019), so that studying from an EAD Bachelor's course allows us to establish insights both into performing such activity specifically and to think about distance learning in a general way with regard to the development of skills and competencies (Ordones, 2022). Method: Bibliographic review was used to illustrate the processes of a CBT followed by presentation of the report of the experience with the use of diversified tools. Results and discussion: Considering both the advances and the challenges of distance education, among the results discussed in the manuscript stands out its contribution to the discussion about the importance of proposing efficient methodologies in dealing with the strategic use of different educational technologies in order to provide a meaningful learning. Implications of Research: The relevance of the experience exposed in relation to EAD's commitment to academic research is highlighted. Originality/Value: Originality in the field of studies on CBTs in Bachelor's degree courses at EAD, expressing scientific rigor and impact on training, contributing to the strengthening of the professional competences of the academics.

Programa Jovem Aprendiz: study of instructors’ representations about distance modality

The Programa Jovem Aprendiz presents itself as an alternative for teenagers and young people between 14 and 24 years old to enter the world of work. Based on Law No. 10,097/2000, several qualifying institutions in the Brazil offer the program, providing young people with theoretical training, while professional practice is the responsibility of companies. This research aims to analyze the instructors' representations about the Programa Jovem Aprendiz developed in the Distance Education modality, offered by a qualifying institution in the State of Paraná. The research was carried out through semi-structured interviews with eleven instructors. The study is based on Gadamer's writings (1999) Moscovici (1961) and the content analysis proposed by Bardin (2016). By understanding the understanding of the professionals involved in the apprentices' training process, we sought to elucidate how action and thought are interconnected in the social dynamics that implement the Programa Jovem Aprendiz.

EXPLORING THE ASSIMILATION OF SELF-LEARNING & INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN HIGHER EDUCATION: COVID-19 PANDEMIC PERSPECTIVE IN INDIA

This article delves into the evolving landscape of ‘Self-learning’ within the area of higher education in India. With the proliferation of technology and digital resources, ‘Self-learning’ has emerged as a prominent alternative or complement to traditional classroom-based education. The article reviewed and examines the drives behind the rise of self-learning, including the accessibility of online platforms, the demand for flexible learning opportunities, and the need for continuous skilling in a rapidly changing world. Furthermore, it explores the challenges and opportunities associated with self-learning in the Indian context, such as issues of digital divide, quality assurance, and recognition of self-taught skills. Now-a-days Distance mode of education (non formal education) in Higher Education is very much popular and effective in India and the Self-learning concept is very much essential for achieving the goal. This paper reviews the existing literature on the connection of self-learning and Information and Communication Technology (ICT). With the proliferation of digital tools and platforms, ICT has significantly influenced self-learning practices, enabling learners to access resources, collaborate with peers, and personalize their learning experiences. Reviewing previous empirical studies, theoretical frameworks, literatures this study is aimed on the impact of ICT on various aspects of self-learning, including accessibility, engagement, effectiveness and inclusivity. Additionally, it explores the barriers hindering effective implementation, including issues of accessibility, digital literacy, and privacy concerns. The COVID-19 pandemic has disrupted education systems worldwide, prompting a rapid shift towards remote and self-directed learning modalities. In India, where the pandemic has exacerbated existing educational inequities, self-learning has emerged as a critical strategy to ensure continuity of education. This paper also discussed the impact of the COVID-19 situation on self-learning in India, exploring the challenges faced by learners and educators, as well as the opportunities for innovation and suggestions for enhancement. KEYWORDS: Self-learning, Higher Education, ICT, COVID-19, Online-Learning, Digital Resource, Digital divide, Distance Education

Initial pedagogical practices in the distance education modality. State of the art

Objetivo: el presente artículo tuvo como objetivo realizar un acercamiento al estado de la cuestión sobre la interrelación existente entre práctica pedagógica inicial, formación docente y educación a distancia, a partir de una revisión bibliográfica sobre la producción científica de los últimos ocho años, con base en la pregunta: ¿qué aspectos caracterizan la producción científica existente sobre las prácticas pedagógicas iniciales en la modalidad de educación a distancia? Originalidad: el estudio permitió consolidar un antecedente teórico, práctico y reflexivo sobre la formación docente desde la modalidad de educación a distancia, donde aspectos como identidad profesional, vocación docente, práctica reflexiva y desarrollo profesional permiten comprender el sentido y significado de la práctica pedagógica. Método: revisión bibliográfica sistemática de producción científica teniendo como categorías centrales: práctica pedagógica inicial, educación a distancia y formación docente, a partir de la búsqueda, selección, análisis y síntesis para construir un estado de la cuestión. Estrategias/recolección de información: se creó una ecuación, se definió el periodo entre el año 2014 al 2022, se indagó en bases de datos: Scopus, Publindex, Redalyc y Google Académico, se hallaron 123 documentos, se aplicaron criterios de exclusión y se configuró un corpus documental de 61 archivos. Conclusiones: el artículo consolida los siguientes elementos: 1) identificación corpus documental, 2) análisis de tendencias teóricas, 3) orientaciones metodológicas implementadas. Como resultado, se evidencia la necesidad de comprender el sentido y significado de las prácticas pedagógicas iniciales en la formación inicial en la educación a distancia, en un programa de Licenciatura en Colombia.

Affectivity in distance education

This article sought to deepen the understanding of the influence of affectivity in Distance Education (DE), exploring the intersection between this dimension, Contemporary Pedagogical Theories, and Educational Technologies. The main objective was to analyze how these elements converge to shape the student's experience in the DE modality, aiming to provide valuable insights for more effective and student-centered educational practices. The topic was succinctly addressed, divided into specific sections to explore crucial nuances. The theoretical framework encompasses Educational Psychology, Contemporary Pedagogical Theories, and the potential of Educational Technologies, providing a solid theoretical foundation. In the methodology, a bibliographic approach was chosen, conducting a critical review of specialized literature. The careful selection and analysis of relevant sources allowed for a holistic understanding of the topics, providing the construction of well-founded arguments. The results indicate the importance of strategically integrating affectivity, Contemporary Pedagogical Theories, and Educational Technologies in DE. The analysis highlights tools such as discussion forums, personalized feedback, and adaptive platforms as valuable instruments to strengthen the affective dimension and promote a more humane and effective learning experience. The conclusion not only summarizes the main results but also emphasizes the practical relevance of these findings in the context of DE, offering suggestions for future research and educational innovations. This study contributes to the continuous understanding and improvement of DE, considering the complex interactions between affectivity, pedagogical theories, and educational technologies.

Horizons architecture with virtual reality for complexity: Mixed methods

In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. Mixed method with three instruments (two semi-structured questionnaires and one Likert scale) were applied to 99 postgraduate students in Humanities and Education. Virtual and augmented reality supported the distance education modalities and project presentations. The findings account for: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.

Student adaptation to distance learning: An analysis of the effectiveness, benefits and risks of distance education from the perspective of university students

The research study provides an analysis of the effectiveness of distance education from the perspective of university students and contributes to the reflection of the current trend of introducing combined studies in higher education. The research was carried out during the Covid-19 pandemic, when most of the higher education was primarily shifted to distance learning. The aim was to identify factors influencing students' adaptation to this “new” learning model. The findings of the mixed (qualitative and quantitative) investigation, in which students commented on two open-ended questions focusing on the positive and negative effects of distance learning via an online survey form, were processed using content categorical analysis. The frequencies of responses by category were then evaluated using binary logistic regression based on odds ratios. Ordinal and cardinal data were assessed using both descriptive and inductive statistical analysis.The results showed that, in addition to teaching methods and content, the adaptation of the students themselves to distance education plays an important role and that there are significant differences in this adaptation among students depending on gender, type of study programme and their learning preferences. We also found that contact with teachers remains a key element of student success, and that maintaining communication with teachers is essential for setting an adequate pace of learning and for minimizing student frustration. We identified key factors of adaptation that influence student success in distance education, such as personality profile, motivation, study skills, and self-study competences. An important outcome of this study was the finding that it is necessary to specify educational contents that can be taught at a distance and those that require only face-to-face instruction. This appears to be a key prerequisite for the effective implementation of distance education in universities. The study also points to the need to evaluate the effectiveness of different teaching methods for learning in terms of their impact on student success in distance education mode. Based on the results obtained, we consider it necessary for universities to invest sufficiently not only in technical equipment and in training teachers in the use of available technologies, but also in strengthening the pedagogical and psychological competences of all teachers.

Social work in distance education mode

Social work in distance education mode

Challenges Faced by Students in Open and Distance Mode of Education

This study uses the quantitative methodology and cross-sectional study to examine the individual challenges faced by students in Open and Distance Learning (ODL) at Tribhuvan University's Faculty of Education. The research investigates the complexities of ODL, a flexible educational paradigm adopted by Tribhuvan University to reach diverse students. The study, conducted through a quantitative approach, examines challenges related to time management, financial constraints, unfavourable learning environments, limited interaction, and technical issues. It employs a Likert scale questionnaire and a cross-sectional design, with data collected from 145 respondents in May/June 2023. The findings reveal that ODL students encounter significant challenges in time management, financial constraints, and unfavourable learning environments. The digital divide and financial issues widen educational inequalities, posing obstacles for students from underprivileged and rural areas. The results underscore the multifaceted nature of challenges faced by ODL students, emphasizing the importance of tailored interventions. The analysis of socio-demographic variables indicates variations in challenges among different student groups, highlighting the need for inclusive support mechanisms. Despite gender-related differences being non-significant, variations in challenges based on caste/ethnicity, study programs, and other factors necessitate holistic strategies for improving the ODL experience. The study concludes with recommendations for addressing challenges, including bridging the digital divide, providing structured support for time management, and addressing financial barriers. Acknowledging and addressing these challenges is crucial for maximizing the transformative potential of ODL in higher education. The findings contribute valuable insights for educational institutions and policymakers aiming to enhance the ODL experience and ensure equitable access for diverse student populations.

Training Teachers by the Distance Mode: Implications for Quality Teacher Performance in Pre-Tertiary Schools

This research examined the influence of the distance mode of teacher training on quality teacher performance at the pre-tertiary level of education in Ghana. The study used the quantitative approach involving 304 participants who completed teacher training through the distance education mode and taught at the Kindergarten, Primary School, Junior High School, and Senior High School. Data were sourced via a survey questionnaire and follow-up in-class observations. Analyses were made analyzed using descriptive statistics and ANOVA. The survey results revealed that, generally, the teachers engaged in quality classroom performance. Data from the in-class follow-up observations largely confirmed the teachers’ performance self-assessment as measured by the survey. It is hoped that the discussion stimulated by the findings will affect the general discourse on the impact of performance assessments on teacher learning and teaching practices at the pre-tertiary level in Ghana and beyond. Although this research is limited in generalizability because of its focus on only a Ghanaian context, it has some significant implications for teaching practices and the quality of teacher performance assessments across the globe.

Challenges in Remote ESL Learning in Under-resourced Language Classrooms: An Indian Perspective During and After the Pandemic

ABSTRACT This study investigated the challenges encountered by English language educators, during the COVID-19 pandemic, who taught the learners of state-government schools in Tamil Nadu, India. The language teachers encountered several difficulties as the learners had no exposure to the second language (L2) other than the traditional classroom environment. The potential government responses to the learning loss as a result of the pandemic were examined in the study. A qualitative research was carried out based on semi-structured interviews conducted with teachers from two districts in the state of Tamil Nadu. It examined the role of Television and WhatsApp as readily available pedagogical tools chosen by teachers to keep the learning process active in distance mode of education during the pandemic. It’s effectiveness and limitations in educating the children were analysed in the study. The discussions revealed that the socioeconomic situations, the digital divide, lack of learner motivation and minimal parental support were the major concerns that needed to be addressed. The findings illustrated the importance of Mid-day-meals during the pandemic and its interdependence on the children’s education. It also highlights the digital resources that were created by the government, after the pandemic to continue the teaching-learning process in hybrid mode. Through the findings of the study, the causes for limited success for the initiatives undertaken by the authorities were examined. The government’s current efforts for the benefit of learners in the form of digital initiatives, to address the students’ learning losses were studied. Furthermore, the results have implications towards the necessary measures needed to improve the hybrid mode of learning by bridging the existing digital divide.

Gamification into the design of the e-3D online course

Research in the fields of Education and Applied Linguistics points to the growth of studies on digital games and gamification in Brazil. On the other hand, studies that discuss digital teaching material do not provide guidelines on how to implement gamification into the design of digital teaching materials, mainly in language studies. Thus, this work presents practical guidelines for how to explore gamification in the design of language teaching materials based on the experience developed in the outreach project laboratory of online language teaching and learning at the Federal University of Santa Maria. This research reports a case study carried out in the English online 3D course offered in the modality of distance education. To exemplify how the gamification strategies have been implemented, we provide examples from the course’s material as well as bring the user’s evaluation about participating in a gamified online course. Results indicate that gamification strategies were underpinned by exploring mainly intrinsic and extrinsic gamification strategies included in the digital material design, as well as by tools used on Moodle Platform to get the students engaged in the language learning process. On the other hand, this empirical study has shown the necessity of including more narrative strategies into the content proposed in the online course as an alternative to getting the students to explore meaningful learning by problem-solving in branching scenarios proposed inside the Moodle platform.

Opportunities for Adult Learners in Ghana’s Higher Education Institutions: Limiting Factors and Strategies

This article focuses on a case study of adult learners in Accra Learning Center (ALC) to explore limiting factors to learning in higher education institutions (HEIs) using distance education (DE) mode in Ghana. Educated adults possess experiences that help them take up leadership roles and transform communities. However, limiting factors including lack of media support and employment opportunities to adult learners in HEIs were highlighted by this study. Mixed method research (MMR) that tilted toward qualitative study was employed, and a dialogical approach to MMR was adopted. Semi-structured interview schedules were developed and administered to 45 adult learners. Random sampling procedure was used, and descriptive and interpretivist approaches were adopted in presenting the results. Simple descriptive statistics were adopted to help build a case for using the qualitative data which sought participants’ voices, meanings, experiences, and understanding of limiting factors to learning in HEIs by DE mode. Poverty, the high cost of education, and poor time management constituted some of the limiting factors to adult learners in HEIs. The article recommends that HEIs adopt flexible terms of fee payment for adult learners and that young adult learners seek jobs and learn to save while learning in HEIs.

Outreach to distance learning faculty: A scoping review

This scoping review examines the techniques used by academic librarians for outreach to distance learning faculty From 533 initial records, librarians included 16 articles and identified five recurring themes: in-person visits, synchronous workshops, electronic communication, branding and personalization, and campus partnerships. Despite the prevalence of literature about outreach and marketing in academic libraries, there has been little research on connecting with distance education faculty. This review highlights the need for continued exploration of this topic, including how the COVID-19 pandemic has continued to blur what it means to be a distance learning faculty.

Monitoring methods and student performance in distance education exams

PurposeThe objective of this study was to compare three distinct methods of test monitoring in the context of distance education—non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software—to analyze if the method in which tests are monitored influences the obtained grades.Design/methodology/approachThe experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified.FindingsThe results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score.Practical implicationsThe results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method.Social implicationsThe authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring.Originality/valueNot exist another paper to compare three distinct methods of test monitoring in the context of distance education.

Innovative strategies for continuous and effective learning during health emergencies in Ciudad del Este

The present research, centered on Ciudad del Este, addressed the articulation and implementation of innovative strategies to ensure the perpetuity and effectiveness of learning in contexts of health emergencies. The exploration focused on distance education modalities, intensively integrating digital technologies and online resources. Adopting an exploratory-descriptive methodology, data collection was carried out through surveys to examine the emergent educational practices during the health crisis meticulously. The findings underscore the pivotality of distance education and technologization to ensure educational continuity while simultaneously identifying preponderant challenges, such as equity in educational access and active student participation. The proffered results provide a wealth of cardinal information for educational entities, teaching professionals, and decision-makers, facilitating the understanding and optimizing educational strategies in crises. In conclusion, this study highlights the imperative need to deploy innovative pedagogical approaches in health emergencies, pointing to distance education and implementing digital technologies as preeminent solutions to ensure continuous and quality education in the studied region. Such strategies not only lean towards the resilience of the current educational system but also pave the way for robust preparation in the face of future challenges.

Language Laboratory: A Colossal Apparatus for Catapulting English Skills: An Empirical Study

To call a spade a spade, language laboratory is one of the important tools to hone the four basic skills ‘Listening’, ‘Speaking’, ‘Reading’, ‘Writing’ (LSRW) of English language. The audio-visual mechanism of a language laboratory along with software's play a pivotal role to develop the skills of the language learners. Language laboratories are not only paramount for the pupils those who are pursuing engineering courses but also for the common learners of English language. To talk turkey to come out with triumphant in the job market, business world, the necessity of effective and professional communication in English is at the crest. This paper enlightens the effectiveness of language laboratory, and its application by the language trainers to enhance the skills of the learners of English language for effective communication in the professional field. This paper also zeroes in on the modern tools used in a language laboratory, kinds of language laboratories, amenities of a language laboratory, and the usages of virtual language laboratories for the language learners those who are pursuing language courses through distance mode of education and the future of the language laboratory for developing the basic skills of English language. The methodologies of language laboratory have been emerging continuously and the new trends, tools of the modern language laboratories shall help the learners to be proficient in terms of grammar, kinesics, vocalics, haptics, proxemics, business communication and technical writing along with the four basic skills of English language to a tee.

Construção de curso sobre Mini-CEX na modalidade de ensino a distância para preceptores de residência médica

Abstract Introduction: Assessment is paramount in the resident physician’s teaching-learning process. The Mini-CEX is considered an appropriate instrument to carry out formative assessment, allowing structured educational feedback. In this context, residency preceptors need to undergo a continuous training process to better prepare their residents, and a viable form of training is using Distance Education (EaD). Objective: To develop and validate a Distance Education (EaD) course on Mini-CEX for residency preceptors in Mastology. Method: Development and validation of a technical-educational product, in the format of a training course and in the Distance Education modality (EaD). The consensus group technique was used in the product content validation process. Semantic validation was carried out through a validation questionnaire applied to the preceptors involved in the residency program in Mastology. Results: A self-instructional and unmediated course was designed and validated, with a total workload of 02 (two) hours. The course was approved by the target audience, as it had an overall average score of 98% satisfaction and a Cronbach’s alpha equal to 0.8. Conclusions: The course developed and validated on Mini-CEX presents itself as a relevant option for the training of medical residency preceptors in Mastology and can be extended to any medical residency service. It should be noted that the Distance Education (EaD) course favors the adherence of the target audience, with an accessible format to strengthen knowledge on the subject, in addition to encouraging preceptors to also use the educational evaluation.

A organização do ambiente virtual de aprendizagem na EaD: o ponto de vista dos estudantes

Abstract The article aims to discuss the didactic organization of the virtual page, located in a certain VLE, from the students' point of view, and understand the singularities of the interaction processes in this context. The data were built from a questionnaire applied to students from different courses, from a distance education center. The results indicate that the didactic organization of the pages depends on careful planning, which articulates the contents, the methodological strategies, the didactic resources, the evaluation and the information, in order to answer the needs of the distance education modality. As for the phenomenon of interaction, active and constant participation stands out, in addition to feedback, as enhancers of relationships between the actors involved in DE, which contributes to the student's engagement.