Distance Education Strategies Research Articles

EFICACIA DEL PROGRAMA DE TUTORIAS EN MODALIDAD A DISTANCIA EN EL NIVEL DE EDUCACIÓN SUPERIOR EN UNA UNIVERSIDADMEXICANA

Tutoring consists of a mediation or facilitation work between the teacher, the students and the contents of the subjects, they integrate the academic actions oriented so that the students, in higher education, can face their adaptation to the educational system in distance mode and achieve the learning objectives. The general objective of this research is to analyze the effectiveness of the implementation of distance education strategies in university programs, in the scope of students who receive attention in the tutoring program at a University of Mexico. The research is applied, exploratory in depth, quantitative, with a non-experimental, longitudinal design. After reviewing the theoretical state of the art on tutoring and experiences in higher education in the distance modality, the results of two higher education programs were analyzed through descriptive statistics. The results show that the effectiveness of the tutorial program in the study programs analyzed is greater and that it increases as the elements of the tutorial model are adapted to the conditions of online communication. Even when being at a distance implies new challenges for tutoring programs in the university education model, the adoption of technological communication tools is much faster and accepted by the student users, who are the beneficiaries of the tutoring programs.

Serving students with disabilities in K-12 online learning: daily practices of special educators during the COVID-19 pandemic

Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies’ flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight into inclusive practices for students with disabilities in online contexts, especially at the K-12 levels. The present study describes special education teachers’ online teaching practices with students with disabilities and the necessary conditions for special educator use of technology in K-12 remote learning. Using in-depth interview (N = 2 0) and survey data with special educators teaching during the COVID-19 pandemic, findings highlight specific strategies special educators use to differentiate instruction as well as innovations in hybrid content experiences and home-school partnerships across K-12 schooling. The practices of special educators teaching in online environments provide insights into how all educators can support learners with or without disabilities in K-12 distance education settings.

A qualitative exploration of university students’ perspectives on distance education in Jordan: An application of Moore’s theory of transactional distance

The current study aimed at exploring university students’ perspectives on the emergency distance education strategy that was implemented during the COVID-19 crisis in Jordan, one of the countries in the Eastern Mediterranean Region. Utilizing a qualitative design supported by Moore’s theory of transactional distance, a total of 17 semi-structured interviews were conducted with university students of various study levels and disciplines. Data were inductively analyzed using thematic analysis as suggested by Braun and Clarke. Seven themes have emerged, including, (i) students’ psychological response to the sudden transition in educational process, (ii) students’ digital preparedness, equality, and digital communication, (iii) students’ and teachers’ technical competencies and technostress, (iv) student–student and student–teacher interpersonal communication, (v) quality and quantity of learning materials, (vi) students’ assignments, examinations, and non-reliable evaluation methods, and (vii) opportunities with positive impact of distance learning. The study findings provide evidence that the sudden transition from traditional on-campus to online distance education was significantly challenging in many aspects and was not a pleasant experience for many participants. Various factors under the jurisdiction of academic institutions and decision-makers are considered main contributing factors to the students’ educational experiences amid the pandemic crisis. Therefore, better planning and more sustainable utilization of educational resources have paramount importance in providing a high-quality education. Additionally, more dedicated efforts in terms of equitable, reliable, and credible evaluation systems should be considered in Jordan’s distance education strategy.

A RESEARCH ON DISTANCE EDUCATION AND ALIENATION IN ACADEMIC STAFF DURING THE COVID-19 PANDEMIC

With the outbreak of the Covid-19 pandemic, countries have had to review their education policies and make adjustments accordingly. In this regard, distance education has been adopted in universities in Turkiye, and each university has created its own distance education strategy. Distance education, once only a complementary to education, replaced traditional education when the pandemic turned out to be unlikely to end in the short run. Although some universities are experienced in distance education, this sudden pandemic has caused disruptions (digital inequality, technological infrastructure problems, etc.) and unprecedented situations catching most universities off-guard. One of these is the emergence or the change of alienation seen in academic staff due to distance education. The aim of the study is to identify the work alienation of academics during the Covid-19 pandemic and reveal the underlying reasons, with the help of semi-structured interview technique within the framework of the phenomenological approach, one of the qualitative research methods. For this purpose, interviews through the Google Meet application were held with 12 academics. Content analysis was applied to the data obtained from these interviews. As a result, it was found that the interviewed academics were adversely affected by the distance education method and they were not competent enough to use it. It was also revealed that they were unable to identify their demands regarding their economical and technical needs yet at the same time they were not satisfied with the support provided by their institutions.

Distance education strategies to improve learning during the COVID-19 pandemic.

Distance education strategies to improve learning during the COVID-19 pandemic.

The use of planning in crisis management and its impact on the educational sector: An analytical exploratory study at the Dor Institute of the Northern Technical University

The educational system in universities has been exposed to several crises, the most recent of which is the Corona crisis, which affected the educational systems followed and the latest change in the education system, which turned to e-learning systems to prevent the spread of the epidemic and preserve the lives of students from infection, so the types and forms of crisis management systems differed in the diversity of planning methods and what it contains From (realistic, comprehensive, coordination, integration, timing, participation, provision of the necessary resources), so the educational administration followed the distance education strategy with the availability of places for social distancing and keeping the geographical space allocated to the university as it is. In order to overcome the problem of availability and wide spaces for study halls and laboratories, various planning methods must be used, as it is possible to use crisis management approaches, given that crises have become an integral part of the fabric of contemporary life, and that the occurrence of crises has become a fact of daily life, and the name of each crisis has become It is associated with a special type of disaster. One of the characteristics of the crisis is entering into a circle of future unknowns that are difficult to know or accurately calculate, given that the real danger of the crisis does not go away or relates to the past and the present only, but is strongly oriented towards what the crisis may lead to in the future, so it required intensive professional training for workers In the field of education, on how to face crises, develop their awareness of the characteristics and nature of the crisis, and develop their skills that must be available in those managing the educational process to enable them to deal effectively with various crises . The study dealt with the correlation and the impact of planning and crisis management on the educational sector by relying on an academic sample of (128) teachers and academic staff.

Distance Education Support for Students With Autism Spectrum Disorder and Complex Needs During COVID-19 and School Closures

Schools serve an essential function for individuals with autism spectrum disorder (ASD) and complex needs. However, school-based instruction may be interrupted due to pandemics, natural disasters, and school shootings, and as a result, schools are forced to stop traditional services and begin teaching students in their homes. Fortunately, distance education strategies are available to mitigate brick and mortar interruptions. When rural schools close, they face unique challenges, such as proximity to students, and technology limitations. In this article, we describe strategies for teachers to develop instructional materials, communication supports, and behavioral supports. We also describe how caregivers might provide support, and how to teach caregivers the skills necessary for effective support implementation.

Educação superior em saúde: a educação a distância em meio à crise do novo coronavírus no Brasil

Objetivo: refletir sobre as estratégias de educação a distância adotadas no ensino remoto por instituições de ensino superior brasileiras no processo de continuidade de suas atividades letivas da graduação e da pós-graduação na área da saúde, no contexto da pandemia pelo novo coronavírus.Síntese de conteúdo: essa pandemia caracteriza uma crise generalizada e, com isso, a suspensão das aulas presenciais nas universidades no Brasil. Esse episódio promove um debate sobre possibilidades, riscos e consequências das estratégias de educação a distância adotadas neste momento. Por um lado, possibilita a aproximação dos indivíduos e a continuidade do ensino ante o isolamento social; por outro, acarreta a dissolução das diretrizes curriculares dos cursos de graduação em saúde. A educação a distância apresenta-se como uma forte ferramenta para desenvolver o domínio cognitivo, porém insuficiente para atender os domínios psicomotor e afetivo. A pandemia evidencia que somente práticas técnicas não são suficientes para o exercício dos profissionais de saúde, já que o contato humano é fundamental no processo de ensino e aprendizagem. Argumenta-se que é imprescindível garantir o tripé ensino-pesquisa-extensão baseado nos vínculos sociais dos futuros profissionais e na compreensão dos diferentes contextos em que atuarão.Conclusão: a educação a distância, embora relevante para o ensino remoto no momento da pandemia, deve ser realizada posteriormente em caráter complementar, e não substitutivo ao ensino presencial.

Distance Education in the Time of Coronavirus: Quick and Easy Strategies for Professors

A worldwide pandemic is forcing schools to close their doors. Yet the need to teach students remains. How can faculty – especially those who are not trained in technology-mediated teaching – maintain educational continuity? This Essay provides some suggestions and relatively quick and easy strategies for distance education in this time of coronavirus. While it is written from the perspective of teaching law school, it can be applied to teaching other humanities such as philosophy, literature, religion, political theory, and other subjects that do not easily lend themselves to charts, graphs, figures, and diagrams. This Essay includes an introductory technology section for those techno-phobic faculty who are now being required to teach online, and it concludes with five straightforward steps to start teaching online quickly.

Simulation of student classroom behavior recognition based on cluster analysis and random forest algorithm

Classroom student behavior recognition has important guiding significance for the development of distance education strategies. At present, the accuracy of students’ classroom behavior recognition algorithms has problems. In order to improve the effect of distance education student status analysis, this study combines the traditional clustering analysis algorithm and the random forest algorithm to improve the traditional algorithm and combines the human skeleton model to identify students’ classroom behavior in real time. Moreover, this research combines with the needs of students’ classroom behavior recognition to build a network topology model. The error rate of feature reconstruction using spatio-temporal features is lower than that of a single feature. Through experiments, this study verifies the effectiveness of the extracted spatial angle features based on the human skeleton model. The results of algorithm performance test show that the proposed algorithm network structure is superior to the network structure of single feature extraction algorithm.

Lecture capture and learner engagement strategies for industrial engineering distance education: results of a pilot program

Abstract Paper aims This study examines issues affecting the efficacy of online course delivery using lecture capture technology. This form of instruction presents particular challenges when classes are comprised of a mix of students who participate synchronously and asynchronously. Originality The study examines a pilot program focused on improving the delivery of lecture capture courses, providing a framework for the implementation of similar programs at other institutions. Research method Program feedback as to the quality of the learning experience is obtained from the instructor, as well as from both synchronous and asynchronous online learners. Main findings The results provide insights into how students engage with the instructor and with one another in a lecture capture setting. Effective instructional practices are also identified. Implications for theory and practice The results provide important insights that can enhance the delivery of courses utilizing lecture capture technology across a range of educational contexts.

A Simulação e a Videoconferência no Ensino de Enfermagem

O objetivo deste estudo foi comparar os resultados da aprendizagem de estudantes de graduação em enfermagem que utilizaram estratégias de ensino simulado de baixa fidelidade com os resultados dos que usaram videoconferência do ensino simulado de alta fidelidade. Trata-se de um trabalho experimental realizado com graduandos de enfermagem do Brasil, os quais foram divididos em dois grupos e submetidos a diferentes estratégias de educação a distância: Ambiente Virtual de Aprendizagem (AVA) e videoconferência. Os dados foram coletados por meio de questionários e avaliação teórica e teórico-prática. Em linhas gerais, foram comparados os dois grupos de estudantes, os quais haviam sido distribuídos aleatoriamente e submetidos ao ensino simulado de baixa fidelidade (17) e à videoconferência do treino simulado de alta fidelidade e seu respectivo debriefing (27). O estudo foi realizado seguindo os preceitos éticos. Utilizou-se o Termo de Consentimento Livre e Esclarecido. Os estudantes relataram que o AVA e a videoconferência auxiliaram no seu aprendizado. Observou-se ainda que foi melhor o desempenho da aprendizagem dos alunos submetidos à simulação de baixa fidelidade do que o daqueles que assistiram à videoconferência do treino simulado de alta fidelidade e seu respectivo debriefing. Conclui-se que o ensino simulado é uma estratégia de ensino eficaz que promove de modo efetivo a participação do aluno como ator de seu aprendizado.

디지털 융복합시대 원격대학 성인학습자의 일상생활스트레스, 자기효능감 및 스트레스반응 -간호학사 특별편입과정 학생을 중심으로

본 연구의 목적은 디지털 융복합 시대의 원격대학 성인학습자로서 직업과 학업을 병행하는 RN-BSN 학위과정 학생의 일상생활스트레스, 자기효능감과 스트레스반응간의 관련성을 탐색하는 것이다. 자료는 일 국립원격대학의 간호학사 특별편입과정의 직업을 가진 여성 간호사 229명을 대상으로 2013년 10월부터 11월까지 설문지를 이용하여 수집하였다. 일상생활스트레스의 하부 영역들 중 당면과제 영역이 대인관계 영역 보다 지각된 스트레스 정도가 높았고, 당면과제 영역에서는 학업문제가, 대인관계 영역에서는 가족관계가 각각 가장 높았다. 자기효능감의 평균 점수는 중간보다 약간 높은 수준이었다. 다중회귀분석 결과, 대상자의 스트레스반응에 영향을 미치는 요인은 지각된 건강상태, 업무부담, 직업만족과 일상생활스트레스의 가치관문제로 나타났다. 이들 변수가 스트레스반응의 총변량 44.2%를 설명하였으며 일상생활스트레스의 가치관문제가 가장 큰 영향을 미치는 요인이었다. 디지털 융복합 시대의 직업을 가진 원격대학 성인학습자들의 자기효능감을 향상시키고 일상생활에서 경험하는 스트레스를 효과적으로 관리할 수 있는 다양한 원격교육지원 정책과 전략들이 필요하다. The purpose of this study was to investigate the relationships among daily hassles, self-efficacy, and stress responses of RN-BSN (Registered Nurses-Bachelor of Science in Nursing) students in juggling both their jobs and learning as an adult learner of distance education in digital convergence era. The data were collected by a questionnaire from 229 nurses in a RN-BSN course of an open university from October to November, 2013. The mean score of facing task dimension was much higher than the interpersonal dimension score among daily hassles. The academic problem of the facing task and the family relationship of the interpersonal were the highest respectively. The mean score of self-efficacy was slightly higher than the median. Multiple regression showed that perceived health status, workload, occupation satisfaction, and values problem of daily hassles explained 44.2% of stress reponses and values problem was the main factor influencing stress responses. The distance education policies and strategies were required to manage their stress for the adult learners of distance education in digital convergence era.

Professional development and the university casual academic: integration and support strategies for distance education

Professional development is imperative for the currency and relevancy of a proficient teaching workforce in distance education, and in turn, the quality of programs being delivered. As participation in distance education within Australian universities is growing, with increasing numbers of academics being required to teach, casual employment of academic staff is often undertaken. As a consequence, casual academics now undertake significant amounts of university teaching loads. In addition, although employed on a casual basis, casual academics often have ongoing relationships with the university, spanning more than one teaching period and in some cases, even years. Professional development is crucial to ensure the replenishment and vivacity of the university, its academics and students. Consequently, the goal of this constructivist grounded theoretical study was to explore the experiences of casual distance education academics, from which professional development emerged as a key theme. Twelve casual academics from a regional university discussed their work experiences through an in-depth semistructured interview. The findings revealed that distance education casual academics accessed a range of formal and informal professional development opportunities. Informal professional development included mentoring, which casual academics highly valued. Formal professional development activities provided by the university were also noted; however, casual academics were sometimes unaware that these existed. Finally, recommendations regarding successful professional development programs for casual academics are given, with particular emphasis on an Early Career Education Research group that operates at the university and is open to all staff.

Higher Education Institution Factors and Technology-Mediated Distance Education Strategy Decisions

Changes in student demographics, increased institutional costs and technological advances have increased interest in and use of technology mediated distance education in higher education. This paper develops a model of strategy development and education value and then tests the effect of three internal factors (institution type, size and location) on technology mediated distance education strategy classification. The null hypothesis of no effect of internal factors on strategy classification was tested using PEQIS publicly available data set through the use of ordinal regression. Implications for policy and practice, and for further theory development are future research are discussed.

Academic Strategies for Distance Education

Education all over the world is of paramount importance as it provides economies with opportunities for development and growth. Education is important for both – developed and developing economies – for the former to maintain their lead position and for the latter to ensure decent livelihood and utilization of natural resources. In such a situation, education needs to continuously upgrade itself to meet the ever changing needs of the economy, society and mankind. Hence, understanding education reviewing the developments, methods and standards are important if all stakeholders have to be satisfied. With globalization of education and the bent towards professional courses, Distance Education (DE) is established and is being more and more sought after. However, adopting academic strategies which will have mutual recognition across the world ensure holistic development and aid to maintain standards and quality of DE, is crucial need of the hour. The proposed paper aims to address these issues.

A Historical and Socio-Cultural Analysis of Distance Education in the United States with Implications for Distance Theological Education in Africa

This paper addresses the problem of the uncritical use of distance education strategies in theological education programs throughout the developing countries of Africa. Such a use of distance education ignores underlying historical and socio-cultural differences between the educational situation in the United States and that in Africa. To address this problem, the paper first identifies and analyses certain major historical and socio-cultural forces and trends that have shaped distance education in the United States. This is accomplished by means of a case study of Charles Wedemeyer and his influence on distance education. It then compares these forces and trends with those in developing African countries. It concludes that, when using distance education strategies, theological educators must critically take into consideration these fundamental differences and adapt distance education practices to the unique African context. Practical suggestions are then offered to aide the theological educator in responsibly implementing distance education in Africa.

A Comparison of Rural Elementary School Teacher Attitudes Toward Three Modes of Distance Education for Science Professional Development

Distance education is a significant topic of discussion among faculty at all levels of education. This study produced evidence regarding the attitudes toward three distance education delivery modes for science professional development. The study involved 94 elementary school teachers who were participating in a professional development project. The three distance education strategies studied were live, interactive television (Live); videotape presentations with live wrap-around discussions (Video); and asynchronous, Web-based sessions with streamed video presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the attitudes of the study participants. Data on the participants’ attitudes toward their distance education involvement were collected through the CTLSilhouette™ instrument.

Can Distance Education Prepare Future Public Health Nutritionists? A Case Study

To assess student retention, readiness, support and outcomes among students completing the Professional Practice Program in Nutrition (PPPN). Qualitative evaluation using semistructured, in-depth interviews conducted with PPPN graduates. Course grades, grade point averages, and comprehensive exam results compared 10 PPPN students from 2 cohorts and 72 residential students from 3 cohorts. The Professional Practice Program in Nutrition was a 3-year, pilot public health nutrition master's (MPH) degree curriculum using distance education (DE) strategies. Ethnograph was used to assist with qualitative data analysis. Fisher exact test was used to compare quantitative outcomes. Qualitative findings revealed that PPPN students were highly motivated, sought out the DE MPH and initially had great support from family and employers; however, support from employers waned over time. Although several challenges to continued enrollment confronted PPPN students, those who completed the MPH all advanced in the workplace. Course grades and grade point averages were similar between the 2 groups. Students in the PPPN were more likely than residential students to retake the comprehensive exam. The findings indicate that DE strategies were suitable to deliver an MPH curriculum in nutrition. The majority of PPPN graduates experienced job advancement and demonstrated leadership development.

Increasing Online Interaction in Rural Special Education Teacher Preparation Programs

This article will highlight strategies to promote interactive distance education activities through special education teacher preparation programs. We begin the discussion by addressing the need for qualified special education teachers in rural areas. We then introduce the potential of distance education via online instruction as a platform for preparing special education teachers to alleviate the current shortages experienced by rural communities. Effective interactive distance education strategies are introduced as a means to improve the quality of distance education preservice teacher preparation programs.