Distance Teaching Research Articles

Exploring the impact of technological pedagogical content knowledge framework on higher education: Faculty practices in emergency learning

This study aims to develop a training program based on the Technological Pedagogical and Content Knowledge (TPACK) framework and to examine its impact on improving emergency distance teaching practices among university faculty members. The study used the experimental approach through a quasi-experimental design with one-group pre- and post-tests. The study sample consisted of 30 faculty members from the Colleges of Education, Arts, and Community at King Faisal University in the Kingdom of Saudi Arabia. A test was conducted to assess the cognitive dimension of TPACK knowledge with a performance observation checklist to evaluate TPACK practices. The research group participated in the distance training program through Microsoft Teams over 12 sessions. Measurement tools were applied before and after the program to identify differences between the pre- and post-tests and to calculate the effect size of the program. The results of the t-test for differences between the means were statistically significant in favor of the post-test in both the cognitive knowledge test and the performance observation checklist for distance teaching practices in light of the TPACK framework across all subdomains and overall scores. This study confirms that the TPACK-based training program significantly enhanced the knowledge and practical teaching skills of faculty in an emergency.

Exploring teachers’ experience of distance teaching for children with autism spectrum disorders during a pandemic in Indonesia

This study aimed to explore teachers’ experiences, challenges, and strategies to address the obstacles associated with distance learning for children with autism spectrum disorder (ASD) during COVID-19 in Indonesia. A mixed-method was adopted including both textual such as interviews and visual consisting of photovoice. The analysis included the participation of six teachers from Autism State Special Schools who were interviewed online with the obtained data subjected to a thematic method. Additionally, three main themes were observed namely (1) the experiences of teachers with sub-themes including adaptation, selfless assistance, and yearning for children, (2) distance learning challenges which focused on parents’ time constraints as well as internet accessibility, and (3) strategies to overcome challenges with three sub-themes such as adapting learning methods, pursuing social support, and using religious coping. The results suggested potential solutions for teachers facing similar challenges during distance learning which could inform future efforts to improve distance learning for the population.

Design of Interaction Model For Distance Teaching of Neurophysiology Based on Multi Agent

Design of Interaction Model For Distance Teaching of Neurophysiology Based on Multi Agent

Hybrid learning in higher education: Considerations for its implementation in course design

Hybrid learning, combining face-to-face and distance instruction through digital technologies, has gained greater prominence in higher education, noted for its flexibility and adaptability. This innovative model fosters student engagement by overcoming the limitations of the traditional classroom and promoting collaborative learning and autonomy. This article presents a methodological guide for planning hybrid environments with a student-centered approach supported by digital technologies. The method is based on a literature review, providing a conceptualization and characterization of hybrid learning. It also outlines a structured guide for a university course under the hybrid model, considering available physical and virtual conditions, the degree of possible hybridization, as well as the development of learning objectives, activity design, instructional material, assessment strategies, and chronogram. The results show the experience from a thematic unit of the course “pedagogical praxis in the university context” at the Universidad Nacional de Costa Rica, which exemplifies this planning by integrating face-to-face and virtual activities, and continuous and formative assessment. In conclusion, understanding the advantages and challenges of hybrid learning is key to developing effective methodologies focused on flexibility and personalization in higher education.

Assessment of physical education teachers' use of distance teaching behavior under the influence of the COVID-19 pandemic.

For many physical education teachers, being suddenly forced to switch from traditional face-to-face teaching to online teaching without adequate mental preparation posed numerous challenges and difficulties. Therefore, the purpose of this study is to validate the use of distance teaching behavior models for physical education teachers under the influence of the COVID-19 pandemic. The unified theory of acceptance and use of technology (UTAUT) model was employed to explore the use intention and use behavior of distance teaching. The model contains four independent variables: performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC), two dependent variables: behavioral intention (BI) and use behavior (UB) and three moderating variables: gender, age, and experience. A total of 400 questionnaires were distributed to elementary and junior high school physical education teachers with 364 valid responses. Partial least squares structural equation modeling (PLS-SEM) was used to test the relationships among variables. The results found PE, EE and SI had significant influences on BI and FC and BI had significant influences on UB. Experience had moderating effects among SI and BI. Based on the results, recommendations for physical education teachers and schools are proposed. Furthermore, research limitations and future directions are discussed.

Fused learning in higher education: bridging distance learning and face-to-face assessment

During the COVID-19 pandemic, higher education institutions navigated the integration of distance learning to meet evolving educational needs. This study evaluates ‘fused learning’, blending distance instruction with face-to-face assessment, compared to traditional methods at the Public University of Navarre. The study involved 112 business administration and 308 engineering students, examining differences in learning outcomes between fused learning and traditional face-to-face approaches. Results indicate that fused learning enhances student engagement and performance in continuous assessments, particularly advantageous in business administration for its flexibility. However, variations in final exam scores suggest potential benefits of face-to-face instruction for high-stakes assessments. In engineering, fused learning consistently demonstrated superior outcomes across continuous assessment and final exams, emphasising its effectiveness in fostering deep understanding and technical proficiency. Face-to-face assessments ensured rigorous evaluation, maintaining academic integrity and offering immediate, personalised feedback crucial in technical disciplines. While highlighting the benefits of fused learning in improving engagement and academic outcomes, the study acknowledges challenges in generalising findings due to contextual factors and evolving educational landscapes post-pandemic. Further research is needed to explore its broader applicability, emphasising robust technological and pedagogical support systems.

Features of the formation of the on-screen communicative personality of a higher school teacher

Importance. The development of audiovisual communication channels in the field of higher education pedagogy makes the issue of forming an effective on-screen image of a teacher and scientist relevant. Building a communicative personality according to screen canons becomes especially significant in the field of distance teaching activities. This study aims to identify the most significant parameters of a teacher’s on-screen communicative personality.Materials and Methods. Based on the analysis of the “Open Education” project of Moscow State University named after M.V. Lomonosov, the constant components of a communicative personality transmitted by higher education teachers and ensuring the effectiveness of communication with course students are specified. The research material is audiovisual content of 1540 project programs. The study’s chronological scope is 2023-2024. To achieve the research goals, comparative typological and textological methods, as well as the method of content analysis, are used.Results and Discussion. It is established that the on-screen communicative personality of a higher school teacher’s constant parameters include qualities that develop the status of an expert, namely: the use of dress code standards for a university teacher, exact correspondence of the content of the speech to the stated topic, dominance of the scientific style, pronounced pausing, rich intonation, moderate facial expressions and gestures. Variable attractive parameters include qualities that correlate with the characteristics of network communication: intimate communication, personification, personalisation, game implementation, and a philosophical sense of humour. The qualities that distinguish the communicative personality of a higher school teacher on the screen from the same personality in the audience include a reduction in the frequency of manifestations of the mentoring tone and the absence of edifying elements.Conclusion. The study establishes that effective modelling of an on-screen communicative personality is based on both constant and variable parameters. The former allow the teacher to develop a sense of expertise and compliance with the status of a university teacher, while the latter individualise the learning process.

SOLUTIONS FOR DEVELOPING AND MANAGING DIGITAL LEARNING MATERIALS SERVING GENERAL EDUCATIONAL INNOVATION IN THE CURRENT PERIOD

“National Digital Transformation Program to 2025, orientation to 2030” approved in Decision No. 749/QD-TTg dated June 3, 2020 of the Prime Minister determines: Developing a support platform for distance teaching and learning, thoroughly applying digital technology in educational management; digitize documents; build a resource sharing platform for teaching and learning in both in-person and online forms; develop technology to serve education, towards individualized training; 100% of educational institutions deploy remote teaching and learning, including testing training programs that allow pupils to learn online at least 20% of the program content; and apply digital technology to assign homework and check pupils' preparation before coming to class. To put it simply, digital transformation in education is the application of advanced technologies to help improve learners' experience, improve teaching methods, and create the most convenient and friendly learning environment. In order for digital transformation in education to be practical, feasible, and flexible, it is necessary to coherently build and develop a system of appropriate and compatible teaching aids, including the core element, which is learning materials in general and digital learning materials in particular. In the general teaching process, digital learning materials play a particularly important role, directly affecting the learning outcomes of each learner, whether studying in class or studying on their own. In the context of the current digital revolution, along with online learning methods, digital learning materials gradually overwhelm traditional learning materials with many advantages, such as sounds, vivid visual images, ease of sharing, quick and instant storage, search and sorting, and many other advantages. In this article, the author mentions solutions for building, developing, and managing digital learning materials to meet the requirements of general educational innovation according to the 2018 general education program.

Аналіз результатів анкетування волейболістів-аматорів та здобувачів освіти ЗВО фізичної культури і спорту щодо теоретичної підготовки в навчально-тренувальному процесі волейболістів

The aim of the study is to determine the opinions of amateur volleyball players and students of higher education institutions in the field of physical culture regarding theoretical preparation. Materials and Methods. During the research, the following methods were used: methods of theoretical level of research, methods of empirical level of research and mathematical statistical methods. Our survey aimed to identify the attitudes of amateur volleyball players and students of higher education institutions in physical culture regarding distance teaching of volleyball and theoretical preparation during both online and offline training processes. We proposed 8 specific questions in the survey about the respondents' awareness of theoretical preparation in volleyball, its significance, and the availability of modern forms and methods, as well as their self-assessment of theoretical preparedness, etc. A total of 70 respondents participated in the survey, including: 1 Master of Sports of International Class (1.4%); 1 Master of Sports (1.4%); 6 Candidates for Master of Sports (8.6%); 8 First-Class players (11.4%); 3 Second-Class players (4.3%); and 51 unclassified players (72.9%). Among all respondents, 49 were female (70%) and 21 were male (30%). By age: under 20 years – 17 individuals (24.2%); 20 to 25 years - 24 (34.3%); 25 to 30 years – 18 (25.8%); 30 to 35 years – 7 (10,0%); 35 to 40 years – 3 (4.3%); over 40 years – 1 (1.4%). Additionally, 65 volleyball players live in the city (92.85%), 1 in an urban-type settlement (1.43%), and 4 (5.72%) in rural areas. Among the respondents there were 24 students (34.3%), 40 (57.1%) working volleyball players, and 6 (8.6%) temporarily unemployed. The experience of volleyball training among the respondents varied from 1 to over 20 years: from 0 to 5 years – 19 (27.1%), from 5 to 10 years – 22 individuals (31.4%); from 10 to 15 years – 14 (20%); from 15 to 20 years – 9 (12.85%); over 20 years – 6 (8.6%). The survey was conducted during the "Fit-Mix" park volleyball tournament among amateur teams in Dnipro from March 9 to March 10, 2024, which involved 10 teams. Results. The analysis of the responses from amateur athletes and students of higher education institutions in physical culture to the question "Do you feel the need to acquire theoretical knowledge in volleyball?" indicates that 15 of them (21.4%) do not need theoretical knowledge at all, 14.3% rely on the coach's knowledge, only 8 (11.4%) have a constant need for knowledge about volleyball, and 37 (52.8%) feel the need for theoretical knowledge "from time to time." Conclusions. The research established that our assumption as to the necessity of scientific substantiating the structure and content of theoretical preparation in volleyball is confirmed by the majority of respondents expressing a need for theoretical knowledge. This is a relevant issue which solution will enhance the quality of training for higher education students in the field of physical culture and sports.

University teachers' perspectives on synchronous in-person and distance teaching and learning (SynPaD hybrid)

Although most teaching in higher education may still involve either in-person teaching or online distance teaching, various forms of hybrid teaching are becoming more common. Maturity of hybrid teaching has been limited by the lack of research-based development and poor definition of teaching practices in the literature. This article is about a particular variant of hybrid teaching (SynPaD hybrid) involving learners in the physical presence of one or more teachers with other learners attending synchronously via videoconferencing, in situations where all participants can, or should be able to, interact both verbally and visually with all other participants. The article applies a recognised qualitative research approach to gather potentially important insights into the perspectives of university teachers in capacities as teachers and as learners about SynPaD hybrid teaching, and interprets its findings using self-determination theory. Notable insights from this research suggest that university teachers in the role of learners are able to appreciate SynPaD hybrid and may insist that university teachers tasked with supporting learning in this context should rise to the challenges of teaching in this way. University teachers, acting in the role of teacher, may question the practicality of teaching in SynPaD hybrid and their motivation to teach in this way. This article describes and comments on the difficult decisions faced by higher education institutions as SynPaD hybrid emerges as an alternative to more orthodox in-person and online teaching situations.

Technology Adaption in Distance Teacher Training: The Impact of Demographic Factors on Learners’ Technology Adaption

Understanding how demographic characteristics influence students' technology adaptation is crucial for effective online learning. This study explored the impact of these characteristics on distance education (DE) students' technology adaptation at a sub-Saharan African university. Using a descriptive survey design with a high-reliability score (Cronbach’s Alpha = 0.898), data were collected from 200 DE students across 14 study centres. The study tested seven hypotheses, employing statistical analyses like ANOVA, t-tests, and post hoc tests. Results revealed that while gender and employment status did not significantly affect technology adaptation, age, academic programme, academic level, and study centre did. Students aged 26-35 adapted better, with those in Mathematics and English programs showing higher adaptation scores compared to those in the Postgraduate Diploma in Education (PGDE) program. Additionally, higher-level students and those from well-resourced study centres demonstrated superior adaptability. The study suggests providing targeted support based on age, academic programme, and study centre resources to enhance technology adaptation in DE. To further improve students' technology proficiency, the study recommends that DE institutions offer regular training sessions and workshops to help students navigate online platforms, use digital libraries, and maximize productivity tools.

Teaching General Physical Training discipline in the format of distance learning

The issues of teaching the General Physical Training discipline in the distance learning format and the development of distance courses of sports disciplines in the period before the COVID-19 pandemic and the associated self-isolation were practically not studied. The contradiction between the active introduction of distance learning in modern universities and insufficient experience and methodological elaboration of this issue in relation to teaching sports disciplines causes the problem of maintaining the quality of teaching the General Physical Training discipline in the distance learning format. The purpose of the study is to develop methodological support, test and evaluate the effectiveness of teaching the General Physical Training discipline in the distance learning format. Students of the Faculty of Physical Training, Sports and Tourism of the Mari State University, 44 young men aged 17 to 19, participated in the study in the form of a pedagogical experiment. The results indicate that, in general, the development of physical qualities of students of the experimental group was no worse than in the control group, and the acquisition of theoretical knowledge of students of the experimental group was better than that of students of the control group. The acquisition of theoretical knowledge, the development of speed and flexibility of students during the transition to distance teaching of the General Physical Training discipline practically do not lose quality compared to full-time education, and solving the problems of developing strength, endurance and coordination abilities of students requires additional methodological work on the part of the teacher.

Distance teaching, science teaching, and preschoolers’ reactions during the COVID-19 pandemic—A comparison of the first and third lockdowns

ABSTRACT The COVID-19 pandemic brought about a new reality in all aspects of life. The lockdowns significantly impacted early childhood educators, necessitating a shift in instructional methods. Preschool (3–6 years of age) teachers had to develop innovative, creative distance science learning activities that were engaging and age-appropriate. We asked: What pedagogical practices did preschool teachers implement in distance teaching and distance science teaching during the first and third lockdowns? How did the teachers cope with distance teaching, and how did they perceive the preschoolers’ behaviour and verbal interaction during remote meetings? How self-confident were the preschool teachers with distance science teaching? The study involved 386 teachers in the first lockdown and 232 in the third. Participants completed online questionnaires that included closed- and open-ended questions. Quantitative and qualitative data analyses revealed that WhatsApp and Zoom were the main means of communication. Most teachers advanced their distance teaching practices and their self-confidence from the first to third lockdowns. During the third lockdown, teachers produced educational, scientific short videos and developed instructions for simple scientific experiments at home. Children's difficulties in communicating remotely were mainly due to adults’ or other household members’ unavailability for support, which was greater during the third lockdown.

CONTEXTUAL DISTANCE TEACHING TO IMPROVE TOURIST DRIVERS' ENGLISH LANGUAGE EXPRESSION

This study aimed to assess the effectiveness of Contextual Distance Teaching (CDT) in improving driver’s English language expression and enhancing motivation, while also evaluating its significant influence on their English proficiency. Utilizing an action research approach conducted via the WhatsApp online platform, this study engaged 10 tourist drivers associated with the Bali Transport group, aged between 22 and 50. The study comprised two cycles, each consisting of three sessions. Data collection involved administering tests and questionnaires, including pretest, post-test 1, and post-test 2. Analysis was conducted using descriptive statistics and paired sample t-tests. The initial findings indicate that CDT effectively enhances the language expression of drivers in service-related contexts. The average pretest score, initially categorized as "poor" at 39, improved to 65 in post-test 1 and further increased to 75.8 in post-test 2, now categorized as "fair.", The main score of the questionnaire was 4.4 of 0-5 Likert scale implying the drivers had positive motivation and perception on the strategy apllied. The second statistic finding indicated a significant difference in the mean between the pre-test (Sig. and the post-test 1 (0.000 < 0.05) and post-test 2 (0.000 < 0.05). This study suggests that the implementation of CBT has a positive influence on reducing the number of language expression errors made by drivers as adult learners, leading to better English proficiency.

Teachers’ occupational strain and subjective well-being: digital teaching makes a difference

ABSTRACT This research examined predictors of Austrian secondary school teachers’ occupational strain (mental overload) and subjective well-being (positive emotions) under regular teaching conditions (Study 1, N = 513) and COVID-19 distance teaching (Study 2, N = 1251). Following self-efficacy theory, we assumed teaching self-efficacy and perceived student–teacher relationship to predict mental overload and positive emotions, with digital teaching ability indirectly affecting these outcomes via teaching self-efficacy and student–teacher relationship in Study 2. Structural equation modelling revealed all assumed effects in Study 1, except for the relation between student–teacher relationship and positive emotions. In Study 2, only digital teaching ability was significantly associated with the outcomes, indicating a change in factors relevant to teacher well-being and occupational strain in digital teaching settings.

Online-Distance Instruction: Impact on the English Language Learning

Using a qualitative-quantitative research design, this study evaluated the influence of online- distance instruction (ODI) on the English language acquisition of college students amidst the Covid-19 pandemic at Partido State University, Camarines Sur, Philippines. The study specifically examined the effects of ODI on college students' performance in terms of: attendance, punctuality, required English language skills and competencies. Furthermore, it analyzed the students' proficiency in English through online-distance learning in the areas of: writing, grammar proficiency, oral communication, study techniques, presentation abilities, and research skills. The study also investigated the students' attitudes towards English language education in the context of online and distance learning. Ultimately, it proposed effective teaching methodologies to enhance students' English language performance in online- distance learning environments of 165 college student- participants. The findings indicate that the impact of online-distance instruction on college students' performance in terms of attendance, punctuality, and required skills and competencies is influenced by various challenges faced by the students. The students' performance in English through online-distance learning is significantly affected by the nature of online and distance learning itself. Moreover, the study revealed that students' attitudes towards English language education in online and distance learning settings are less favorable compared to traditional face-to-face instruction. To enhance students' English language performance in online-distance learning, the study recommends the implementation of three key teaching strategies: lecture method, laboratory method, and cooperative learning. These strategies are deemed beneficial for addressing the needs of student-respondents, particularly in the context of a pandemic in developing countries like the Philippines.

Formación docente en línea y aprendizaje a distancia: cienciometría y revisión en Scopus y ScIELO

This study examines the topic of online and distance teacher training. The choice of this topic is justified by the increasing relevance of online education and the need to understand the effectiveness of related teacher training. The main objective is to analyze the scientific production in this area and identify trends, methodological approaches, and areas of interest. The research begins with a systematic review, based on Scopus and ScIELO, from 2018 to 2022, applying the PRISMA methodology. The research indicates that thematic connections reveal diversity; at the same time, new trends demonstrate a broader variety compared to intermediateand consolidated ones. Trends regarding teacher training are oriented towards the recent COVID-19 pandemic and, consequently, towards technology adoption. It is also highlighted the need to develop research on its impact on professional growth, initial training, and educational policy support to leverage its potential and improve educational quality considering technological advancements. Additionally, the challenge towards motivating and shaping attitudes of teachers for online training and distance learning is emphasized.

The Didactic Contract in Hybrid Education: A Prospective Analysis

Following the COVID-19 epidemic in March 2020, Algerian universities were forced to implement remote teaching across the country. Nonetheless, the major players in this context have not been pre-implemented. We are therefore interested in the difficulties encountered in this new context, mainly in the didactic relationship. Having made this preliminary statement regarding distance teaching, we should now ask what the nature of the problems is that flow from these breaches of the didactic contract and what their consequences are for both the introduction of teaching content and for the assessment methods. To answer these questions, a questionnaire was addressed to both teachers and students of the faculty of letters at Hassiba Benbouali University, in the French department, to detect the nature of the obstacles encountered. In other words, the data analysis aims to solve the various problems presented by these new hybrid teaching situations within Algerian university settings. The findings provide valuable insights into preparing for and addressing the challenges of hybrid and remote teaching. Thus, it is crucial to proactively develop actionable strategies to elevate the overall quality of education in this ever evolving academic prospect.

The impact of teachers' perceived competence in information and communication technology usage, and workplace anxiety on well-being, as mediated by emotional exhaustion.

The 2030 Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015, emphasizing the importance of achieving peace, prosperity, and well-being for all people. With the outbreak of the COVID-19 pandemic, sustainable health has become an important issue. Teachers were forced to adopt distance teaching, necessitating rapid upgrading of their ICT skills and integration into e-learning, which caused tangible and intangible pressures on teachers and impacted their well-being. This study examined the effects of ICT competence on teachers' workplace anxiety, emotional exhaustion, and well-being during the pandemic from the perspective of Social Cognitive Theory (SCT). A quantitative research methodology and a questionnaire survey with a total of 21 questions were used as the primary research design. The snowball method was employed as a sampling method for online questionnaires from September to October 2021. A total of 216 questionnaires were collected, of which four incomplete questionnaires were excluded, leaving 212 valid questionnaires, with a valid questionnaire recovery rate of 98.1%. The valid questionnaires were analyzed using Smart Pls 4.0 Partial Least Square Method Structural Equation Modeling (PLS-SEM). The study found that teachers' ICT competence could significantly reduce emotional exhaustion and enhance teachers' well-being. However, there was no significant effect on workplace anxiety. Additionally, well-being was not directly affected by workplace anxiety, and teachers' well-being needs to be mediated by emotional exhaustion to be indirectly affected. Emotional exhaustion plays an important mediating role between teachers' ICT competence and workplace stress, both of which are important mediators of well-being. From a practical point of view, to achieve the Sustainable Development Goals (SDGs) 2030, it is ideal to have good health and well-being for the whole person. This study facilitates the development of strategies to improve the well-being of teachers, which provides an empirical basis for the enhancement of mental health and well-being of educators.

The future of presence in distance learning, a speculative design approach

Face-to-face teaching remains for many teachers the golden standard in education. However, learning is always emergent, dependent on the socio-material context. Sharing a physical space is one option, but with new digital technologies, alternative assemblages can create new and exciting learning environments and experiences. Based on the community of inquiry model, I consider cognitive, social, and teaching presence as central to a valuable educational experience in higher education. The aim of this research is to look at what presence could look like in the distance university of the future. Traditional research methods, whether quantitative or qualitative, focus on what is and on linear causal effects. However, education is open, recursive, nonlinear, and new environments introduce new actors, human and material, that affect the learning and teaching. In this research, I experiment with a speculative design method to see if it can lead to opening up new possibilities and to their critical evaluation. In six speculative design workshops, teachers developed prototypes of what presence and affective closeness could look like when students and teachers were spatially and temporally distant. I present the three main categories of prototypes that answer the needs of distance teaching creating social interactions, offering feedback, or re-creating a virtual classroom. These all show how presence can be enacted at a distance, including asynchronously. From a science-based and data-driven approach to the Virtual Reality University, via a live course map and the connected coffee cup, each prototype offers a different view of education with its opportunities, but also challenges. The prototypes also highlight how difficult it is to change our perception of what presence could look like in higher education. I use Bourdieu’s concept of habitus to help explain the difficulty of moving away from the face-to-face experience, and how a revolutionary view rather than a marginal approach to change requires a return to the fundamental questions of how students learn, the purpose of education and the role of the teacher.