Distance Learning Classes Research Articles

The Challenges of Teaching Anatomy and Physiology Laboratory Online in the Time of COVID-19.

In early spring 2020, New York’s K–12 schools, colleges, and universities went into lockdown in response to the COVID-19 pandemic, and faculty began converting face-to-face classes into distance learning classes. Teachers and college faculty learned to use new technology to continue instruction for the remainder of the academic year. Learning curves were steep for some, as using technology proved to be overwhelming. Students who registered for in-person classes had to learn in an online environment. Pre–Health Science majors who rely heavily on practical, hands-on courses to gain the necessary skills required for their career participated in virtual anatomy and physiology laboratories. Clearly, face-to-face courses are not always possible; therefore, it is imperative to know the best practices of online teaching and learning.

Digitalization of the educational process for the training of the pre-service teachers

According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.

Project-Based Learning as the Alternative for Distance Learning in Pandemic COVID-19

Distance learning during the pandemic raises many problems such as internet network limitations, bandwidth cap and fully-loaded tasks of teachers and students. This study aims to provide a theoretical illustration of project-based learning for distance learning classes. The researchers used the library method with several stages, including determining problems and research objects, collecting data, classifying and eliminating data based on needs, doing relevance checks, synthesizing findings and describing results. The analysis was conducted qualitatively based on classified data according to the research needs.. The results of the study indicate that project-based learning is suitable to be used as an alternative of distance learning during the pandemic with six aspects of considerations: 1) readiness , 2) safety, 3) monitoring, 4) thematic,

ТЕХНОЛОГІЇ ФОРМУВАННЯ КОМУНІКАТИВНИХ КОМПЕТЕНЦІЙ ФАХІВЦІВ У СФЕРІ ГОТЕЛЬНО-РЕСТОРАННОЇ СПРАВИ

The article deals with the development of a unified method for conducting distancelearning classes in a foreign language in non-linguistic universities, especially for studentsmajoring in 241 "Hotel and restaurant business". The need of the hotel and restaurantindustry for specialists who are fluent in a foreign language in their professional activitiesmakes it necessary to find new approaches to solving the problem of optimizing distancelearning of foreign languages for students of this specialty in order to improve their languageand speaking skills. The purpose of the article is to consider and summarize effective teachingaids using innovative technologies of distance education in teaching a foreign language forprofessional purposes for students majoring in 241 "Hotel and restaurant business". The scientific novelty is to develop effective pedagogical methods and techniquesusing innovative technologies for distance learning of a foreign language for professionalpurposes and is an attempt to identify the most convenient platforms and online servicesfor further development of effective methods of teaching a foreign language forprofessional purposes for students majoring in 241 "Hotel and restaurant business".The article describes the use of ZOOM platform, Viber program, various services andonline resources like Kahoot, Flipgrid, LearnEnglish from British Council, LinguaLeo fordistance learning of English.The choice of a specific distance learning platform and the recommendation of certainonline services depends on the decision of a teacher, who must focus on the programrequirements, the level of students' knowledge and their motivation, and technical resources.In general, the range of platforms, websites, online services and podcasts to improvelistening, reading, writing and speaking skills is infinite, and the level and goals of languagelearning must be considered in each case

Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

Model Integrasi Teknologi Informasi dan Komunikasi dalam Pembelajaran Jarak Jauh

The purposes of the study were to analyze the availability of supporting infrastructure and facilities in integrating ICT, describe the utilization model of information and communication technology used in the distance learning process, and reveal the interaction model implemented in distance learning classes by using ICT. This study used qualitative research by involving distant classes in cooperation between post graduate program of UINAM, STAIN Palopo, and UMPAR. The methods in collecting data consisted of observation, interviews and documentation. The data analysis included data reduction, data display, and drawing conclusion and verification. The results showed that the integration model of information and communication technologies used in distance learning under the cooperation class between post graduate program at the UINAM, STAIN Palopo, and UMPAR covered (1) the identification of appropriate sources that are in the category of fairly complete, (2) the use of ICT in distance learning can be categorized into two parts; providing materials and learning activities, and (3) the forms of interaction are faculty-student interaction, student-student interaction, and faculty-student and learning resources interaction.

THE PROCESS OF COMMUNITY-BUILDING IN DISTANCE LEARNING CLASSES

The purpose of this study was to develop a theory about the process through which community formed in adult computer-mediated asynchronous distance learning classes. A grounded theory design incorporated archived class input as well as interviews with twenty-one students and three faculty members from three graduate-level distance education classes.A three-stage phenomenon was ascertained. The first stage was making friends on-line with whom students felt comfortable communicating. The second stage was community conferment (acceptance) which occurred when students were part of a long, thoughtful, threaded discussion on a subject of importance after which participants felt both personal satisfaction and kinship. The third stage was camaraderie which was achieved after long-term or intense association with others involving personal communication. Each of these stages involved a greater degree of engagement in both the class and the dialogue.Causal conditions, intervening conditions, strategies and consequences were enumerated. A visual model of the entire process of community-building was advanced. Benefits of community were noted, and suggestions were made to facilitate the formation of an on-line community.

Features of the use of elements of distance learning in the process of training future teachers of computer science

On today in all institutions of higher education there is an actual problem with creation of high-tech information and communication educational-scientific system. This is in line with the needs of the information society, modern achievements in science and technology, international standard. At training of future teachers of Informatics occupies an important place modular object-oriented dynamic learning environment Moodle. Moodle have free access to the management of training content, personifying "pedagogy of constructionism" and focuses on the teacher and the student under time for learning. Moodle can also be used for remote courses and support full-time and part-time (distance) learning.
 The article deals with the issue of improvement of modern approaches in organization of educational process in higher education institutions of Ukraine. Based on the experience of foreign and Ukrainian scientists was the introduction of elements of distance learning for training of teachers of Informatics. The basic concepts are analyzed distance learning, compared with traditional forms of education.
 The advantages and disadvantages of using the remote control system are considered training on the basis of Melitopol state pedagogical University named after Bogdan Khmelnitsky. Based on experience, various aspects are described the use of SDN in professional activities. Much attention is paid to authorization of students in the LMS and online course. Work is considered in edit mode, which allows you to make a variety of edits to the VTS. It registration of new listeners in the system and creation of new categories, subcategories, courses, development of lecture, practical material, work with a forum that allows course participants to communicate with the teacher and with the other listener. Learning process using distance learning technologies based on distance learning classes in synchronous or asynchronous modes.

VIRTUAL LEADERSHIP AT DISTANCE EDUCATION TEAMS

Globalization being one of the most popular terms of recent years is considered as a factor changing the operation styles of the companies. Companies and universities opened up to the world with the globalization and as a result of it, they had the opportunity of being a world brand. Now, some companies have affiliated companies in almost every country. Well, if we think about time and place difference how do these companies lead the affiliated companies in various locations of the world? This question resulted in the new leadership approach, virtual leadership. The process of distance learning beginning with newspaper advertisement appears as virtual learning now. A number of companies and universities provide distance learning classes and in-service training in virtual platform via Internet. These trainings provided independently from time and space are conducted in a country and worldwide sometimes. If we consider individuals in different time and environments as virtual teams, dealing with these virtual teams is the duty of virtual leader. The purpose of this study is to examine virtual leadership perception of distance learning teams. Three trivets are in question for distance learning teams. The first one is the academicians lecturing the second one is the students and the third one is coordinator and technical support team. Perceptions of virtual leader of the said three groups were examined individually in this study.

A case study of using peer feedback in face-to-face and distance learning classes among pre-service teachers

This study investigated a feedback exchange activity for engaging pre-service teachers and the nature of such feedback in two undergraduate classes, a distance learning (DL) and a face-to-face (F2F) class. The research question asked if the nature of peer feedback was different between F2F and DL class formats. Students’ work samples were collected during class time to examine feedback function ratings. Participants also completed an online questionnaire to examine the nature of expectations of the feedback given. For both the nature of expectations and feedback function ratings, results for chi-square analyses demonstrated no statistically significant difference between the two modes of instruction (F2F versus DL), and the peer feedback categories. However, provision of feedback was significantly favoured in the F2F class over the DL class. Implications for course curriculum and future research are discussed.

Virtual Distance Lessons in Secondary School Teachers Continuous Education

The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.

On the Effectiveness of a Simulated Learning Environment

Abstract Although the push toward competency-based higher education is strong and increasing over the years (see e.g. Christensen & Eyring, 2011 ), teaching and learning competencies at the university is a demanding challenge for both students and teachers. Computer simulations are a promising way to achieve this goal, but their effectiveness is far from conclusive (Bell, Kanar, & Kozlowski, 2008). In this study, we present an investigation of the impact of a distance learning class that employed vLeader, a computer simulator, as the main learning tool. vLeader allows users to interact with artificially intelligent avatars in order to solve complex organizational problems in a social context. Forty-five students participated in the class on leadership and filled out surveys before and after the class. Effectiveness was measured in a pre-post-test design by employing both transactional and transformational self-reported leadership behaviors. We also collected measures of fluid intelligence and extraversion to control inter-individual differences in learning proficiency, dynamism and dominance. Results suggest that the effectiveness of the simulator is moderated by students’ implicit and explicit extraversion, such that more introverted students improved more in three scales of the Multifactor Leadership Questionnaire ( Bass & Avolio, 1997 ): 1) “Outcomes of leadership” (Extra effort, Perceived Effectiveness and Satisfaction); 2) Individualized Consideration and 3) Laissez-Faire Leadership Style, which decreased from time 1 to time 2. Theoretical and practical implications of these results are discussed.

Integrating Real-Time Antecedent Rubrics via Blackboard™ Into a Community College General Psychology Class

Numerous studies have reported on the innovative and effective delivery of online course content by community colleges, but not much has been done on how learning management systems (LMS) can deliver real-time (immediate data delivery) antecedents that inform students of performance requirements. This pilot study used Blackboard’s™ interactive real-time rubric (9.1 release) to provide college students immediate data delivery of the assessment requirements and evaluation, established by the instructor, for a writing assignment. In one general psychology on-campus class, the rubric was placed on the psychology studies program website. In two other general psychology classes—one an on-campus and another, a distance learning class—the same rubric was deployed via the Blackboard™ interactive rubric tool. The interactive rubric was presented to students, as programmed by the instructor, as a real-time interactive antecedent. Although the rubric was the same for all classes, using the real-time interactive rubric resulted in less rework and fewer omissions of a writing assignment.

Teach Beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions and More

Teach Beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions and More

How media choice affects learner interactions in distance learning classes

In this research we explore aspects of learning, social interaction and community across online learning, also known as distance learning, in higher education. We measure the impact of online social networking (OSN) software versus traditional learning management system (LMS) software. Guided by a theoretical model for how individuals learn and interact within online communities, we measure student perceptions of learning, social interaction and course community before and after our interventions. Survey instruments measure perceived learning, social interaction and community, which we further explore using social network analysis (SNA). Survey results identified that students experienced higher levels of perceived social interaction and course community and, overall, had higher levels of satisfaction with OSN software than those using LMS software. Along this line, SNA results corroborated that OSN software yielded a higher number of interactions, providing a more engaging learning experience.

Time, Space, and Dialogue in a Distance-Learning Class Discussion Board

The present study investigates the temporal elements affecting asynchronous discussion board messages over a semester, ways in which time is contextualized in space and content, and students' spatio-temporal practices within fixed frames. The theoretical framework uses Lefebvre's rhythmanalysis, Bakhtin's chronotope, and Erickson's chronos and kairos. In total, 322 messages were collected from Blackboard's discussion board written by graduate students. The research applies basic descriptive statistics to analyze time and space. A modified version of Garrison et al's Practical Inquiry Model examines the content's higher-order thinking. Results show that time is non-linear and space is two-dimensionally linear. The mean life of threads lasts 8.2 days and peaks at 4.3 days. Students prefer unidirectional interaction (message–reply), the secondary message being lower-level thinking than the initial post. The optimal spatial spread is 400 words and kairic placement is just before the deadline. ‘Temporal zones' are clustered before, on, and after the deadline, following a low peak–valley–high peak format. Students manipulate fixed chronological time according to their kairic convenience (Gestalt proximity perception). Time lags and their frequency are inconsequential, as electronic time is perceived as continuous. Finally, pedagogical recommendations include detailed structural and spatio-temporal parameters for instructors or facilitators.

Designing a Curriculum for a Distance Learning Class: An Example of a First-year Japanese Course

Although technology has been integrated widely in foreign language courses and has shown positive results for foreign language learners, it is challenging to teach critical languages that do not have commercially developed, online-based textbook packages for distance learning courses. The distance separating students sometimes hinders the provision of learning experiences focused on social and cultural contexts in distance learning courses. This article discusses how online learning communities play important roles as networks of social relationships in which engagement and interaction are critical to the distance-learning courses. In online learning communities, the instructor’s scaffolding through the step-by-step process as well as collaboration with peers further helps enhance students’ success. In the course discussed in this article, students enrolled in a first-year Japanese distance-learning course developed basic communicative skills and increased their awareness of cultural differences through the instructor’s intervention and collaborative work with peers by using a combination of synchronous and asynchronous components of the course management system. The results of a nine-month investigation report students’ attitudes toward distance learning classes based on their feedback from a course survey.

Pilot Study: The Use of Electroencephalogram to Measure Attentiveness towards Short Training Videos

Universities, schools, and training centers are seeking to improve their computer-based [3] and distance learning classes through the addition of short training videos, often referred to as podcasts [4]. As distance learning and computer based training become more popular, it is of great interest to measure if students are attentive to recorded lessons and short training videos. The proposed research presents a novel approach to this issue. Signal processing of electroencephalogram (EEG) has proven useful in measuring attentiveness in a variety of applications such as vehicle operation and listening to sonar [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15]. Additionally, studies have shown that EEG data can be correlated to the ability of participants to remember television commercials days after they have seen them [16]. Electrical engineering presents a possible solution with recent advances in the use of biometric signal analysis for the detection of affective (emotional) response [17] [18] [19] [20] [21] [22] [23] [24] [25] [26] [27]. Despite the wealth of literature on the use of EEG to determine attentiveness in a variety of applications, the use of EEG for the detection of attentiveness towards short training videos has not been studied, nor is there a great deal of consistency with regard to specific methods that would imply a single method for this new application. Indeed, there is great variety in EEG signal processing and machine learning methods described in the literature cited above and in other literature [28] [29] [30] [31] [32] [33] [34]. This paper presents a novel method which uses EEG as an input to an automated system that measures a participant’s attentiveness while watching a short training video. This paper provides the results of a pilot study, including a structured comparison of signal processing and machine learning methods to find optimal solutions which can be extended to other applications.

Teach Beyond Your Reach: An Instructor’s Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More by Robin Neidorf

Teach Beyond Your Reach: An Instructor’s Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions, and More by Robin Neidorf

Teaching Engineering Graduate Online Students in the U.S. from Pakistan—A Case Study

Outsourcing is seen from various points of views by individuals in different industries. When it comes to educating science and technology students, and for that matter, students of any discipline, up until recently, outsourcing was not a possibility. With the recent advances in computer and network technology, it is now possible to teach a live online distance-learning course from anywhere around the world. The need for the instructor and the students to be physically present in a common classroom is eliminated. In an on-line course, students and teacher get the opportunity to interact with each other. The computer-based distance learning approach is still in its relative infancy. But since the teaching and learning is done online, via the use of computers connected to inter-connected networks and satellites, the need to be geographically co-located does not exist any longer. The instructor and the students can be physically distributed at various locations, around the city, around the country, or around the world and still be able to teach and learn from each other as if they were present together in the same classroom. Since the medium of instruction is computers, the instructors and students can be outsourced. The flip side of the argument is that since the instructor is not physically present in the same room with the students, they do not get to interact with each other face to face. The instructor can continue to derive a complex mathematical equation without realizing that a student has walked away from their computer. This paper explores the positives and negatives of distance learning distributed education. Advantages and disadvantages of DL are discussed and a few solutions to the challenges, experienced by the instructors, are addressed. The research is based on the author’s experience of teaching online courses from within the city, across the states, and finally across the continents. Amongst other findings, the author discovered that when teaching an online distance learning class, distance is not a factor. While teaching online classes, the author travelled across different cities, states, and internationally and the students did not realize that the instructor was out of town and could not meet with them in the office after class.