Distance Learning In Education Research Articles

Transitioning to blended learning during COVID‐19: Exploring instructors and adult learners' experiences in three Ghanaian universities

AbstractTeaching and learning in higher education have increasingly become digitalized and associated with innovative pedagogical methodologies over the past decades. Following the sudden onset of the pandemic in March 2020, several studies tended to focus on traditional students' experiences with emergency remote education while literature is scarce on non‐traditional students (or adult learners) pedagogical experiences in Distance Education contexts. Using a qualitative case study approach, this study explored how digital technologies mediated instructors' and adult learners' educational experiences during COVID‐19 and their first‐time experiences with blended learning. Between October 2021 and July 2022, semi‐structured interviews were conducted with 40 adult learners and 20 instructors in three selected public higher education institutions (HEIs) in Ghana. Data analysis followed Braun and Clarke's (2012) thematic analysis approach. The results showed that the transition to blended learning was supported by the adoption and integration of varied virtual online technologies. The themes highlight the positive and negative impacts of technology in mediating the educational experiences of instructors and adult learners in blended learning environments. The themes which reflected both instructors' and adult learners' experiences were enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Blended learning facilitated by technology could be the ‘new normal learning’ post‐pandemic for adult learners pursuing Distance Education in Ghana. The study recommends the implementation of agile strategies and policies by HEIs to ensure sustainable quality education in distance learning. Practitioner notesWhat is already known about this topic The COVID‐19 pandemic necessitated the adoption of innovative pedagogical approaches in higher education contexts. Technological transformations in information and communication technology (ICT) have enhanced remote teaching in higher education institutions globally. The educational experiences of educators and learners differ in blended learning contexts. What this paper adds Instructors and adult learners' positive experiences with navigating a variety of web‐based technologies during the educational process are negatively impacted by technological difficulties during online instruction. Participants' experiences of blended learning are mixed with a preference for face‐to‐face dimension of blended learning instead of the online dimension. The paper identifies four themes that characterize instructors and adult learners' experiences with technology‐enhanced learning including enhanced course delivery and pedagogy, competency development, technological issues and poor‐quality pedagogy. Implications for practice and/or policy The study provides evidence‐based information on the relevance of digitizing distance education for sustainable development and promotion of lifelong learning opportunities for distance education students. The research recommends that higher education institutions (HEIs) implement agile policies to facilitate a seamless shift to distance learning. HEIs may adopt open distance learning frameworks to streamline 21st century pedagogical and learning practices in distance‐blended learning environments for quality course instruction. The study highlights the potential distance learning modalities that HEIs can consider for Distance Education students to sustain effective quality teaching and learning.

Is better readiness the key to deeper learning in distance education? A cross-sectional online study

BackgroundThe COVID-19 pandemic has required teachers and students to suddenly transition from face-to-face formats to distance education (DE). The uniqueness of nursing discipline is that it requires both theoretical and skills-based learning. Therefore, it is necessary to explore the influencing factors and effectiveness of DE in nursing education. This exploration can guide teaching practice and provide a basis for the future application of DE in nursing education. AimsTo describe the current distance education readiness and depth of learning among undergraduate nursing students and explore possible influencing factors. To determine the relationship between students’ distance education readiness and the depth of learning. DesignThis is a descriptive and cross-sectional online study. SettingsSchool of Nursing in a traditional Chinese medicine university, Beijing, China. ParticipantsA total of 222 undergraduate nursing students from a traditional Chinese medicine university were recruited. MethodsA questionnaire, which is composed of information form, the Online Learning Readiness Scale, and the Scale of Students Making Deep Learning, was used for data collection. Frequency, percentage, arithmetic mean, standard deviation, t-test, one-way ANOVA, and Pearson correlations were used in the analysis of the data. ResultUndergraduate nursing students have lower averages in distance education readiness and higher averages in the depth of learning. Significant differences in distance education readiness and depth of learning between different grade groups. A positive correlation was found between distance education readiness and depth of learning (r = 0.894, p < 0.001). ConclusionDistance education is a feasible approach to learning today. Undergraduate nursing students have exhibited poor readiness for distance education but demonstrated deeper learning conditions. Upper grades may lead to better learning outcomes. Better distance education readiness can lead to deeper learning. These conclusions prompt teachers and students to be prepared before participating in distance education to obtain better academic performance.

Exploiting Properties of Student Networks to Enhance Learning in Distance Education

Exploiting Properties of Student Networks to Enhance Learning in Distance Education

Relationships between online self-regulation skills, satisfaction, and perceived learning among distance education learners

Distance Learning or Distance Education is one of the approaches of education to connect learners and educators or instructors with geographical barriers by using technologies. The nexus between learners’ online self-regulation skills, satisfaction and perceived learning continues to be an ongoing debate in distance education for developing countries. No study has looked at the relationships between online self-regulation skills, satisfaction, and perceived learning among postgraduate distance education learners in Ghana. This study purposed to identify the connections between self-regulation skills, learner satisfaction, and learning perceptions. The survey included a total of 1142 postgraduate distance education learners. The structural linkages were investigated using structural equation modelling analysis. The fit index values obtained from the analysis were X2/df = 2.60, CFI = 0.92, TLI = 0.91, and RMSEA = 0.059, all of which were satisfactory. Learners' online self-regulation skills are thought to be a predictor of their satisfaction. Also, learners' online self-regulation skills are recognised as a predictor of their perceived learning. Learners' satisfaction with the online distance learning setting or environment is considered a strong indicator of perceived learning.

The use of a project management tool in distance education to enhance students’ engagement in group work

Group work is a widely embraced learning and assessment method that holds considerable importance in both in-person and online settings in higher education. However, group assignments introduce distinctive challenges, including unequal contributions, team conflict and divergent work ethics, leading to a pervasive reluctance among students to engage in university-level group work. Despite these concerns, group work continues to be a vital assessment approach for students, equipping them with essential skills for professional environments that prioritise teamwork and collaboration. In this opinion piece, I explore students' reluctance to engage in group work and introduce strategies and tools to transform unproductive group work into a collaborative learning experience. The discussion outlines implications for academics and learning developers, contributing to the ongoing discourse on collaborative tools in higher education assessments. With a primary focus on the challenges faced by distance-learning students, the opinion piece delves into the potential of Trello, a collaborative project management tool, to address these challenges and enhance collaborative learning in distance education. Its purpose is threefold: (1) enhance academics’ understanding of students’ reluctance to engage in group work, (2) enrich the experience of distance-learning students by highlighting the multifaceted benefits of collaborative learning in their educational journey that extend beyond traditional classroom boundaries and (3) propose innovative solutions to educators for fostering a culture of collaboration for more effective group work.

More than two decades of community of inquiry research: A comprehensive bibliometric analysis

The Community of Inquiry (CoI) has provided a useful tool for studying technology-enhanced learning environments. It has also been implemented as the theoretical framework for many types of relevant research. Since its development, the framework has generated substantial interest among scholars in many fields such as distance education, online and blended learning and computed-mediated instruction. Although extensive research has been carried out on the CoI, no single study has been conducted that statistically and mathematically examines all publications of the framework. This study aimed to comprehensively review more than two decades of publications on the CoI framework by applying the bibliometric analysis technique. Therefore, all the corresponding Scopus records (in total 5169) in the past 24 years (1999-2023) were analyzed using the VOSviewer, Bibliometrix, and CiteSpace tools. The study described various essential research indicators, such as the research categories (directions), most productive authors, journals, institutions, and countries, along with potential research hotspots. The thematic analysis highlighted the research themes that have attracted scholars in the field by visualization of the current CoI research landscape.

Too much of a good thing? Teacher performance during the COVID-19 pandemic and the ambiguous role of high teacher autonomy

The Covid-19 pandemic and the associated school closures have challenged teachers to quickly develop and implement effective distance learning concepts. This article examines the success of teachers in meeting these challenges by analysing their performance during the pandemic. Using a mixed-method approach, the study conducts a secondary data analysis of 135 questionnaires from a pupil and parent survey conducted by a German elementary school. These surveys are analysed across the three basic dimensions of teaching quality, elucidating the teaching experiences during the pandemic. The results reveal a considerable variation in teacher performance, highlighting instances where some teachers made inadequate decisions regarding the selection of teaching content or supporting strategies, while also displaying limited engagement with their students. Given the identical school conditions across the research setting for all teachers, this article focuses on individual effectiveness and efficiency of teachers during the pandemic, prompting an inquiry into the extent to which the high degree of teacher autonomy may have influenced performance. To address this further, this article introduces a framework based on current interdisciplinary research findings, which predicts a “too-much-of-a-good-thing” effect of teacher autonomy on teacher performance and integrates numerous established research approaches. This article contributes to a better insight into the performance of teachers during the pandemic and the identification of effective distance learning teaching approaches. Simultaneously, this article proposes a theoretically grounded framework for varying teacher performance, the exploration of which provides a compelling avenue for enhancing teacher performance and serves as a well-founded starting point for further research.

ONLINE QUIZZES IN IMPROVING STUDENT LEARNING

Distance learning educators include self-assessment formative quizzes into the curriculum to enhance students’ learning experiences. Online quizzes are a useful learning tool, particularly when courses are delivered online, thanks to technical advancements in web-based delivery. The greatest aspect of offering online quizzes is that the correct answer and any suitable comments are offered to students instantly after they complete a question. The present study evaluates students’ overall performance in one of the core courses, in which self-assessment quizzes were administered through the e-learning system in order to reflect their learning behaviour towards the coursework. As part of formative assessment, it was noted that students’ frequent efforts aggregated during the final exam session; yet, as soon as the quizzes were made available, a few students took them. The data demonstrated a substantial link between students who took the quizzes and their overall achievement as measured by final grades. This paper delves through the essential factors to consider when developing well-crafted quizzes for technical courses and so maximising their potential as an effective learning tool.

English Language Awareness of Distance and Face-to-Face Learners in Turkish Higher Education

The main aim of the current study is to explore the profiles of language awareness of distance and face-to-face EFL learners. The study sheds light on the need to consider the effects of language awareness in distance and face-to-face education as language awareness is essential in foreign language learning in both education types and needs to be improved to make learners know much about how to use English. The main question addressed by the research is whether there are any differences between the language awareness of distance and face-to-face EFL learners regarding course type, gender, and age. The context of the study is Türkiye, where English is taught as a foreign language in higher education institutions. The study uses a survey method and includes 157 language learners distance and 225 face-to-face, 382 learners attending a state university in Türkiye. The study’s results unveiled significant differences between distance and face-to-face language learners regarding language awareness. There was an apparent disparity between distance-learning and face-to-face approaches in linguistic awareness and communicative awareness, as the face-to-face learning group scored significantly higher in these dimensions. While distance and face-to-face learners had close scores in the dimensions of cultural awareness and metacognitive awareness, the findings revealed that face-to-face learners scored somewhat higher, which helps to explain how the physical classroom setting may have some influence on learners’ cultural sensitivity and metacognitive awareness. The results suggested that distance education learners should improve their consciousness about language and have the necessary instruction to enhance their language awareness. Keywords: Distance education, face-to-face education, foreign language learning, higher education, language awareness,

Overcoming Distance Education Challenges in Nigeria: A Call for Collaborative ICT Integration

This article looks at the benefits of Distance Education (DE) or Open Learning Systems as the means of providing education that meets the growing demand for education on the account of the financial concerns and changing priorities. The historical development of communication methods is one of the factors that shaped the education sector considerably and now we have the open learning systems as a popular way of. The aim of the establishment of DE as highlighted by scholars is to create another parallel system which can be integrated with formal education. Other objectives include promoting flexibility, constructing an egalitarian society, facilitating in-service and lifelong education and utilizing communication technology for wider outreach. ICTs hold the key to global educational initiatives, providing an environment of collaboration and disseminating ideas in the most effective manner. Although ICTs belong to one of the most transformative technologies, Nigeria is faced with challenges of integration of ICTs, among them deficiencies in ICT infrastructure. Distance education has proved to be successful for the purpose of widening educational chances but Nigeria faces problems like low ICT penetration, erratic power supply, and meagre economy. It is noted that ICTs play a critical role in the development of distance education in Nigeria and that this research stresses the need for collaboration among all relevant stakeholders— government, private companies, and international organizations—to enhance ICT infrastructure, implement international cooperation frameworks, and integrate ICT literacy and use into academic courses. Keywords: Distance Education (DE), Information and Communication Technologies (ICTs), OLS, Education Issues, Flexibility in Education, ICT Infrastructure, and Inclusive Learning.

Challenges and Alternatives of Parents as Home Learning Partners in the Implementation of Printed Modular Distance Learning

Because of the risks posed by COVID-19, most public educational institutions have implemented printed modular distance learning instruction. The purpose of this study was to determine the challenges and alternatives faced by parents as they performed their role as home learning partners during the last two quarters of the school year 2020-2021 using the printed modular distance learning modality. It also sought to investigate the suggestions of parents as home learning partners. The study used an exploratory descriptive qualitative (EDQ) approach. It included fourteen parents from a public elementary school who were purposively chosen. In-depth interviews (IDI) were used to gather information. The different themes were identified through inductive coding. The study found that parents face the following challenges: lack of electronic gadgets, difficulty explaining/teaching, insufficient time, non-conforming modules, and an inconsistent schedule for SLM distribution. To fulfill their responsibilities, parents have employed a variety of coping strategies, such as effective time management, the use of ICT, approaching MKOs, motivation through a reward system, and spoon-feeding. Although parents considered various options for fulfilling their role as home learning partners, most participants preferred to unburden themselves by returning to in-person classes. To reduce their workload, parents suggest the following: (1) a free mobile phone for parents who do not already have one, (2) a free Wi-Fi zone, (3) module updates, and (4) monthly distribution of self-learning modules. Being a home learning partner imposes an additional burden on parents. It is suggested that the government or school work with other government agencies or non-governmental organizations to implement parents’ suggestions. Keywords: challenges, alternatives, home learning partner, modular distance learning

Book Review: IDEAL Distance Education and Blended Learning Handbook (8th ed.), authored by Jen Vanek, Destiny Simpson, Jamie Harris, and Jeff Goumas (EDTech Books, 2022)

Book Review: IDEAL Distance Education and Blended Learning Handbook (8th ed.), authored by Jen Vanek, Destiny Simpson, Jamie Harris, and Jeff Goumas (EDTech Books, 2022)

TECHNOPHOBIA, MOTIVATION, AND ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE 6 STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Background and Purpose: Limited research has explored the perceptions of technology use in distance learning education among grade six students and its potential influence on academic achievement. Addressing this gap, this study aims to investigate the relationship between technophobia, motivation and academic achievement in the context of distance learning for sixth-grade students in Abu Dhabi, United Arab Emirates.&#x0D;                                                   Methodology: Data were collected through a questionnaire distributed among grade six students in Abu Dhabi resulting in 399 responses. The respondent pool comprised 173 female students and 269 male students. The collected data underwent analysis using both SPSS and Structural Equation Model through SMART-PLS.&#x0D;  &#x0D; Findings: The study found that technophobia negatively impacts students’ academic achievement in distance learning, while motivation positively affects technophobia and academic achievement in distance learning.&#x0D;  &#x0D; Contributions: The findings provide insights for educational stakeholders, teachers, and leaders in the Ministry of Education to develop policies and support students in their distance education experience.&#x0D; Keywords: Technophobia, motivation, distance learning, educational technologies, academic achievement.&#x0D;  &#x0D; Cite as: Arabi, N., Ismail, W. M., &amp; Hutagalung, F. D. (2024). Technophobia, motivation and academic achievement in distance learning for grade 6 students in Abu Dhabi, United Arab Emirates. Journal of Nusantara Studies, 9(1), 345-367. http://dx.doi.org/10.24200/jonus.vol9iss1pp345-367

Navigating Covid-19 Challenges – How Physical Education Teachers Skillfully Applied Their Expertise

Physical education (PE) is challenging to teach in a face-to-face setup due to its rigorous physical activities (PA). This challenge intensified with the onset of the COVID-19 pandemic, prompting a shift toward exclusively adopting distance learning education (DLE) or online education (OE). Since there is a lack of elaboration on the challenges encountered by PE teachers in teaching the subject in such a setup and understanding the solutions they have implemented for its successful delivery, this study reviews available studies to understand this case. Using a systematic literature review (SLR) bounded by inclusion-exclusion criteria, 39 Philippine studies were screened and considered for review. Despite PE teachers confronting a series of challenges and these hurdles demanding a paradigm shift in teaching strategies, particularly in maintaining physical engagement and connection in a virtual setting, these challenges spurred resilience and innovation. In particular, interprofessional collaboration for pedagogical resilience, adaptation of innovative pedagogies, improving technological proficiency, and dealing with remote environments are commendable actions that PE teachers demonstrated in times of DLE/OE. The study concludes that PE teachers demonstrated a commitment to collective success, similar to other subjects, by providing students with a diverse educational journey despite the nature of the subject.

INCLUSIVE EDUCATION DURING REMOTE LEARNING

Remote teaching gained strength because of the Covid-19 pandemic and the experience of its use expanded from the training and monitoring of teachers and students regarding the use of virtual tools, culminating in the need to readapt teaching strategies. The objective of this research was to present a literature review on inclusive education in distance learning, highlighting the main methodologies used and the main difficulties encountered when carrying out inclusive education in distance learning. The search was carried out in the Google Scholar, Redalyc and Scielo databases, using the terms "remote teaching", "special education", "inclusive education" and "distance education" as descriptors. Adopting a Boolean “AND” to search for articles. Considering the period from January 2017 to 2023, in total, 15 articles were used. To analyze the selected articles, the content analysis model was used using the clipping method. Inclusive education is a global movement supported by the principles of human rights and citizenship. The movement on inclusive education gained strength in the early 1990s, based on principles of equal rights postulated in the Jomtien Declaration (1990) and the Salamanca Declaration (1994). The target audience for special education students participate in this teaching modality, that is, those with disabilities (visual, hearing, physical and intellectual), with global developmental disorders and with high abilities or giftedness. Digital technologies have proven to be an important tool for inclusive education, the use of screen readers is a clear example of this, as are activities linked to digital games. At the other extreme, the main difficulties come down to the lack of preparation of students and teachers, as well as poor infrastructure to work in inclusive education in distance learning.

The Degree of Practicing Leadership Skills among Preparatory School’ Principals within the Green Line and its Relationship to Teachers Empowerment in Distance Learning

The study aimed to identify the degree of practicing leadership skills among preparatory school principals within the Green Line and its relationship to empowering teachers in distance learning. The study used the correlational descriptive methodology, and the questionnaire for collecting data after confirming its validity and reliability. The study sample consisted of (364) teachers, who were selected using simple random sampling method. The results showed that the degree of practicing leadership skills among preparatory school principals within the Green Line was high, and that the level of teachers’ empowerment in distance learning was high, and the existence of a positive correlation between practicing leadership skills and empowering teachers. The study recommended consolidating the concept of teacher empowerment among school principals, in all circumstances, not just in emergencies such as distance learning.

Application of an innovative approach to the organization of the educational process in higher education and training of applicants 073 and 281 specialties in the conditions of distance education

The study proved and substantiated the importance of innovative approaches and digitalization in the organization of the educational process of higher education. It has been found that the introduction of innovative approaches is a strategically key factor for achieving a high level of quality and efficiency of educational services. In particular, innovative technologies and digitalization allow universities to adapt to modern requirements and create flexible and accessible learning environments. &#x0D; During the study, an analysis of differences in the interpretation of the concepts of «threat» and «risk» was conducted. In particular, it is determined that in education threats and risks can include not only financial difficulties, but also loss of reputation, low quality of education and insufficient competitiveness of graduates. It identifies the main range of problematic issues, sets of innovative approaches in higher education and highlights the principles and stages of diagnosis, which should take into account the specifics of the educational environment and the requirements of the modern labor market for its qualitative assessment. &#x0D; In order to test the research, the article assesses and analyzes the introduction of innovative approaches in the Volodymyr Dahl East Ukrainian National University for the training of applicants 073 and 281 in the field of distance education. The strategic goals chosen to accelerate the digitalization process have been singled out and justified, considering the high standards of quality and the needs of the modern educational environment. The introduction of a digital student card, the creation of a digital educational environment and an increase in the level of digital literacy of students and teaching staff are key areas of the strategy of the Volodymyr Dahl East Ukrainian National University. In addition, innovative approaches have been developed, such as partnerships with technology companies, the creation of electronic libraries and archives aimed at supporting research activities and quality education in distance learning. &#x0D; It provides a SWOT analysis of the Volodymyr Dahl East Ukrainian National University which highlights the main strengths and weaknesses of its functioning, as well as identifies the opportunities and threats faced by the university today in the most difficult conditions of existence. The conducted analysis allows us to draw conclusions and determine the prospects for further research in this direction. &#x0D; In general, the study emphasizes the importance of innovation and digitalization in education as strategic factors contributing to improving the quality, efficiency, and competitiveness of educational institutions in the modern world. &#x0D; The obtained results help to determine the optimal way to achieve the set goals, and their certification with certificates testifies to the importance and effectiveness of the chosen direction of innovative activity at Volodymyr Dahl East Ukrainian National University in the face of high requirements for remote educational process.

A call for gender-neutral and/or sensitive pedagogy: gender invariance and moderation in self-determination and technology-use efficacy in self-regulated learning

This paper presents a study on gender invariance in and moderation between self-determination and technology-use efficacy in self-regulated learning at the height of the COVID-19 pandemic. Research on gender invariance and moderation in self-determination and self-regulated learning in online and distance education is not new. However, with the onset of the COVID-19 pandemic, all higher education institutions were forced to switch from face-to-face classes to blended and/or hybrid learning modalities that may have changed the landscape of many antecedents to learning. Seven hundred fifty undergraduates enrolled during the second semester of the academic year 2020 to 2021 from one of the state universities in the Eastern Visayas Region, the Philippines, participated in the study. Partial least squares structural equation modeling revealed that overall, perceived choice, perceived competence, and relatedness have direct effects on technology-use efficacy, a gender invariance exists in all variables under study, and gender moderation occurred between perceived choice and technology-use efficacy. A reflection on education during disaster situations and the need for gender-neutral and/or sensitive pedagogy and scaffolding of self-determination in self-regulated learning is provided.

Creative challenge to stimulate student engagement in natural science education in distance learning

This article describes a study conducted in the discipline of “science education in nature”, offered 100% in the distance learning mode, for undergraduate students in biological sciences and pedagogy. The aim was to develop a challenge that would stimulate students creativity and engagement. Through the virtual learning platform, students exchanged information and collaborated with each other. The challenge resulted in a significant increase in student engagement and facilitated the connection between theory and practice. The findings highlight the importance of strategies that promote engagement in distance learning, especially in the discipline in which it was applied. The challenge-based approach stimulates creativity, critical thinking, and the development of essential skills for teacher education in this field.

POTENTIAL AND EFFECTIVENESS OF DISTANCE TEACHING A FOREIGN LANGUAGE

The subject of the article is reflection on the use of e-learning in language education. Based on the opportunities provided by distance learning in language education, a description of an empirical study is given, the main purpose of which was to evaluate the effectiveness and analyze the properties of distance learning in the process of teaching/learning foreign languages. The main goal of the planned study was to evaluate the effectiveness and analyze the properties of distance learning in the glottodidactic process. During the discussion, the conditions and possibilities for introducing e-learning in the context of language education at the academic level were discussed. Our own research was quantitative and qualitative in nature. The effectiveness of distance learning in editing written statements in a foreign language was assessed on the basis of statistical analysis of data obtained as a result of a training experiment. As part of the survey study, observations covered various aspects of distance learning. Based on the above considerations, it is worth emphasizing the need to continue research on the use of e-learning in the glottodidactic process within the framework of various language skills and at various levels of foreign language proficiency. Of course, organizing the process of distance learning, as well as contact learning, requires appropriate actions to individualize learning and, as a result, constant adaptation of the concept of classes conducted in a distance model to the specific educational needs of students, which can lead to a more conscious and effective use of the potential e-learning in language education. The most important results of the study are discussed later in the article.