Distance Learning In Schools Research Articles

The COVID-19 Pandemic Response and Its Impact on Post-Corona Health Emergency and Disaster Risk Management in Türkiye

The COVID-19 pandemic, which has affected the entire world, has not only created a number of emerging issues for each country, especially in the field of public health, but has also provided a number of opportunities for risk management, alternative strategies and completely new ways of looking at challenges. This brief report examines the COVID-19 pandemic response in Türkiye and the possible implications of the experience for future responses to other health emergencies and disaster risk management, based on the lessons learned. This study uses publicly available literature from government, private sector and academic sources to analyse the conflicts, changes and lessons learned during the COVID-19 pandemic, which are components of the World Health Organization (WHO) Health Emergency and Disaster Risk Management (Health EDRM) framework. The COVID-19 experience in Türkiye has several aspects, including the significant role of healthcare workers, the existence of an effective health system accustomed to emergencies, applications based on information technologies, the partial transparency of public authorities in providing information and a socio-cultural environment related to cooperation on prevention strategies, including wearing masks and vaccination. Challenges in Türkiye include distance learning in schools, lockdowns that particularly affect the elderly, ensuring environmental sustainability, hesitation about the effectiveness of social/financial support programs, the socio-cultural trivialisation of pandemics after a while and the relaxation of prevention strategies. Lessons learned from the COVID-19 pandemic include the value of transparency in public health/healthcare information, the strengthening of all aspects of the health system in terms of health workers and the importance of a balanced economy prepared for foreseeable risks.

USEFULNESS AND CHALLENGES OF CLUSTERED SELF-DIRECTED LEARNING MODULES IN ENTREPRENEURSHIP FOR SENIOR HIGH SCHOOL DISTANCE LEARNING

Despite the promising outcome of modular distance learning, its implementation is challenging. Thus, this study aimed to examine the usefulness and challenges of the implemented clustered self-directed learning modules in entrepreneurship for senior high school distance learning amidst the emerging pandemic using the descriptive-survey research method. This study was conducted at Espiritu Santo Parochial School of Manila, Inc., during the school year 2021–2022, among Grade 12 students using a stratified proportional random sampling technique. The study used both quantitative and qualitative methods of analyzing the data, including descriptive statistics and thematic analysis. As a result, all the modules were inferred to be very effective and very useful in terms of their usefulness for distance learning. On the other hand, there were six emergent themes from twenty-five challenges, as follows: (a) difficulties and limitations in theoretical and practical processes; (b) concerns about time constraints and academic workloads; (c) technical issues in learning modules; (d) problems with communication, lessons, and instructions; (e) issues with online learning, connectivity, and learning management systems; and (f) external and personal challenges as a student. These challenges were the basis in framing the recommendations of the students in addressing the aforementioned emergent themes.

Exploring Emotions Related to the COVID-19 Pandemic through Death Education: A Qualitative Study at Italian Primary Schools.

The COVID-19 pandemic has impacted the lives of individuals, families, and children worldwide. In Italy, the implementation of measures such as lockdowns and distance learning in schools affected the mental health of children and families. This article employs a qualitative method to explore the efficacy of a death education project that aimed to help primary school children process the emotions and losses that they experienced during the COVID-19 pandemic. The study encompassed both the children who took part in the death education project and their teachers and parents to investigate their perspectives on the emotions of the minors and the effectiveness of the project. Distance learning posed challenges for the learning process and exacerbated social inequalities. The children suffered from limited social contact with their friends and experienced negative emotions, including anger, fear, and concern for the health of their loved ones. The death education project provided a safe space for children's emotional expression and facilitated their acquisition of coping strategies. Open communication between adults and children about illness and death proved effective in mitigating the psychological impacts of loss and preventing traumatic bereavement. The findings highlight the utility of death education in enhancing children's ability to express their emotions and approach the topic of death more frankly.

THE SIGNIFICANCE OF INTERACTIVITY IN DISTANCE EDUCATION

The issues of interactivity importance in distance learning system including distance learning in schools are considered in the given paper. In addition, the features of interactivity applying in traditional classes and in distance learning process are described. The authors study the problems related to innovative technologies, interactivity making complexities, interactive teaching advantages, teacher actions in the management of learning process, learners motivation and assessment principles. Besides, the review of distance learning history and development is conducted. The interactivity in a narrow sense can be called as a dialogue, although in a broad sense it is a multi dialogue made by a subject using accessible means and methods. As the most effective sides of interactive learning, learners ability of creative thinking, critical judgement, listening to each other, choice making and self management should be highlighted. As a result of the research, we have revealed that the interactive learning methods contributes to the formation of learners’ communicative and personal competences. In addition, the fact that the interactivity is the foremost factor of distance learning has been proven

Disruption or interruption to Schools during Covid-19 in the United Arab Emirates: A Rapid Review of Impact and Mitigation Efforts

This study explored the level of readiness of schools in the United Arab Emirates (UAE) to use remote learning during the COVID-19 pandemic. To safeguard students and ensure the continuity of education, the UAE's education system implemented online learning to address extended school closures and sudden changes in normal school operations caused by the COVID-19 pandemic. As a result, schools were forced to quickly adapt to online instruction despite its challenges during lockdowns and isolation. Furthermore, the study provided insight into the theoretical underpinnings of the UAE's massive implementation of distance learning in schools. Moreover, various distance learning programs were implemented by schools to facilitate students' and instructors' education across schools. The findings of this study may be used to strengthen educational systems and accelerate educational opportunities by providing evidence for better orienting and adapting policy responses in emergencies in the UAE.

Students’ Perceptions Of Their Readiness, Self-Learning Motivation And Attitude Toward English Online Learning During Covid-19 Pandemic At High Schools In North Makale

The research aimed at describing how students studied during the Covid-19 pandemic, the process of shifting from a face-to-face learning to online learning. In order to achieve these aims, the researcher designed three main objectives: to find out students’ readiness in English online learning, students’ motivation in English online learning and student’ attitude towards English online learning. The researcher applied the quantitative method. The samples were chosen randomly from 65 students within 7 different high schools in North Makale. The data analyzed was in quantitative research involved summarizing data dependably and accurately. The result showed that the students are not fully ready for English online learning during the Covid-19 Pandemic. The lack of infrastructure such as internet access is the major obstacle to the implementation of distance learning in schools, especially in North Makale. Furthermore, the samples are not confident computer and internet users, and they also demonstrate low self-efficacy issue in doing online learning. The students’ motivation toward English online learning was inconsistent even thought it is categorized in a moderate degree of motivation. Some students prefer face-to-face learning process than online learning and think that the previous one will give them a better learning result. It becomes a challenge for teachers to prepare the teaching materials, teaching strategies and the methods well before the English online learning.

Education in Universities in the Context of Distance Education

The aim of this work is to analyze the framework and approaches to the organization of distance learning in schools and universities. To achieve this goal, the article used both theoretical and empirical methods of scientific research. Thus, the work was based on functional and systematic methodological approaches, as well as the method of analysis and synthesis, comparison, deduction, lesson observation, generalization of independent characteristics. As a result of the study both theoretical and practical aspects of the study were obtained. Accordingly, in the theoretical part the essence of the concept of distance education, its characteristics and features of the organization was disclosed. On the basis of the information received, a practical part was established in which ways and mechanisms for conducting distance learning classes in both secondary and higher education institutions in Ukraine were established. In future scientific papers related to distance learning, it is necessary to consider ways of using artificial intelligence to organize this type of learning process.

Hygienic Assessment of Distance Learning in Schools and Gymnasiums of Nizhny Novgorod

Introduction: Current school teaching methods including distance learning may have adverse health effects in children. Objective: To assess health effects of online education in students of comprehensive secondary schools and gymnasiums. Materials and methods: We developed a questionnaire to establish the impact of distance learning on the functional state and health of students comprising three sections: educational activities, daily routine and self-rated health. In May 2020, 3,026 fifth to ninth-year students from eight comprehensive schools and five gymnasiums of the city of Nizhny Novgorod, including 1,430 boys and 1,596 girls, filled out the questionnaire and their answers were then analyzed using IBM SPSS Statistics software, version 5.1. Results: Distance learning included online and offline classes (70.7 % in total) and self-study assignments, the latter being more common in the comprehensive schools than in the gymnasiums. The majority of the respondents from the schools (73.4 %) and gymnasiums (67.0 %) noted a greater amount of homework during e-learning compared to offline education. They also reported less time spent outdoors and much more passive leisure. Complaints of increased back and wrist pain and headaches were more frequent in the students of comprehensive secondary schools. Conclusions: Our findings show that distance learning changed the way of life of all the children surveyed. We observed an increased screen time, the prevalence of static activities, and the development of musculoskeletal and eye disorders. The comprehensive school students noted more negative consequences of online learning compared to their peers studying in the gymnasiums.

The use of digital tools by secondary school teachers for the implementation of distance learning in the context of digital transformation in Ukraine

In this paper, we raise the discussion on the use of digital learning tools by teachers of Ukrainian secondary schools for the organization of distance learning. In order to collect data we have used the survey instruments (Google questionnaire) and involved 1463 respondents who revealed the state of the use of digital learning tools for the organization of distance learning in the quarantine period caused by COVID-19 pandemic. The study was conducted in all regions of Ukraine. The results show that teachers have a need to master their knowledge and practical skills on digital instruments for the organization of distance learning with students. On the other hand the paper presents the experience on how the problem of the mastering of teachers’ digital competencies can be organized and what are the steps to the organization of special distance learning courses for teachers in Ukraine. The experience of the creation of Web portal of Ukrainian Open University of Postgraduate Education is presented. We propose on how the needs and requirements of teachers regarding the implementation of the distance learning in schools and the development of their digital competencies should be resolved.

A College Teacher’s Introduction to Jupyter Notebooks

This introduction to Jupyter Notebooks (JNBs) is an outcome of a year of learning, creating, and classroom testing JNBs in a variety of settings: a sabbatical with an urban violence reduction organization; an after school distance learning program for low to middle income high school students in Chicago; a general education computer-lab based math course; and finally two upper division courses for applied math majors at a liberal arts college. The examples include line graphs, histograms, and a pie chart of violent crime data created for a community organization, a high school/general education lab on computer music, a visualization of volumes computable by triple integrals, and creation of a .gif animation of a numerical solution to a 2-Dimensional PDE. In addition to executing and displaying output of computer code, JNBs can import data from files and external websites, interpret equations written in LaTeX, display PowerPoints in pdf format, and show videos posted on other websites. JNBs can also save output data, figures, and animations to files in a variety of formats. At a general education level, JNBs can enrich student learning experience by helping students overcome math anxiety through inclusion of the arts. At the undergraduate math major level, JNBs can create interesting visualizations/animations and support service learning projects. The appendix explains how to get started using JNBs. The learning curve for creating the JNBs described in this article is not that steep, and the low-hanging fruit from using JNBs for a wide-range of teaching contexts and for community service learning projects is plentiful.

The Challenges and Orientations of Distance Learning in the Sino Korean Curriculum - Focusing on the Analysis of Secondary School Distance Learning Experience due to COVID-19 -

The Challenges and Orientations of Distance Learning in the Sino Korean Curriculum - Focusing on the Analysis of Secondary School Distance Learning Experience due to COVID-19 -

Kształcenie zdalne na uczelniach wyższych. Analiza badań w czasie pandemii Sars CoV-2 na przykładzie Kujawsko-Pomorskiej Szkoły Wyższej w Bydgoszczy

The coronavirus (COVID-19) infection in 2020-2021 has become a major public health problem worldwide. Specific pandemic restrictions introduced distance learning in schools and colleges. The remote teaching model provoked reflection on education also at universities. This study is therefore an analysis of research carried out among students of the Kujawy and Pomorze University in Bydgoszcz. The conclusions mainly concern the problems encountered during the teaching process, the benefits, advantages and disadvantages of the teaching methods. Attention was paid to the preparation of professors, cultural development, relations between students and teachers. The message of the research highlights both the positive aspects and the shortcomings of the current education system at universities and tries to discuss education in the perspective of “today”, “tomorrow” and “the day after tomorrow”.

Порівняльна характеристика сучасних онлайн інструментів тестування знань при дистанційному навчанні

Most of the educational institutions in Ukraine were forced to switch to distance learning, which is why there arose the question about the availability of technical means to ensure the fullness of educational process. The article investigates modern systems of testing students' knowledge in the process of distance education. Currently, there are quite a few LMS (learning management systems) that can optimize the learning process of distance education. The works of scientists related to the problems of organizing effective learning and the complexity of the transition to distance learning are considered. This article assumes the method of testing not on-ly as a tool to assess the level and quality of learning, but also as a means to obtain recommen-dations for improving the learning process in the whole. Based on the results of the analysis, a comparative description was created and an assessment of the suitability for intermediate control of knowledge of primary and secondary school students, the most common at this stage of school distance learning online knowledge testing tools. Thus the advantages and disad-vantages of these tools are revealed. As a consequence the most universal systems that can fully provide the learning process in terms of distance education and the most convenient tools for assessing knowledge are identified.

Shaping Social Literacy at Distance Lessons by Using Multimedia Technologies

The article studies innovation methods of distance interaction in education. The necessity to pass over to distance learning was caused by global pandemic. On March 11, 2020 the WHO called the outbreak of COVID-19 a pandemic, which drastically changed traditional mode of life, business and education all over the world. The demand for learning became more acute. For millions of people distance communications were the only link with the outer world. The need and necessity in distance access to school, secondary and higher education affected the development of new trends in the field of education. The change-over to distance learning in schools and universities requires application of different methods of involving schoolchildren and students in the process of learning and improving skills of independent thinking. The authors provided a number of recommendations dealing with multimedia technology application in distance learning, which aimed at the development of cognitive, communicative skills and skills of logical, creative and critical thinking and social literacy.

Utilization of Information Technology Media and Communication in Distance Learning During the Covid 19 Pandemic

The Covid 19 pandemic has had an impact on various life settings. One of them is in educational institutions. The application of New Normal with its social distancing has made learning carried out remotely. The implementation of distance learning in schools needs an innovation through the use of Information and Communication Technology in learning. There are several Information and Communication Technology media that can be used in learning including computers and the internet. Teachers can design subject matter using computers. Then the material that has been designed is delivered to students via the internet network. Currently, there are many social media that support distance learning. SDIT Cahaya Hati has also conducted distance learning. Teachers need to prepare distance learning material in advance before it is delivered to students. This study aims to reveal the use of Information and Communication Technology by SDIT Cahaya Hati teachers in distance learning during the COVID-19 pandemic. The type of this research is qualitative with interview data collection techniques, and documentation. The results show that the Cahaya Hati SDIT teachers have organized distance learning using Information and Communication Technology media. SDIT Cahaya Hati teachers use computers to make learning materials in the form of power points and learning videos. This material is delivered to students using the internet network through a WhatsApp group. Every day the teacher evaluates the learning and once a week the assignment is handed over to the teacher at school

التحديات المعاصرة التي تواجه التعليم عن بعد في منطقة النقب

The study aimed to identify the level of challenges facing distance learning in preparatory schools within the Negev region from the teachers' point of view, and to reveal the difference in their views towards the challenges facing distance learning in the schools of the Negev region according to different levels of (Gender, Academic qualification, and Years of experience) variables. The study used the sample social survey method, and the questionnaire as a tool for collecting data. The study sample consisted of (302) teachers who were selected from preparatory schools in the Negev region, besides, the questionnaire was applied via websites to the targeted sample. The results showed that the total level of challenges facing distance learning in schools within the Negev region came at a High level, with an arithmetic average (3.818), as the Economic challenges area came first with an arithmetic average (4.208) and a High level, the Technological challenges area came second with an arithmetic average (4.119) and a high level, the Teacher-related challenges area came third with an arithmetic average (3.580) and a Medium level, and in the area Student-related challenges area came fourth with an Arithmetic average (3.365) and a Medium level. The results also showed that there were no statistically significant differences at the level of significance (α = 0.05) in the averages of the study sample responses about the challenges facing distance learning in the schools within the Negev region attributed to the different levels of Gender and Academic qualification variables, while there were statistically significant differences at (α = 0.05) due to the difference in the Years of experience variable in favor of those with long experience.

Sociological aspect of the principal conditions of distance learning in schools of Yakutia

Sociological aspect of the principal conditions of distance learning in schools of Yakutia

Organization of Distance Learning in School, College, University

The purpose of research is to study and illustrate the main stages of implementing distance learning (DL) in schools, colleges, and universities using examples of real educational organizations. Materials for the study were the results of the authors’ work on the implementation of DL in the educational process of their organizations. The methodological work was based on the DL theoretical foundations of E.S. Polat scientific school and her followers. To achieve this goal and solve problems, the following groups of research methods were used:– theoretical: analysis of psychological, pedagogical, methodological literature, regulatory documents in the aspect of the problem under study; modeling of distance learning in educational organizations, systematization of scientific and theoretical and experimental data; classification of selected components and characteristics;– empirical-diagnostic (survey); observational (observation-direct and indirect, long and short-term);– statistical: measurement of the obtained data (collection of statistical material); determination and processing of quantitative and qualitative indicators of the experiment.The theory and practice of DL in Russia has been going on for over 20 years. When implementing DL in an educational organization, it is important to study the main concepts of DL in Russian and foreign scientific schools, determine the implementation strategy, but not to act “blindly”. A huge problem comes to the fore: the lack of readiness of the teaching staff to comprehend and master modern pedagogical and information technologies for organizing the distance learning process. The absence of the development concept of a pedagogical system for the majority of heads of educational organizations allows for some confusion in the submission and control of educational material, the process is aggravated by the lack of full-fledged consultations, as a result of which many participants in the educational process are dissatisfied with the results. Instead of the stage of serious system design, lecturers limit themselves to digitizing ready-made traditional lectures, conducting them in the “talking head” mode with reading the theory from the screen, introducing an automated testing system or any number of tasks “from the textbook” with the message “send a photo of the completed task”, which, of course, cannot lead to a high-quality learning process. Most lecturers try to transfer all the elements of the full-time learning system to the distance learning system automatically when changing the form of training, which is basically impossible when changing the environment. The new learning environment has different capabilities and requires the lecturer to plan differently, present information, and organize monitoring and record results.The results of the study allowed us to identify general trends in the organization of DL at all levels of education and specific problems typical for particular levels. The main issue in organization DL at school was the creation of the learning environment (technical support, Internet, organization of DL pedagogical system) as well as methodological support of DL process (training lecturers in DL methodology). In higher education institutions and colleges, the main problem turned out to be stimulating the teaching staff to master the methodological and technical foundations of DL, since the majority of lecturers clearly lacked motivation to provide a high-quality DL. In conclusion, it should be noted that for further development of distance learning, the management of organizations needs to think about developing economic mechanisms for paying developers of distance learning courses and lecturers, working out copyright protection for created distance learning courses, training lecturers in the methodology for developing and conducting distance learning courses, purchasing professional DLS (distance learning systems) with a guarantee of technical support from developers for several years and customization for the needs of the organization. There is also a need for a system of benefits and incentives for distance lecturers on health protection and incentives for further high-quality work.

Ecological education under conditions of distance learning during the quarantine in secondary schools of the Slovak Republic

Global changes in ecosystems caused by human activities require modern education to develop the ecological competence of the younger generation. Under conditions of distance learning, it is rather difficult to purposefully develop the ecological educational component. The aim of the article is to consider the content and methods of environmental education and upbringing within the distance learning of high school students in the Slovak Republic during the Covid-19 pandemic. To reach the aim, the following theoretical methods have been used: systematisation, analysis, substantiation of the conceptual apparatus, formulation of conceptual regulations conclusions of the study, the method of analysis of pedagogical documentation and current regulations, content analysis of curricula and methodological support of the educational process to assess the level of environmental education during distance learning in a pandemic. The peculiarities of the use of Internet resources and innovative technologies during ecological education and upbringing in the Slovak Republic have been described. Attention has been paid to the need for environmental education during quarantine. The ways and mechanisms of introduction of ecological education in secondary schools of Slovakia under conditions of the quarantine have been investigated. Some methods for assessing the environmental component of study during distance learning in schools have been established. The normative acts and pedagogical documentation of several secondary schools of the Slovak Republic during the distance learning in the quarantine caused by COVID-19 have been analysed and the methods, forms and means for distance environmental education of schoolchildren have been identified. The obtained results can be used for the development of ecological competence of Ukrainian school pupils under conditions of distance learning.

Using learning management system for future skilled workers training in vocational schools

The aim of this study is to determine the organizational and pedagogical conditions of implementation of information and communication technologies in vocational school distance education. For the purpose defined research objectives: to analyze the scientific, pedagogical, methodological, educational and professional literature, curricula, programs and teaching methods in vocational schools; to explore the foreign and domestic experience of creating an information and educational environment in educational institutions; to create a Moodle-based prototype system to support distance learning for vocational schools. The object of research is learning of students in vocational schools. The subject of research is organizational and pedagogical conditions of application of information and communication technologies for distance learning in vocational school. The methods of research are analysis of scientific, psychological, educational, technical, professional literature, Internet resources on the study.The paper considers the problem of making the information educational environment in vocational school, especially the use of Moodle for create a vocational school distance learning support system. As result, have been created a prototype system to support distance learning for vocational school.