Distance Learning Initiatives Research Articles

Assessing the Efficacy of the Integrated School Program in Taplejung, Koshi Province, Nepal: A Comprehensive Analysis of Educational Impact and Community Engagement

This study aims to assess the changes throughout school education activities in the Taplejung, district of Koshi province in Nepal. The semi-structured interview like Focus Group Discussion, Key Informant Interviews, sample surveys, and direct Observation methods was designed and used to capture the field information during 2022. The data divulged 92.80 percent respondents are feeling happy after infrastructure development, WASH and digital set up in the schools. The drop-out rate significantly down by 35 percent compared to the previous years. The school activities, now a days accelerating toward a progressive direction. The schools have high Graduation rate enrollment from 88 up to 120 percent from the past 2018 to 2020 of class 12. The dropout rate stable and down by 3 to 4 percent, and the distance learning initiatives in 2020 highly prioritized focus on the achievement, and results of 12 students. The community livelihood mode strengthened, as a result of 667 households have been adopted and earning from the coffee farming. The study concluded as the education program support is innovative and useful benefited by the communities and students; However, the long-term sustainability is challenging in coming days.

Delivering Higher Education in Public Health Emergencies

With the general closure of universities and schools in Sierra Leone due to the COVID-19 pandemic, digital learning has become a credible alternative to maintain students in educational, training, and research links. The study responds to three primary questions: 1) What digital learning modalities have shown to be most effective for providing continuity in learning amid temporary or permanent school closures? 2) What digital learning modalities are promising for their use but evidence for their use evidence about them is still lacking? 3) What are the challenges and considerations when planning for and implementing digital learning? The study utilised qualitative research methods: interviews; focus group discussions; qualitative survey; and document reviewing. A stratified sample of 260 participants (161 male and 99 female) was randomly drawn from teachers, education officials and information technology experts. This paper provides snapshots of the different distance learning initiatives and program that have been implemented, including both the promises they offer.

Lessons from Internet Use and Performance During Covid-19

ABSTRACT When COVID-19 hit, many people began working, going to school, and living much of their lives from home. The Internet was a gateway to the world. This article uses data from Internet speed tests, consumer complaints, search engine optimization tools, and logs of Internet use from public libraries to understand the effects of the pandemic on Internet use and performance. Despite reports that the Internet handled the surge in traffic well, we find that complaints about Internet speed nearly tripled, and performance was degraded. Downstream data rates changed little, but median upstream data rates at midday dropped by about a third. When discussing Internet performance, people typically focus on downstream. This focus should shift. Internet service providers and policymakers should reduce the asymmetry by changing how infrastructure is designed, how Internet services are advertised, how regulators write transparency rules, and how government defines “broadband” in subsidy programs intended to reduce the digital divide. We also find significant increases in the use of many important categories of online content, including those used for work communications, education, grocery shopping, social media, news, and job searches. This shows the importance of the Internet during the crisis. Many people without Internet at home turned to public Wi-Fi hotspots during the pandemic. We find that this occurred disproportionately in neighborhoods with more students. Future distance learning initiatives should consider the challenges some students face in obtaining Internet access.

Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model

Intelligent Face Tracking for Collaborative Synchronous e-Learning using Pattern Recognition Model can provide high levels of interaction for distance learning initiatives. With the rapid evolution of technology, face recognition login and tracking, continuous product evaluation is necessary to ensure optimal methods and resources for connecting students, instructors, and educational content in rich, online learning communities. This article presents the analysis of online, synchronous learning solutions. Focusing on their abilities to meet technical and pedagogical needs in higher education. To make a solid comparison, the systems were examined in online classrooms with instructors, guest speakers, and students. Relative to usability, instructional needs, technical aspects and compatibility are outlined for systems.

Agile Library Instruction: Piloting Collaboratively-Created Information Literacy Modules

This article describes the creation and piloting of a series of online information literacy instructional modules intentionally incorporating Universal Design for Learning (UDL) principles. Using UDL frameworks to guide different elements of the online modules, the authors have been able to accommodate the challenging learning differences, environments, and circumstances that arose from or were exacerbated by the COVID-19 pandemic. The modules were created collaboratively by a team of librarians who had little to no previous experience with distance and online learning initiatives.

A Tale of Two Lab Courses: An Account and Reflection on the Teaching Challenges Experienced by Organic and Analytical Chemistry Laboratories During the COVID-19 Period

A comparison of the experiences of both organic and analytical lab faculty during the COVID-19 pandemic distance learning initiative is described here. Faculty of both lab courses experienced four shared challenges in the transition to the online format: (1) experimental implementation, (2) assessments and postlab activities, (3) technological inequalities, and (4) synchronization of student attendance. Edited video content of the experiments was created for the organic laboratories but not for the analytical laboratories due to a lack of time and resources. A guided-inquiry activity used to engage organic chemistry students in the determination of the relative reaction rates of substitution reactions appeared to be less successful in the online environment for the students. Analytical lab faculty described using online guided data analysis problems to encourage students to keep up with the content and learn from their mistakes to further prepare themselves for related content in the activities that followed. Extended due dates were given on postlab assignments to mitigate technical issues encountered by the students. Interactive lab experiences for organic chemistry laboratories and hybrid laboratories for analytical chemistry laboratories are proposed for future semesters. Both courses implemented flexible scheduling of lectures, office hours, and workshops to offset student concerns.

Implementation of E-education in Africa via space digital video broadcasting system

This paper introduces an advanced E-education provision via space systems for Africa or any other regions in remote dispersed communities, such as rural, mining, agriculture, surveying, construction, tourism, military and etc. Based on the specific needs and requirements E-education implies significant broadband applications, interconnectivity, and timely and quality-assured content delivery of service. The E-education solutions of distance learning and training for remote and rural areas, which are beyond range of terrestrial and short distance wireless cellular facilities, cannot provide broadband access without space-enabled communication solutions, such as satellite constellations and Stratospheric Platform Systems (SPS) or High Altitude Platforms (HAP). This paper also discusses the integration challenges that are presented by combining space solutions for implementation E-education and learning in rural and mobile environments. Configuration of in-house development of all segments, installation of the scale-down Digital Video Broadcasting-Return Channel via Satellite (DVB-RCS) Hub (Gateway), Ground Network and Very Small Aperture Terminal (VSAT), known as Fixed Interactive Terminals (FIT), for E-education, distance learning and staff training initiative in Africa are described.

The Impact of Prospective Telemedicine Implementation in the Management of Childhood Acute Lymphoblastic Leukemia in Recife, Brazil.

A gap in childhood cancer outcomes remains between developed and developing countries. Persistence of this gap may be caused by financial, social, or educational disparities. Twinning and distance learning initiatives may improve such disparities. Integrating telemedicine into pediatric oncology twinning programs enhances education and facilitates patient-centered capacity building. We performed an analysis of Web-based meetings held from August 2005 through July 2009 between the International Outreach Program at St. Jude Children's Research Hospital and the Instituto Materno Infantil de Pernambuco (IMIP) in Recife, Brazil. We determined the effect of these online conferences on the development and implementation of an innovative protocol for children with acute lymphoblastic leukemia (ALL) at IMIP. Meetings occurred in 45 months of the 48-month study period with an average of two meetings per month. A total of 163 new patients were discussed during the study period; we retrieved documentation of patient-related discussions for 147 of them, constituting 286 discussions. On average, each patient was discussed 1.9 times (range, 1-15 discussions/patient). Compared with that of the era predating the online meetings (1993-2005), overall mortality, early death, and relapse of patients with ALL decreased after the telemedicine program was instituted at IMIP. Personal dedication and institutional support are essential for successful telemedicine initiatives. Documentation and archival of meetings are important for accurately measuring outcomes and developing methods for improved care. Integration of telemedicine into twinning programs facilitates communication about interventions, leading to improved outcomes of pediatric patients with cancer.

Effective Organizational Structures and Processes: Addressing Issues of Change

This chapter describes organizational structures and processes at the institutional and project levels for the development and support of distance learning initiatives. It addresses environmental and stakeholder issues and explores principles and strategies of effective leadership for change creation and management.

Institutional, Financial, Legal, and Cultural Factors in a Distance Learning Program.

As psychoanalytic institutes evolve, adapting to the contemporary financial and social environment, the integration of new technologies into psychoanalytic education presents opportunities for expansion to candidates residing beyond the usual geographic boundaries. While the teaching of analytic content through distance learning programs appears to be relatively straightforward, factors including legalities, traditional mind-sets, and cross-cultural issues need to be considered as complicating the situation, as illustrated by one U.S. institute's distance learning initiative with a group in South Korea.

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The Role of Lecturer Related Factors in Students’ Perceptions and Satisfaction in Distance Education

Technological advances have a huge impact on our lives. Education is no exception to this. For the last twenty years, many universities and educational institutions are trying to find new ways and methods in order to successfully use internet-based technologies in teaching and learning through distance learning initiatives. But traditional face-to-face classroom teaching paradigm is falling behind in the effective use of these technologies in education; hence we need a new teaching and learning paradigm in order to use online technologies in education effectively. The purpose of this study is to examine the affecting students’ satisfaction in distance learning platforms with specific emphasis on the role of lecturer related factors on the satisfaction. A survey was carried out on 465 students attending the MBA distance education program at the Sakarya University of Turkey. Findings provide evidence on the role of lecturer on student satisfaction in distance learning programs.

Avaliação de Ferramentas de Autoria Gratuitas para produção de Objetos de Aprendizagem no padrão SCORM

This paper presents the evaluation of a set of six authoring tools for SCORM-conform learning objects. The tools are validated according to two criteria: usability and effectiveness. Usability is measured through the application of two distinct sets of usability heuristics after the production of a learning object with a predefined content. Utility is measured through the evaluation of the quality of the learning objects produced with each tool through the application of a third, specific, set of heuristics. In order to allow a comparative evaluation of both, the tools and the produced learning objects, a reference learning object was taken, which was previously professionally produced in the context of a large distance learning initiative, and which was then reproduced as faithfully as possible with each of the tools. The authoring tools were previously systematically selected from an universe of 14 free tools.

A framework for enhancing continuing medical education for rural physicians: A summary of the literature

Background: Recruitment and retention of rural physicians is vital for rural health care. A key deterrent to rural practice has been identified as professional isolation and access to continuing medical education/continuing professional development (CME/CPD).Aims: The purpose of this article is to review and synthesize key themes from the literature related to CME/CPD and rural physicians to facilitate CME/CPD planning.Methods: A search of the peer-reviewed English language literature and a review of relevant grey literature (e.g., reports, conference proceedings) was conducted.Results: There is robust evidence demonstrating that the CME/CPD needs of rural physicians are unique. Promising practices in regional CME/CPD outreach and advanced procedural skills training and other up-skilling areas have been reported. Distance learning initiatives have been particularly helpful in increasing access to CME/CPD. The quality of evidence supporting the overall effect of these different strategies on recruitment and retention is variable.Conclusion: Supporting the professional careers of rural physicians requires the provision of integrated educational programs that focus on specific information and skills. Future research should examine the linkage between enhanced CME/CPD access and its effect on factors related to retention of physicians in rural communities. A proposed framework is described to aid in developing CME/CPD for rural practitioners.

A Novel Case-Based Approach to Continuing Medical Education Using a Virtual Patient Record

Purpose: In order to meet an increasing interest in advanced dermatology continuing medical education (CME) delivered asynchronously online, the Distance Learning Initiative (DLI) was developed. Methods: Ten case-based interactive courses, each containing 7 to 14 cases, were developed using a novel, interactive, virtual patient record for online delivery. As learners navigate through the cases to completion, a minimum of 80% correct patient management choices is required to unlock the quiz password, and a minimum of 80% correct quiz answers is required to receive a Category I CME certificate issued with American Academy of Physician Assistants' (AAPA) approval. Results: As of May 1, 2009, five courses containing 49 cases have opened for enrollment, with 533 course completions logged by 207 individual learners. Of the respondents, 86.6% agreed or strongly agreed that the course content was presented at an advanced level of dermatologic expertise, and 85.9% agreed or strongly agreed that the virtual patient record was user-friendly. Eighty-six percent also agreed or strongly agreed that the content increased their knowledge, while 89.9% agreed or strongly agreed that the content met the stated objectives. Conclusions: The project represents a cost-effective opportunity for dermatology physician assistants (PAs) to receive high-quality web-based instruction in a self-paced setting, with transferability of the instructional format to other medical subject areas to meet CME needs. Any subject matter that can be presented in a case-based format could be developed similarly for CME use. The project template is available free to all as an open source document.

Multimedia Supporting Tools for the CEDERJ Distance Learning Initiative applied to the Computer Systems Course

The state of Rio the Janeiro launched a major program, the CEDERJ consortium of public Universities, to bring high-education to the interior of the state. We begin by introducing the CEDERJ distance learning initiative in the state of Rio and focus on the Computer Science undergraduate program being offered since March 2005. We discuss the goals of the CS program and the main technological issues involved in achieving such goals. The multimedia supporting tools that we developed, and are currently being employed, will be described and its main features and technological challenges highlighted. We conclude by summarizing the experience gathered so far from the Computer Science CEDERJ program.

Information professionals in a globalized world: Distance learning/E‐learning for Iraq: Concept and road map

Information professionals in a globalized world: Distance learning/E‐learning for Iraq: Concept and road map

STUDENTS' ACTIVITY PREFERENCES IN WEB-BASED DISTANCE LEARNING COURSES: A BUSINESS SCHOOL'S EXPERIENCES

As part of a college-wide initiative on the assessment of learning that is an integral component of all AACSB-accredited program evaluations, the authors explored the activity patterns of students that enrolled in Web-based distance learning courses[7]. The field study consisted of 68 courses conducted at an AACSB-accredited business school. The classes represented both graduate and undergraduate programs. All classes were offered in the pure distance learning mode and none were offered in the web-enhanced, blended or hybrid format. The college employs the Blackboard course container system as its infrastructure to support its distance learning initiative. Data was analyzed regarding preferences for time of day usage of the Blackboard system, day of week preferences and specific component area preferences of the course container system. The results of the study raise interesting questions regarding students’ preferences.

Distance Learning for Teacher Training in Brazil

<p>Proformação is a distance teacher certification course aimed at providing training to 27,000 uncertified teachers in 15 Brazilian states. This innovative program organizes human and technical resources for delivering distance education in a cost-effective manner. Different from other institutional systems – which typically employ their own dedicated content, design, and instructional resource personnel, and accompanied by a large pool of administrative staff – Proformação leverages pre-existing learning resources such as content experts, technology specialists, instruction, and student support systems from several institutions. Proformação goal is to create a viable teacher certification course to upgrade thousands of non-certified teachers working in the field. Proformação is coordinated by an administrative unit of the Brazilian Ministry of Education. To support the program, an information system was implemented to continuously and consistently monitor the program’s activities and results. Results of an external evaluation have been positive; Proformação is regarded by some as an innovative model for delivering decentralized training opportunities to large student numbers. Therefore, the findings in this article may prove interesting to those charged with implementing distance learning initiatives in developing countries, in that the lessons learned in Brazil may help others interested in implementing similar distance training programs.</p> <p><B>Key Terms:</B> distance teacher training, distance education, in-service teacher training, distance education in developing countries</P>

Quality Connection

In 1999, Virginia Beach City Public Schools launched a completely new distance learning (DL) initiative, Quality Connection. Since that time, through perseverance and creative thinking, the program has become a model of technology as well as a highly successful method of delivering services to a wide variety of stakeholders. Not only do students reap benefits from Quality Connection, but also school and office staff and administrators use DL in numerous capacities. Indeed, Quality Connection is slated for replication by other school divisions in Virginia. Although the program was developed originally to offer expanded curricula to students and training opportunities for staff, DL has had the ancillary effect of reprising the division's long-term goals and revolutionizing short-term strategies. It is through the foresight and business acumen of division leadership that VBCPS maintains its motto, “Ahead of the Curve.”