Distance Learning Methodology Research Articles

The design and implementation of a novel music-based curriculum for dementia care professionals: The experience of SOUND in Italy, Portugal and Romania

BackgroundThe positive effects of active and passive music activities on older people with dementia are well and largely documented by the literature. Nevertheless, the use of music as a non-pharmacological intervention is not so common both in private and public older people care facilities because in-home staff have no competencies for delivering such activities. Conversely, the realization and implementation of a co-designed music-based curriculum for dementia care professionals may help the diffusion of music in the older people care facilities. This study was aimed at evaluating the learning outcomes of the SOUND training, based on an original co-designed music-based curriculum for dementia care professionals and implemented in Italy, Portugal and Romania.MethodsThe SOUND training study was developed through three phases: a) the co-design of the music-based curriculum for dementia care professionals, involving 55 people in the three participating countries; b) the teaching of the training curriculum to 63 dementia care professionals (29 in Italy, 17 in Portugal and 17 in Romania), delivered both in person and via a Moodle platform named Virtual Music Circle; c) the learning outcomes assessment, carried out by means of 13 self-evaluation tests, and a practical test, and the trainees’ course evaluation by a questionnaire.ResultsMost of the trainees reached the highest score in the evaluation of the theoretical competencies in the three study countries. Conversely, some practical competencies in the facilitation of music activities need to be fine-tuned. The SOUND training course was evaluated very positively in the overall structure, theoretical contents, and practical workshops by the trainees. Nevertheless, they preferred the face-to-face compared to the distance learning methodology in the three countries.ConclusionsThe SOUND training curriculum was effective in teaching music techniques and neurocognitive knowledge to dementia care professionals. Nevertheless, future courses should be differentiated for dementia care professionals with or without previous music knowledge and competencies. Moreover, the course is fully sustainable, because it does not require additional costs given that the curriculum is fully accessible online and it is also replicable because it trains professionals who can continue to apply the method in their working routine.

The Influence of Artificial Intelligence Technology on the Optimization of the Teaching Model of Higher Education in the Context of the Pandemic

The environment of the epidemic is a life changer for everyone, and specifically for the educational system is progress. In order to overcome the challenges in the educational system, this study proposes a new intelligent approach to teaching and learning. Teaching plays a vital role in higher education and can be advanced by utilising certain tools and technologies such as internet enabled mobile applications, automated scheduling of courses, assessment etc. The Emergency Distance Learning Methodology (EDLM) is proposed to improve the teaching-learning process by implementing artificial intelligence. Comparing the proposed system with the existing qualitative response analysis methods, it is observed that the proposed system provides 98.56% accuracy over the existing models. This study aims to assess the optimisation of teaching and learning models in higher education.

Distance learning as modern pedagogical technology

Relevance. This study examines the issues of distance learning as a modern pedagogical technology. The relevance is driven by the rise of distance learning during the coronavirus pandemic and the need to improve the quality of teaching without direct teacher-student contact. Purpose. The purpose of this study is to explore the prospects for developing distance learning and identify opportunities to enhance its quality within the current education system at various levels. Methodology. The study combines system analysis of key aspects of organising distance learning and logical structuring of results and conclusions based on the data obtained from this analysis. Results. The study defines the essence of distance learning methodology and its role in the modern educational process as a specific pedagogical technology. It highlights the importance of distance learning in the current education system and identifies optimal solutions for improving distance learning processes. Conclusions. The study concludes that distance learning is essential in modern education, particularly due to the coronavirus pandemic. Improving methodologies is critical to enhancing education quality. A systematic approach and effective use of technology are vital. Continuous adaptation and optimization are needed to meet evolving educational needs. Future research should focus on innovative strategies to further optimize and ensure effective and accessible distance learning. Keywords: online learning; pedagogical activity; Internet; learning technologies

Сутність та моделі змішаного навчання в Україні

This research is dedicated to studying the essence, content, and models of blended learning actively used in the Ukrainian educational space. During the literature analysis on this topic, the authors of the article found out that higher education institutions in Ukraine, due to aggressive environmental factors (COVID-19 pandemic, full-scale military invasion), have been forced to implement various models and technologies of blended learning. Currently, both students and instructors find this form of education suitable because it combines classroom, distance, and online learning methodologies by actively integrating interactive technologies into the educational process. Blended learning methodologies ensure a harmonious combination of classroom and distance learning, which ensures effectiveness and guarantees the safety of higher education seekers during wartime. It has been established that through active utilization of interactive technologies, blended learning allows students to independently model their educational process, positively influencing the development of creative abilities and critical thinking. Based on an in-depth analysis of all blended learning methodologies and global experience, this article characterizes the following blended learning methodologies actively implemented in Ukrainian higher education institutions (Face-to-Face Model, Rotation Model, Flex Model, Online Lab, Self-Blend Model, Online Driver Model). The significance and necessity of developing methodological, theoretical, and methodological issues in the realm of blended learning implementation as an innovative educational model that combines and complements the advantages of interactive and traditional education have been determined.

EasyComVi: A Tool for the Interactive Learning of Computer Vision in Distance Education

This article presents the EasyComVi Tool, an interactive application developed to facilitate the study of Computer Vision for students enrolled in an Engineering Master degree with a Distance Learning methodology. The main objective of this tool is to enable students in subjects related to Computer Vision with a distance learning methodology, to acquire a better understanding of different concepts about the subject studied in a theoretical way, through its interactive visual illustration, in an autonomous way. This tool offers the students the possibility to visualize the results of applying different image processing operations to various example images selecting the value of a set of input parameters. The usefulness and applicability of the tool has been evaluated by means of a questionnaire disseminated among the students of a subject on Computer Vision in a Master's degree in Industrial Engineering. This paper presents the preliminary results obtained in the study carried out, which are very promising and encourage further research in this work.

ENSINO A DISTÂNCIA E EDUCAÇÃO FÍSICA ESCOLAR: ASPECTOS DA FORMAÇÃO DOCENTE A PARTIR DE UM ESTUDO DE CASO

Cada vez mais diferentes processos formativos, em todos os níveis de ensino, estão acontecendo por meio de ferramentas tecnológicas, cenários que também impactam as práticas em Educação Física Escolar, área da saúde historicamente pensada tendo como base as práticas corporais presenciais. Sendo assim, o objetivo do presente estudo, recorte de uma pesquisa maior, é o de responder a indagação sobre como está acontecendo a formação de professores para a disciplina de Educação Física no formato de Educação a Distância-EAD, tomando como base as Universidades EAD do oeste do Paraná. Para tanto, a partir de uma revisão de autores sobre a Educação a Distância no Brasil e no mundo, a importância das tecnologias para as metodologias dessa modalidade e as características da Educação Física Escolar na aprendizagem virtual, realizou-se um estudo de caso com 24 acadêmicos da Educação Física Escolar EAD da região oeste do Paraná, os quais responderam a questionários aplicados por meio do google forms. Algumas conclusões importantes dizem respeito ao fato de que a EAD traz pontos positivos e possibilidades para os acadêmicos: flexibilização do tempo, espaço e preços acessíveis, o que contribui para o aumento de alunos universitários e a democratização do ensino. Todavia, a metodologia de ensino a distância é dependente dos recursos tecnológicos, o que pede novas posturas dos acadêmicos. Por fim, o estágio presencial em Educação Física Escolar está mudando, migrando para outras possibilidades, também baseadas nas tecnologias, as quais estão ressignificando a Educação e também a formação docente. 

Feelings Related to the Academic Path in Virtue of the COVID-19 Pandemic: Testimonies from Portuguese Higher Education Students Attending Healthcare Courses

Introduction: In Portugal, two periods of confinement were implemented due to the COVID-19 pandemic (i.e., March 2020, January 2021), and closing the educational institutions was one of the containment measures adopted. Medical students felt the impact of these confinement periods because healthcare education has a very high practical component in the context of clinical teaching: it is impossible to teach these healthcare disciplines via distance learning methodology. Aims: This study aims to identify the feelings related to the academic path in higher education students attending healthcare courses as a consequence of confinement. Methods: The sample included 133 students, aged between 18 and 55 years, 77 (68.1%) were female. This was a qualitative and cross-sectional study using a content analysis approach. The measurement instrument included an online questionnaire. Results: From the results, demotivation, anxiety, insecurity and fear of being contaminated stand out as the most present and reported student feelings. All these new feelings led to a shift in the mental health status, which most students currently classify negatively as a result of all the changes ex-perienced during this time. Most students expressed negative feelings resulting from the pandemic, asserting that confinement interfered with their academic path in a negative way regarding their mental health. Conclusions: The decrease in practical classes led to a feeling of insecurity and fear in patient care. It is suggested that the mental health of university students be monitored during epidemics in order to try to minimize the impacts caused on their mental health.

Learning at Home: Distance Learning Solutions and Child Development During the Covid-19 Lockdown

School closures, forced by the COVID-19 crisis in many countries, impacted on children's lives and their learning process. There will likely be substantial and persistent disparities between families in terms of educational outcomes. Distant learning solutions adopted by schools have been heterogeneous over countries, within countries and between school levels. As a consequence, most of the burden of children's learning fell on their parents, with likely uneven results depending on the socio-economic characteristics of the family. Using a real time survey data collected in April 2020 and early May in France and Italy, we estimate child fixed effects models to analyze how the lockdown has affected children's emotional wellbeing and their home learning process. The analysis also focuses on the role played by online classes or other interactive methods on children's home learning and emotional status. We find that the lockdown had a stronger negative effect on boys, on kids attending kindergarten (in Italy) or secondary school (in France), and on children whose parents have a lower education level. We also find that the increase in the time spent in front of screen is correlated to a worse learning achievement and emotional status, while the opposite is true for the time spent reading. The use of interactive distance learning methodologies, that has been much more common in Italy than in France, appears to significantly attenuate the negative impact on lockdown on the learning progresses of both Italian and French kids.

Design and implementation of a digital textbook about physical agents as a learning resource in the training process of Chilean physical therapy students in the context of the COVID-19 pandemic

The COVID-19 pandemic has had a strong impact on education, forcing the implementation of distance learning methodologies using information and communication technologies (ICT). The digital textbook is a didactic resource used to guide the training process of students; besides, its interactivity allows systematic work, favoring metacognition and the construction of self-learning. The aim of this paper is to describe, through a descriptive cross-sectional design, the design, review, digitalization and implementation phases of a digital textbook about physical agents as a learning resource to support distance education in the training process of physical therapy students enrolled in the physical agents course offered by Universidad Andres Bello in Santiago, Chile, in the context of the human mobility restriction measures implemented due to the COVID-19 pandemic. The textbook consists of thirteen thematic sections and once it was reviewed and validated by peers and by the editorial committee of the university it was digitalized and indexed into the digital resource database of the university, where it was made available to the entire cohort of students enrolled in the physical agents course during the first semester of 2020 (n=115).The digital textbook was successfully implemented as a didactic resource to guide the autonomous and distance learning of students during the time human mobility restriction measures were established in Chile due to the pandemic. Future studies should focus on reporting the students’ satisfaction and perception of this tool and its effect on learning outcomes in order to obtain effective feedback.

The Current Challenges of Online Education in Ukraine

The purpose of the article is to carry out theoretical analysis and synthesis of prospects for the development of distance learning in Ukraine, to consider the main current problems of distance education in Ukraine, to analyze the main factors hindering the introduction of distance learning, to draw attention to the need for computer literacy distance learning methodologies, in particular a unified, systematic, nationwide approach to organization, coordination and control in this area. The research methodology consists in analytical method, method of structural-functional analysis, phenomenological method, method of content analysis, method of general philosophical reflection, basic sociological methods (questionnaires, interviews). The scientific novelty of the research lies in clarifying the current state of integration of distance learning in Ukrainian schools and clarifying the features of the process of introducing distance learning in general. The article also analyzed the works of foreign fundamentalist scientists in the field of distance learning and partially substantiated the feasibility of their implementation in the domestic system of distance learning. Based on the study, innovative hypotheses have been put forward regarding the factors (individual, collective and social) that inhibit the introduction of distance learning and often lead to its inefficiency and formalization, which in the future can be a reference point for future scientific research.

Using E-learning to Teach Science in Covid-19 Era At Primary Education Level

Online distance education has gained even more popularity during the last year since a global pandemic caused by coronavirus disease has brought countries all over the world to a standstill. Social distancing was adopted to reduce the spread of the virus, while governments worldwide responded to the emergency situation with school and other educational institutions closures, shifting traditional teaching in classrooms to online distance learning. The purpose of the research is to investigate whether distance learning influenced the teaching and learning of primary school students in science. This is a quantitative procedure of 160 teachers by random sampling through a questionnaire based on Bandura's Theory of Self-Efficacy. The results showed that teachers need training in the use of new technologies and at the same time there are concerns about the distance learning methodology for the subject of science.

RETRACTED ARTICLE: Distance learning impact on the English language teaching during COVID-19

These days, distance learning has almost completely replaced traditional teaching methods due to the COVID-19 pandemic and the introduction of quarantine measures. A sharp rise in interest in distance learning methodology has raised a number of new questions and challenges. This research examines changes in the training process and cognitive abilities and academic performance during the coronavirus pandemic. Students of the I.M. Sechenov University and Al Ain University were surveyed (103) during classroom and distance English learning before and during the COVID-19. Three samples of the average values of the respondents’ self-assessment of academic performance, cognitive abilities (namely concentration and memory), progress in performing oral assignments, progress in performing written assignments, ability to absorb information while reading and by ear; general health condition during the training and were obtained and tested for the Gaussian distribution law compliance. All of the rates studied fell during distance learning during a pandemic compared to distance learning outside a pandemic. However, it should be noted that they still turned out to be higher than the marks obtained in classroom teaching. Students were interviewed for possible factors influencing the reviewed teaching modes effectiveness (the survey showed that these factors are an increase in the amount of leisure time, ability to take breaks more often, more comfortable learning environment, no need to spend time on the road to the university).

New Challenges Imposed by the Pandemic on a Ukrainian University

The article’s main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.

Optimizing virtual and distance learning during an emergency and beyond.

The novel coronavirus 2019 (COVID-19) pandemic has forced program directors of sleep medicine fellowship programs, and other clinical training programs, to immediately transition longstanding face-to-face clinical and didactic instruction to virtual formats. The effects of this sudden transition to distance learning affect multiple aspects of training, from recruitment to patient care, scholarly activity, and well-being. Clinical educators must also understand how to consider and maintain equity while implementing distance learning strategies. Resources were collected from multiple sites that are openly accessible to sleep medicine educators. These resources are presented within their topic domains to provide guidance on how to effectively implement distance learning strategies into a clinical training program. Links to helpful resources are provided for each of the following topics: virtual clinical care, didactic delivery in a virtual clinical learning environment, generating scholarship via distance learning, well-being in the setting of distance learning, virtual interviews, and equity in a virtual clinical learning environment. Clinical training programs, including sleep medicine fellowships, can utilize virtual and distance learning methodologies to deliver, and even enhance, currently existing curricula. The widespread adoption of distance learning strategies opens new opportunities for educational innovation and collaboration among training programs.

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.

Experience report on the training of Brazilian dental managers using active methodologies

Abstract This is an account on the training of dental managers in a Social Welfare, not-for-profit, non-governmental institution present in all Brazilian states. Given the continental dimension of Brazil, its regional inequalities and the need for uniformity in the management conduct, as well as in the planning and evaluation of services, it is understood that developing managers' skills and competences is fundamental. Bearing in mind that the model adopted by the company is based on collective health, and its structure is organized in Primary Care, this proposal can be applied by other organizations that offer services of a similar nature. The aim of this study is to describe the training of oral health managers (n = 54) on the themes of sustainability, practices based on evidence/health economics and social determinants - themes that were requested by the managers themselves. Using problem-based learning, active and distance-learning methodologies, three working groups were set up among the managers to go through the contents of the training program, which aimed at training mentors and identifying successful service experiences for sharing. This process peaked at a face-to-face session with all participants where a specialist and their respective mentors presented each topic. The products obtained were: (1) three scientific-economic studies for decision making on the incorporation of hard technologies; (2) a guide to sustainable practices in dentistry and (3) a set of criteria for prioritizing access based on social determinants. In the evaluation of the training, 89% of managers were very satisfied, 8.98% were satisfied and 1.79% were dissatisfied. It is concluded that the methodology used in this process significantly contributed to the development of the company's regional service managers and such improvement stemmed from the empowerment, engagement and alignment of these managers, to which action plans were directed, with measures for monitoring and evaluation. Key messages Active methodologies in training contributes to the empowerment, engagement and alignment of dental managers before epidemiological, economic and social challenges faced in the management of services. Trainings where the participants are protagonists in all stages of the educational processes, are those that produce the best results and the highest degree of satisfaction among employees.

AirCampus®（オンライン教育）によるケース・スタディ型教育の効果

AirCampus®（オンライン教育）によるケース・スタディ型教育の効果

Learning Effect with the subject of knowledge type using Distance Learning Methodology

Learning Effect with the subject of knowledge type using Distance Learning Methodology

Дистанционное обучение в классе концертмейстерства

The purpose of this study: to present theoretical and practical results of creating a distance learning methodology in concertmastership class using traditional, innovative and media techniques based on a synthesis of many years’ experience in “distance” classes (especially during the quarantine period caused by the Covid-19 pandemic). Also, as a matter of priority: to systematize and to characterize various forms and methods of working with concertmaster students and illustrator students, to analyze the component structure of the technical element in the process of “distance” classes, to share experience in applying media techniques to the educational process. Research methodology: system analysis of all components of the newest teaching methods these days, heuristic method. The scientific novelty of the study is due to the unique features of the distance learning and has several aspects: historical (which describes the facts of giving distance lessons in concertmastership and adaptation of traditional educational systems to completely new conditions), practical (reflecting the features of traditional, innovative and media methods and techniques through their analysis and synthesis) and theoretical (creation of distance learning methods in such a specific subject as concertmastership). In addition, new terms are introduced into the educational process: “mirror minus”, “double minus” and “virtual soloist” (terminological aspect). Conclusions. Distance learning system, in which, in essence, everything is experimental, has proved its viability as an alternative method of training in concertmastership class and it may be used not only in force majeure situations, but also for initial personal tuition of extramural students. Despite the fact that not all forms of work may be used, an effective control is possible over the score learning and over the conceptual orientation of the programs preparation, which allows maintaining the professional status of students at the proper level. Some methodological practices in the forms of “mirror minus”, “double minus” and games with a virtual soloist may be recommended to certain categories of students as additional training in the traditional (fulltime) learning mode. The efficiency of this methodology has been confirmed by the high results of the semester control. But the main thing is that all the technical, electronic and media innovations were not antagonistic to the music profession, but rather contributed to the satisfaction of the intellectual and artistic needs of musicians.

AirCampus®（オンライン教育）によるケース・スタディ型教育の効果 (Learning Effect with the Subject of Case Study Type using Distance Learning Methodology)

Japanese Abstract: オンラインのケース・スタディ型教育を通じ て３つの仮説を検証した結果、以下が確認され た。ケース・スタディ型教育において論理的思 考の生成を重視する際、論理的思考に影響を与 える要素として経営者の視点が1年次から見出 されたが、2 年次では情報提供や議論の進め方 の発言にも変化が見られた。またケースで扱う 企業が学生の職業（就業経験）と関連するとき 専門情報の提供がおこなわれ、発言内容の変化、 質の面で変化することが確認された。３C 分析 の対象が国内外の企業となること、３C 分析を 土台にして対策の提案が身につくことを確認 した。 English Abstract: This paper provides learning effects on online case study for an MBA. When teacher guide to emphasize logical thinking as a learning outcome for a case study, it confirms to make logical thinking through discussion to emphasize the management perspective in the first year. In the second year, they had provided analyzed information for the market and the firm and had changed how to proceed with the group discussion. When the theme or industry for the case relates to their job experience, they provide specific information and the discussion qualification for group discussion improve. It confirms to discuss more overseas markets and competitors based on 3C analysis (Company, Customer, Competitory).