Distance Learning Model Research Articles

Face to face or blended learning? A case study: Teacher training in the pedagogical use of ICT.

We are experiencing a transitional period in education: from the traditional, face to face teaching model to new teaching and learning models that apply modern pedagogical approaches, utilize technological achievements and respond to current social needs. For a number of reasons including the recent pandemic covid-19 situation, technology enhanced distance learning, seems to gain ground against traditional face to face teaching and in fact, in a sharp way. Acknowledging that changes in education need time, research and careful steps in order to be successfully applied and established at large scale, in this paper we attempt to compare face to face (“traditional”) teacher training with teacher training through a blended learning approach/ model. The latest combines characteristics of both face to face and distance learning models. The case study is based on a large-scale in-service teacher training initiative which has been taking place in Greece for over a decade to train teachers in the utilization and application of digital technologies in the teaching practice (i.e. B-Level ICT Teacher Training). The B-Level ICT Teacher Training was initially based exclusively on face to face teaching but it was later adapted to a specially designed blended learning model which combined both face to face and synchronous distance sessions, accompanied by asynchronous activities and supported by specific e-learning platforms and tools. The comparison refers to the effectiveness of the two models/ approaches, as it derives from teacher trainees’ performance, especially in the framework of the certification procedure that takes place through nationwide, independent exams that follow the training and assesses the relevant knowledge and skills acquired. Research findings point out better performances of a small or marginal scale for the teachers of various specialties who participated in blended learning teacher training programs compared to those who participated in traditional teacher training programs. Actually, it is shown that blended learning model trainees i) feel more comfortable to participate in the exams for the certification of knowledge and skills acquired, ii) have some better success rate and iii) get a bit higher grades in these exams. Thus, it can be argued that learning outcomes of the blended learning application in this teacher training initiative, overstep those of the “traditional” model in a small scale and with some slight differentiations among teacher specialties.

Model Pembelajaran Jarak Jauh Di Tingkat SD, SMP, SMA, Dan Perguruan Tinggi Di Kota Pekalongan Selama Pandemi Covid-19

The implementation of distance learning at schools and educational institutions in Pekalongan City has happened in a sudden due to the covid-19 pandemic. With this sudden implementation of distance learning, there has been no information on how teachers in various educational settings actually implement it and thus the models of distance learning implemented were unknown. There has been no information on the effectiveness and challenges of distance learning either. Thus the writers did a mixed-method study through survey and interview to reveal this information. The respondents were 179 teachers from elementary schools, junior high schools, senior high schools, and universities. The findings show that most teachers perceived the effectiveness of distance learning. However, the models of distance learning varied as teachers in elementary and junior high schools used more asynchronous models while teachers in senior high schools and university levels used more synchronous models. Interestingly, the most frequently used platforms and application were Google Classroom and WhatsApp due to the ease and familiarity. Further, the students’ lack of interest and low independence in learning were seen as the main issues in distance learning. Several other problems were also found which made the distance learning quite problematic in Pekalongan City. Keywords: Distance learning, models, pandemic, mixed-method study

Digital Flipped Learning by Using Telegram in Teaching Listening and Speaking Skills of University Students l al-Ta’lim al-Maqlub li Maharah al-Istima’ wa al-Kalam bi Istikhdam Telegram Lada Thulab al-Jamiah

To reduce the rate of development of the virus Covid-19, educational institutions must carry out learning using distance learning models by utilizing technology. This research aims to analyze the process of digital flipped learning of using Telegram in teaching listening dan speaking skills. The methods used in this study are qualitatively descriptive. The data on students’ responses to the teaching process was employed from the survey. The researchers analyzed the process of using Telegram in teaching listening and speaking skills to the 39 Arabic Language and Literature students at IAIN Surakarta. In addition, the effectiveness of using Telegram was measured by the students’ responses. There were two stages of using Telegram: the stage before and while the online class. The stages before online classes include listening and watching video material (knowledge), summarizing, and determining important points (comprehension). The current stages of online classes include students' presentation (application), discussion and QA (analysis), giving input (evaluation), and compiling knowledge-thinking critical-problem solving (creation). The results of this study, the average students respond positively to using Telegram in teaching listening and speaking skills. Then digital flipped learning of using Telegram can be used again in teaching these skills.

Implementing a Simulation-Based Distance Learning Model: How to Facilitate High-Engagement Experiential Training While Reducing the Risk of Infectious Disease Transmission Amongst Healthcare Professionals

Implementing a Simulation-Based Distance Learning Model: How to Facilitate High-Engagement Experiential Training While Reducing the Risk of Infectious Disease Transmission Amongst Healthcare Professionals

DISTANCE LEARNING TECHNOLOGIES FOR SCHOOLS OF THE FIRST DEGREE: STAGES OF IMPLEMENTATION

Modern society is constantly evolving, the educational community is facing new challenges and challenges, so the education system needs to innovative teaching methods that allow to achieve maximum involvement of all participants in the educational process with maximum productivity. One of the relevant forms to achieve this goal is distance learning. The purpose of the article is to define distance learning models, as well as to describe the stages and technologies of the distance learning model for school of the first degree. The research used theoretical research methods: analysis of scientific literature, generalization of information, systematization of scientific and scientific-methodological sources on the research problem. The study presents the features of distance learning technologies’ stage implementation in primary school educational process. The levels and sub-stages of distance learning implementation are revealed, which include: use of elements of distance learning technologies by the teacher; use of elements of distance learning technologies by teachers and students; independent work of students (under the guidance of a teacher) with elements of distance learning technologies; independent homework (short-term, medium-term and long-term use). The following classification of distance learning technologies is offered: according to the possibility of educational process realization, according to the directions (spheres) of the teacher’s professional activity in remote conditions and according to the environment and communication type. Thus, we have identified the following models of distance learning: minimal distancing of the subjects of interaction, significant (partial) distancing and complete distancing of the subjects of interaction. Prospects for further research are to uncover the next, broader level of computer education technology.

Implementation of a STEAM education project in a private portuguese basic school during SARS-COV-2 pandemic

AbstractSTEM education is a relatively new area that aims for an integrated and interdisciplinary teaching and learning between scientific disciplines from different fields of science to promote active and creative learning. More recently, the letter “A” for the arts has been added to the acronym because it is believed that it can promote truly transdisciplinary learning. In this work we present our findings regarding an investigation conducted in a private school, during the on-line classes on a discipline called STEAM. The on-line classes happened due to the SARS-CoV-2 pandemic that changed the in-situ teaching-learning paradigm to the distance learning model. In this STEAM discipline the students were challenged to achieve certain objectives in several STEAM activities. After all activities were done the students answered a questionnaire regarding the work done. This data was analyzed using a Mann-Whitney U nonparametric statistical test. Some of the students also participated in interviews regarding the discipline and their enjoyment about the performed activities. The qualitative and quantitative analysis of the data allowed us to conclude that students, in general, recognize the importance of STEAM activities for their integrated learning, but ranked with higher scores the manual construction activities to the detriment of purely virtual activities. In addition, the data allowed us to study the statistically relevant differences in student responses regarding grades and sex. The results may give important guides for teachers who may desire to implement STEAM education programs in the future.

A Comparison of Distance and On-Campus Learning Models to Prepare Teachers of Students With Visual Impairments

Introduction Since the 1970s, many universities and agencies have prepared professionals in visual impairment through distance educational approaches, including concentrated off-campus courses, video and telephone connections, and synchronous or asynchronous online methods. Although online professional preparation in visual impairment has become common, there is little data that compares outcomes of on-campus instruction with distance education methods. This article reports follow-up data from a federally funded graduate university program that prepares teachers of students with visual impairments: It compares results from a survey that describes how on-campus and distance education students perceived the quality of their preparation. Methods An online survey was sent to 37 bachelor’s degree students who had earned certification as teachers of students with visual impairments. 27 students returned usable surveys, in which they reported relevant demographic information and current job roles. The survey included 13 demographic questions about employment and setting. Eight questions related to general evaluation of their preparation program, and 22 questions related to perceived competence in skills needed to prepare teachers of students with visual impairments. Results There were few differences between perceptions of students who were prepared in the full-time on-campus model and those who were prepared through distance education. Most respondents were graduates working as itinerant teachers in public schools or specialized school settings. With regard to perceptions of their own skills related to visual impairment, only the item on assistive technology showed a significant difference between the two models. Students in distance education perceived themselves as less well prepared in that area. Discussion Given the increased shift toward distance learning caused by the COVID-19 virus, the authors suggest that a broad-based national study of outcomes related to distance learning in visual impairment might offer more detailed insights into the quality of teaching produced through distance learning.

DIGITALIZATION OF EDUCATIONAL RESOURCES IN THE PROCESS OF REMOTE TRAINING OF ECONOMIC PROFESSIONALS

The purpose of the article is to develop a comprehensive model of distance learning based on the creation of a digital educational environment and experimental verification of its effectiveness. The proposed model is based on the digitization of educational resources in terms of management, co-management and self-management of educational and creative activities of students. In order to implement effective distance training of applicants, a system of decentralized pedagogical influence on the object of management of digital educational resources has been designed, which ensures the manufacturability of professional competence of future economic professionals. The research is based on a set of methodological approaches, the main of which are: system, competence, cyber, technological and others. This project will create a reliable system for managing educational and creative activities of students in distance education with the use of appropriate online network content in an interactive mode. It is well-proven that basic to organization of the controlled from distance teaching there must be an only internet-platform for creation of educational SMART-environment of establishment of higher education, in which automation of pedagogical processes is provided for a network contact in the interactive mode of bread-winners and teachers. Offered model of organization of the controlled from distance teaching in the conditions of network technology of management educational-creative activity of students, which consists of components of the pedagogical system, diagnostic SMART-complex and methods of pedagogical influence. Maintenance and technological stages of organization of the controlled from distance teaching is reasonable in educational SMART-environment. Certainly, that the basic link of organization of the controlled from distance teaching is a telecommunication environment which includes : informatively-digital, educational-methodical and didactics contents. Realization of this model in the system of the controlled from distance teaching allows considerably to activate creative activity of students, promote a level them internal motivation, to deepen the level of independence and individualization of studies, that in a result is determined by the high level of formed of professionally-creative competence of future specialists.

Design and implementation of a microcontroller training kit for blend learning

AbstractToday, microcontrollers are of paramount importance in various aspects of life. They are used for design in many industrial fields from simple to highly complex devices. With a COVID‐19 crisis going on, blending learning is the ideal solution for a post‐pandemic society. This paper proposes a blended learning system as a solution to address today's problem in teaching microcontroller courses through collaboration between distance learning with the proposed training toolkit for real work. Implementation of the proposed solution began by constructing an inexpensive training kit (100$), to empower all students, even those in remote rural areas. The distance learning model allows the simulation of the proposed IoT projects electronically anywhere and at any time using the Proteus design suite, which helps students to conduct them before the actual laboratory appointment. Two learning models are programmed in assembly language which is directly related to the internal architecture of the microcontroller and provides access to all the real capabilities of its central processing unit. To get acquainted with all the features offered by the microcontroller integrated circuit, various IoT projects were constructed, each one dedicated to learning its architecture features, important to engineering students. The proposed IoT systems operate with a minimum consuming power that is very important for portable devices. Questionnaire questions for students were formulated to measure the proposed system benefit over three academic years.

PENGEMBANGAN VIDEO INTERAKTIF TARI KREASI DAERAH BERBASIS 5W1H PADA PEMBELAJARAN TEMATIK KELAS IV MADRASAH IBTIDAIYAH

The development of interactive videos aims to meet the needs of students in the teaching and learning process in the digital era by utilizing mobile technology. The use of the 5W1H foundation as the basis for compiling materials is a hallmark of the development of this interactive video. This research and development use five stages of ADDIE. Questionnaires, interviews, and documentation were then processed into two types of data, namely qualitative data and quantitative data to then be used as a determinant of the feasibility of interactive videos and to find out the responses of Madrasah Ibtidaiyah students. The 5W1H-based interactive regional dance video has been validated by three expert validators with appropriate criteria and received positive responses from students. Ease of access to products in research and development is a very solution for a more lively and meaningful distance learning model.

Enhancing Virtual Communication Skills Among Medical Learners: A COVID-19 Telemedicine Goals of Care Standardized Encounter (QI430)

Outcomes1. Evaluate the effectiveness of a virtual communication framework to conduct goals-of-care conversations2. Emphasize the importance of adapting a complex communication curriculum to current telemedicine needsBackgroundThe COVID-19 pandemic has forced adaptations in medicine, causing rapid growth in the use of telemedicine to continue caring for patients. Although undergraduate medical education has also been forced to adapt curriculum to a distance learning or virtual model, many providers have no formal telemedicine or COVID-19-specific goals-of-care (GOC) training. Thus, a COVID-19 GOC telemedicine curriculum was developed to provide undergraduate medical learners (UMLs) the skills necessary to facilitate advance care planning (ACP) via a virtual platform.Aim StatementDevelop an effective COVID-19 GOC telemedicine curriculum.MethodsUMLs were given a 2-hour virtual training session using P-T-SPIKEES, a framework for conducting difficult discussions with patients via telemedicine. Training objectives included gaining an understanding of telemedicine, ACP, and risk factors for worsening COVID-19 disease to facilitate appropriate COVID-19 GOC conversations. UMLs underwent pre/post training surveys in addition to a GOC Telemedicine Objective Structured Clinical Examination (TeleOSCE). Learner pre/post training survey responses were compared to their GOC TeleOSCE performance evaluation to gauge effectiveness of this pilot program.ResultsN = 83 UMLs. UMLs who experienced systemic technical problems or had incomplete data lacking either a pre, post, or TeleOSCE evaluation survey were excluded from the study. 10% of UMLs had prior telemedicine training, 50% had prior GOC training, and 0% had previously participated in a TeleOSCE. After completing the curriculum, 68% received scores of excellent or above average on their TeleOSCE performance. UML self-evaluated GOC competency increased from 33% to 89%, a 2.7-fold increase, and TeleOSCE competency increased from 22% to 90%, a 4-fold increase.Conclusions and ImplicationsA COVID-19 GOC telemedicine curriculum using the P-T-SPIKEES framework can effectively teach UMLs the skills necessary to facilitate COVID-19-focused GOC discussions via a virtual platform. Further studies should examine the use of the P-T-SPIKEES framework throughout different institutions and in graduate medical education.

The Flipped Classroom Model for Effective Distance Learning: Advantages and Challenges

The Flipped Classroom Model for Effective Distance Learning: Advantages and Challenges

TECHNOLOGIES OF DIGITAL DIDACTICS

This article focuses on pedagogical didactics in the process of improving the technology of training pedagogical staff in a digitalized learning environment, based on the application of distance learning and blended learning technologies and models in the process of improving the effectiveness of distance learning.

E-Learning Technologies for Future Teachers: Introduction of Educational Innovations in Higher School Practice

Mass introduction of e-learning in the higher education system due to spread of the pandemic has led to a search for effective information technologies and their adaptation, taking into account peculiarities of professional training of specialists in a particular field of knowledge. Based on the theoretical analysis, the conditions for ensuring professional growth of higher education teachers in accordance with the requirements of innovative development of society (improvement of professional education, continuing professional development, introduction of innovative pedagogical technologies, etc.) are established. Peculiarities of e-learning of specialists of pedagogical specialties and its functions in the process of their professional training are determined. The content of the concept of “e-learning” and ways to ensure its effectiveness (scientifically sound selection of the content of training courses, creation of discussion groups, feedback and online counselling).Innovative technologies of e-learning in the practice of higher education (gamification of the training process, use of cloud-based systems, information systems of intellectual teaching, mobile learning technologies, as well as virtual and augmented reality) are characterized. Their advantages, disadvantages and possibilities of introduction into the system of professional training of future teachers are determined. Creation of a model of continuous distance learning for high school teachers and experimental verification of its effectiveness seem promising.

Sustainable and Security Focused Multimodal Models for Distance Learning

The COVID-19 pandemic has forced much education to move into a distance learning (DL) model. The problem addressed in the paper is related to the increased necessity for the capacity of data, secure infrastructure, Wi-Fi possibilities, and equipment, learning resources which are needed when students connect to systems managed by institutional, national, and international organizations. Meanwhile, there have been cases when learners were not able to use technology in a secure manner, since they were requested to connect to external learning objects or systems. The research aims to develop a sustainable strategy based on a security concept model that consists of three main components: (1) security assurance; (2) users, including administration, teachers, and learners; and (3) DL organizational processes. The security concept model can be implemented at different levels of security. We modelled all the possible levels of security. To implement the security concept model, we introduce a framework that consists of the following activities: plan, implement, review, and improve. These activities were performed in a never-ending loop. We provided the technical measures required to implement the appropriate security level of DL infrastructure. The technical measures were provided at the level of a system administrator. We enriched the framework by joining technical measures into appropriate activities within the framework. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by a Cronbach’s alpha coefficient that was above 0.9.

МОДЕЛЬ ДИСТАНЦІЙНОГО НАВЧАННЯ ЗДОБУВАЧІВ ОСВІТИ ОПП «ПОЧАТКОВА ОСВІТА» У НІЖИНСЬКОМУ ДЕРЖАВНОМУ УНІВЕРСИТЕТІ ІМЕНІ МИКОЛИ ГОГОЛЯ

The subject matter of this article is a topical issue regarding distance learning in context of higher education. The general aim of the paper is to consider peculiarities of distance learning model in the process of primary school teachers training. Due to the analysis of scholarly literature it is revealed that the development and implementation of distance learning into the educational process is an important in termsof theory and methodology of higher education. Therefore it requires specification, theoretical and informative content of professional training, definition and introduction of appropriate models of training for primary school teachers, normative and educational support of the educational process. It is found that the certain system is singled out as an invariant of the organizational and didactic system of distance learning for future primary school teachers at Nizhyn Mykola Gogol State University and this system has its own specifics. It should be added that on basis of the study of distance learning implementation peculiarities at Nizhyn Mykola Gogol State University a model of an invariant organizational and didactic system of distance learning for students of Educational Program «Primary Education» was developed. The developed model includes the following blocks: conceptual-target block (provides an increase in motivation for self- improvement and self-learning throughout life); content-procedural block (provides the unity of the content of academic disciplines, the unity of ways of learning the content and their compliance with this content); operational-activity block (consists of three parts: motivational, cognitive-procedural and control-evaluation); resultative block (provides monitoring of professional training of future primary school teachers). It is defined in the article that the quality of distance learning of future primary school teachers is influenced by the successful organization of pedagogical support for students, which includes productive interpersonal interaction between teacher and students throughout the educational process.

THE CURRENT STATE AND PROSPECTS OF THE USE OF DISTANCE LEARNING INSTRUMENTS DURING STUDY SHIP ENGINEERING

The paper is focused on identifying the advantages and disadvantages of remote education systems in terms of modern requirements to practical skills of future professionals, especially in the engineering field. Based on the analysis of the shortcomings of the already existing distance education models in the context of the pandemic, the need for a fundamentally new remote training scheme has been substantiated. The proposed model allows the students and interns of the shipbuilding profile to master the theoretical backgrounds of shipboard design and engineering and complete all practical tasks, acquiring practical skills in specialized packages of up-to-date shipbuilding CAD systems entirely remotely.This model was tested using a peer-to-peer data exchange technology between three modern information platforms: Moodle, CADMATIC™ and TeamViewer. Advantages of this distance learning model were identified: the possibility of acquiring practical skills in modern computer-aided design systems from anywhere globally through direct interaction of the learner and the teacher in real-time. An appropriate engineering education approach has been developed based on the presented model, enabling the student to acquire needed practical skills and initial experience in ship design using modern three-dimensional CAD in remote mode. The described course prepares the trainees for work at shipbuilding design and production companies in initial engineering positions, namely in ship hull design, structural digital twins, and production information development. A pilot project, "Development and testing of specialised multimedia courses in advanced ship engineering", was implemented at the "Neoteric Naval Engineering Institute" of the Admiral Makarov National University of Shipbuilding. The project results show the high efficiency of using the proposed engineers training model considering modern requirements of employers to future designers and the commercial safety requirements of shipbuilding CAD systems suppliers. The relevance of the results obtained is justified both in the context of the COVID-19 pandemic and beyond.

Pembelajaran Jarak Jauh dan Pengaruhnya Terhadap Implementasi Standar Kurikulum Pendidikan Tinggi

The implementation of social distancing policy as one of prevention strategies for Corona Virus Disease 2019 (Covid-19) has been directly impacted public services such as education services. During the social distancing period, the government implemented distance learning policy for schools and higher education as regulated by four Join Miniterials Decree. The shift from classroom learning method to distance learning method influences the Learning Process Standard specifically the Semester Learning Plan. Of eight national standards provided for higher education by Permenristek Dikti No. 44 /2015 regarding National Standard for Higher Education, the standard (c) Learning Process Standard and its component of Semester Learning Plan were significantly affected by the change of the method. By using six distance learning models provided in this investigation, it is discovered that not all the learning plan components affected by the change, depend on the learning model choosen. Significant adjustment are needed for subjects contain practices, laboratory exercise and skill-oriented lessons. While the normative components of the learning plan such as name of department, name of lecturer/teacher, general output and list of reference materials may not need any adjustment.

KETERCAPAIAN IMPLEMENTASI KURIKULUM 2013 DI MASA PANDEMI COVID-19

The issue of decreasing knowledge of nationalism of the senior high students in Papua had been the background of this research. The Covid-19 Pandemic has impacted various sectors, especially in education. More research are needed to figure out the education implementation during the pandemic so that appropriate policies can then be formulated and issued. This research was aimed at describing the implementation of 2013 Curriculum during the pandemic on Civics. It was carried out at SMA Negeri 2 Merauke. The research design applied was a descriptive with qualitative method. Three data collection techniques were used; interviews, observations, and documentation. The respondents of research consisted of principal, vice principal for curriculum, Civics teacher, and school administration officer. The data analysis was carried out by following several stages, such as data presentation, data reduction, and conclusion. The result showed that the implementation of Curriculum 2013 on Civics during the Pandemic Covid-19 was not effective. It was also not suitable with the the emergency condition as Covid-19. Long distance learning model was difficult for teachers to develop the students’ knowledge and behavior of defending the nation of Republik Indonesia. Several technical issues were found by both teachers and students in implementing long distance learning (online learning). Some discrepancies were also found in the learning approach, learning model, learning method and learning media. Therefore, curriculum development with special conditions (not 2013 Curriculum) is needed during the condition of emergency, for example during the Covid-19 Pandemic

Modern learning models through teacher and student dynamic interaction in HEI towards COVID-19 pandemic condition

The aims of the study is an empirical assessing the dynamic interaction of a teacher and a student at the HEI during a pandemic as an important component of the distance learning model, identifying methods and ways to ensure the integration of this component in the distance learning program for further use in the practice of HEIs. The methodology is based on the method of case analysis of the University of Oxford in the organization of educational activities during the pandemic following the Business Continuity Planning (BCP) framework. The results show that planning of crises should be used and, accordingly, scenarios for organizing educational activities should be developed for the effectiveness of the digital learning model and the provision of a dynamic online environment. It has been revealed that the University of Oxford’s Business Continuity Planning (BCP) framework provides insight into the current crisis. The next factor in the effectiveness of training at HEIs during a pandemic is the planning of training courses based on templates developed by the leadership of universities. Templates of hybrid, virtual, personal courses provide unified teaching and learning processes, greatly facilitating the interaction of students and teachers.