Distance Learning Programs Research Articles

Pedagogy and Technical Implication of Blended Learning in Obafemi Awolowo University Centre for Distance Learning, Nigeria

The study examines pedagogy and technical implication of blended learning in Obafemi Awolowo University Centre for Distance Learning. The research design method used for this study was survey research methods. The population of the study comprises of Two hundred and fifty (250) registered nursing students for 2021/2022 academic session at Obafemi Awolowo University Centre for Distance Learning programmes. The sample size of One hundred and fifty-two (152) respondents was selected through the Krejcie and Morgan sampling techniques to select the sample size from the population. The returned rate of the instrument used to elicit the data from the respondents was 142(93.42%). The instrument used to collect data was questionnaire. This questionnaire was designed on a scale of 4 points Likert. The validity of the instrument was done and the reliability of the instrument was tested through the use of Cronbach Alpha reliability tools to determine the internal consistency of the instrument. The instrument revealed a coefficient of 0.702 which is acceptable. The method of data analysis used was analysis of variance (ANOVA) statistics to test the research hypotheses. The statistical package for social sciences (SPSS) was used to analyse the data. The findings revealed learners technology skill (N = 142; F = 3.543; P = 0.016 @ 0.05).Teaching flexibility (N = 142; F = 0.908; P = 0.439 @ 0.05). Learner self-efficacy (N = 142; F = 0.277; P = 0.842 @ 0.05). Personal commitment (N = 142; F = 2.220; P = 0.089 @ 0.05) are positively significant with the technical implication of blended learning. Hypothesis one was rejected while other hypotheses were sustained. The implication was that learners portrayed certain IT skills which ease their understanding of blended learning. The study therefore recommended that the tertiary institution stakeholders should fund blended learning for both teachers and students. Also, build a supportive technological environment and creating a technical hub for students will lower education costs and promote academic advancement. Keywords: Pedagogy, Technical Implication, Blended Learning and Distance Learning.

Optimizing Social Media Platforms for Enhanced Distance Learning Support Systems: A Case Study of Universitas Terbuka

The rapid evolution of information and communication technology (ICT) has revolutionized education, particularly in the context of distance learning. Social media has emerged as a crucial component in the educational landscape, offering opportunities for collaboration and interaction. This article explores the optimization of social media platforms to enhance distance learning support systems, focusing on the case of Universitas Terbuka, a renowned institution for Open Distance Learning (ODL) programs. The study employs the UTAUT model to investigate the factors influencing the voluntariness of social media use for distance learning. Through a quantitative research design involving 233 respondents, Structural Equation Modeling (SEM) is used to analyze the relationships between variables. The findings reveal that factors such as effort expectancy, social influence, and facilitating conditions significantly impact students' willingness to use social media for distance learning. These results suggest the importance of fostering social influence and ease of use expectations to enhance the distance learning experience at Universitas Terbuka and similar institutions. Overall, this study underscores the transformative potential of social media in education and its role in shaping the future of learning environments.

Management Of Distance Learning Programs In Bengkulu Junior High Schools

Management Of Distance Learning Programs In Bengkulu Junior High Schools

Perkembangan Berbagi Pengetahuan Pada Pendidikan Jarak Jauh

The development of knowledge sharing in distance education has become a significant topic in the era of globalization, supported by innovation and technological advancements. Open University (UT) is an educational institution that adopts a distance education model and utilizes information technology as a learning medium. UT employs various forms of e-learning, such as online tutorials, television programs, web resources, digital libraries, and more, to facilitate interaction among students, course materials, tutors, and fellow students. This article delves into how knowledge sharing management is crucial in the context of distance education, drawing insights from UT's instructional model and knowledge management theory. Knowledge management is considered essential for enhancing student performance during the learning process and in their future careers. The article also outlines how information technology serves as a tool to facilitate knowledge sharing in distance education. This research offers valuable insights into how knowledge management and knowledge sharing can be applied within the realm of distance education, particularly at institutions like Open University. It serves as a guide for other educational organizations seeking to enhance the effectiveness of their distance learning programs by implementing principles of knowledge management and information technology.

Factors Impacting Professional Accounting Students' Satisfaction with Distance Learning: Evidence from a Malaysian Public University

Distance learning is a means for delivering teaching through the internet, with the use of various technologies and resources to provide material and engage students. This study examined students' perceptions of the opportunities and difficulties of distance learning, as well as their satisfaction with a distance learning experience. The data was gathered from a public university in Malaysia and analyzed using Partial Least Squares (PLS) structural equation modeling. The results revealed in terms of the students' perceived opportunities for distance learning, ICT skills and lifelong learning had a significant effect on how satisfied students are with distance learning, while the educational structure hadno significant effect. In terms of perceived challenges, students saw plagiarism and deviation from the primary goal as having a major impact on their satisfaction, but not the educational expenses. The findings aid institutions in providing better knowledge for the development of future distance learning programs for accounting qualification and provide a better understanding of the success of distance learning towards academic performance for students. Limitations and recommendations for future studies are also discussed. Keywords: distance learning, opportunities, challenges, satisfaction

Effects of E-Learning on Colleges of Education Tutors: A Case Study on Nusrat Jahan Ahmadiyya College of Education and Mccoy College of Education

E-Learning is an electronic technology to access any educational format curriculum in Ghana or any part of the world outside of a physical or traditional classroom. Official Public Service Announcement on Coronavirus from the World Health Organization (WHO) has led to the improvement of our educational system in the whole wide world and Ghana as a country. In an attempt to contain and control the spread of the virus, the President instituted social distancing protocols and directed the closure of schools on the 16th of March 2020. To ensure the continuity of teaching and learning, the president of the Republic of Ghana directed the Ministry of Education and the Ministry of Communication to ensure that they roll out distance and remote learning programmes for all students. The aim of the study was to assess the effects of e-learning on the Colleges of Education Tutors using the Nusrat Jahan Ahmadiyya and Mccoy College of Education as case studies. A total of 100 tutors were recruited for the study. The study found that the time allocated for eLearning is not enough, the nature of accessible programming for students’ learning is not effective and there is no enough demonstration during e-lessons. Also, the study revealed that the course contents are based on the outline provided. The study also revealed that, to solve the challenges, ensuring a friendly user interface will help solve the challenges in e-learning, and tutors may start using e-learning with the assistance of their associates. Also, ICT courses should be made compulsory for tutors to undertake them. The study concludes among others that the time allocated for eLearning is not enough due to the demand of the course outline. The study therefore recommends among others that there is the need for innovative teaching strategies, course design specific to online education, and the development of good online teaching skills by tutors and these are significant components of quality and effective online education.

Reforming education via radio lessons for teachers? The promise and problems of distance learning in Cameroon, 1960–1995

ABSTRACT This article contributes to the study of radio pedagogy in Africa by exploring the Cameroonian case. It shows how Cameroon, after it gained independence in 1960 but faced a shortage of primary school teachers, set up a continuous training scheme based on distance learning via radio broadcasts. Drawing on archival sources of Yaoundé, documentaries and field interviews, and taking a historical approach and a deductive logic, the article analyzes the implementation of this training initiative. It highlights the didactic devices, the teaching methods and the distance learning programs. The analysis shows that many teachers benefited from a professional qualification. The distance learning contributed to their skills development and career advancement. However, the article also reveals that the economic crisis of the 1980s put an end to this continuous training of teachers. It concludes with shedding light on the current challenges of technology use in Cameroon’s education.

Identifying Professional Attributes and Behaviors of Healthcare Educators in Distance Learning Programs

The main purpose of this study was to identify professional attributes and behaviors of healthcare educators in distance learning programs. A qualitative exploratory study was conducted. The population of this study was intended to consist of all students from a variety of locations and specialties in the certification program in health professions education (CHPE Fall-2020). There were 15 focus group discussions. Professional attribute and behaviors of healthcare educators based on their personal and social characteristics and actions. The prerequisite of an effective teacher was a part of the character of health care educators, and the teacher's personality is seen as a personal quality that lead to their obligations, topic expertise, pedagogical understanding, and dedication to change and continual improvement were all regarded as professional conduct of healthcare educators. Working interactions outside of the classroom, including social adaptability and flexibility, are regarded as social qualities and conduct of health care educators.

The role of motivational teaching techniques in adult distance learning programmes

The role of motivational teaching techniques in adult distance learning programmes

The Implementation of an Online Distance Learning Program with an Independent Curriculum-Based on Improving Child-Parent Relations

The transition from the 2013 curriculum (K-13) to the Independent Curriculum in Indonesia represents an evaluative measure aimed at enhancing the overall educational standards in the country. Homeschooling Kak Seto Surabaya is a non-formal educational institution program that incorporates an independent curriculum. The establishment of a strong and effective partnership between students and parents plays a pivotal role in the attainment of learning objectives within distance learning programs. Hence, the purpose of this study was to examine the implementation of the independent learning curriculum in the context of distance learning programs, specifically focusing on its impact on enhancing the parent-child relationship within the Homeschooling Kak Seto Surabaya. The employed methodology is a qualitative approach utilizing a case study design. The employed methodology for data collection encompassed participatory observation as well as semi-structured interviews conducted with both managers and parents of students. The data analysis model utilized in this study is the Miles and Huberman model, which encompasses the sequential stages of data collection, data reduction, data presentation, and drawing conclusions. The findings of this study indicate that the implementation of an independent curriculum has a significant impact on enhancing the relationship between children and parents during the learning process.

Assessing Training Needs of Library and Information Professionals in Tanzania

Training needs assessment is an essential aspect in identifying and filling the knowledge and skill gaps among employees. This study was conducted to assess the training needs of library and information professionals in Tanzania. Specifically, the study intended to ascertain the types of training needs and the mode of delivering them. A descriptive research design was applied to conduct the present study. The online survey method was used to collect data from 92 LIS professionals who conveniently provided qualitative and quantitative data on training needs and delivery modes. Quantitative data were analyzed by using Statistical Product for Service Solutions (SPPS-Version 22). The qualitative data from open-ended responses were used to contextualize survey responses. The study reveals LIS professionals require managerial, technical, professional, and research training needs. In specific, the training needs in the aspect of technology appear to dominate. Besides, the study suggests generic training needs are less preferred. Regarding time for training, the findings suggest a one-week training session is adequate to accommodate both the theoretical and practical of a given topic. On training location, the study informs training conducted outside their institutions and regions enhances trainees’ participation. Effective and reliable library and information services delivery rely on the competencies library and information professionals have. Professional and generic competencies empower LIS professionals working to achieve the twenty first century’s demands. The study recommends inclusive planning and implementation of training programmes, diverse training, and participation in online tutorials and other distance learning programmes.

Continuing Education and Perception of Community Learning Centres: A Case Study of the University of Ghana Community Learning Centres, Ghana

Diverse national and local policies represent efforts to guarantee inclusive and equitable quality education and provide lifelong learning for all (SDG4). Their effects have the potential to alter local access to education. There has been a lot of research on the factors that led certain universities to embrace distance learning programs in their local communities, but relatively little has been done to examine how these changes can affect the perceptions of the larger community approach to investigating public opinion. This study investigates community perceptions of distance learning through community learning centres in Ghana’s port city, Tema Metropolis – which supports various educational activities – using semi-structured interviews. Although community members expressed concerns about the possible socio-economic effects of learning centres, we discovered that individual students who used the learning centres were driven to pursue distance learning largely for its educational advantages. Our research demonstrates that the scope and speed of distance learning made possible by community learning centres has influenced local communities such as the Tema Metropolis and beyond. To guarantee that community learning centres encouraged by DE policy are administered effectively and fairly, such implications must be considered in research, policy, and planning.

PERCEPTION AND SATISFACTION AMONG OPEN AND DISTANCE LEARNING STUDENTS IN UNIVERSITI TEKNOLOGI MALAYSIA

In Universiti Teknologi Malaysia (UTM), the Open and Distance Learning (ODL) programme has been around quite recently and many things need to be discovered to improve it. The programme is running well and was already offered before the pandemic outbreak. However, a continuous evaluation is necessary to optimise both students’ learning and the quality of the education programme. The success of ODL programme could be affected by how it is viewed by the students involved in it and how satisfied they are with the overall learning experience. Therefore, this research was conducted quantitatively based on a survey research design, which aimed to identify students’ perception of and satisfaction with the ODL programme. The instrument used in this research is questionnaire with items adopted and modified from previous studies. Additionally, two educational technology lecturers with two-year experience in teaching the ODL programme were selected to validate the instrument. In this programme particularly, students were fully working adults with various backgrounds among them, ranging from local to international. A total of 107 students responded to the questionnaire and the data were analysed by using descriptive statistics. From the analysis, it was found that most students had a very positive perception and were highly satisfied with the ODL programme. It is hoped that the findings would be insightful for UTM, especially for the School of Education as a service provider, in taking professional consideration to improve the quality of the mentioned programme. Furthermore, these findings will provide useful insights for ODL lecturers in refining their teaching quality.

Globalization of the education space in EU countries and Great Britain through radical information reform

The article reveals the main principles of globalization of the educational space in the EU countries and Great Britain through radical information reformation. The action plan, which includes the six dimensions disclosed in the article, is of great importance from 2020 to 2025 for the formation of the European Education Area (European Education Area), in the conditions of the COVID-19 pandemic and for the development of innovativeness. Measures developed by the European Commission to achieve the specified dimensions are proposed (increasing and monitoring the quality of education; paying attention to gender sensitivity and inclusiveness in education; modernizing digital transformations in education, increasing the competence and motivation of specialists involved in the educational field). The importance and necessity for the education of distance learning programs based on educational models that are known all over the world (in the example of Great Britain) is shown. In the field of information, constant changes and improvements are taking place, leading to the emergence of a qualitatively new type of social system. The information society is the main and necessary in the educational space, therefore the article shows the basic prerequisites of technological, spatial, economic, cultural, and political approaches to the improvement of the information society.

Peculiarities of master’s teacher training in distance education in Turkey

The reform of higher education assumes a transition to the preparation of masters in education by introducing modern approaches to mastering innovative technologies of mass education, taking into account world experience and meeting the needs for self-learning and self-improvement throughout life. In turn, distance education every year more and more actively influences the classical forms of education, enriching traditional education with innovative content and organizational components.
 Comparative studies testify that distance learning can be as effective as classroom learning, if the methods and technologies meet the tasks, there is interaction between students, and there is timely feedback between the teacher and the student. Successful distance learning programs are based on consistent and comprehensive efforts of students, teachers, coordinators, support staff and administration.
 As a result of the analysis of foreign experience, it was revealed that the introduction of mass open distance courses as a form of education requires further improvement of their organization and curriculum. It is outlined that for the implementation of such courses in the process of master's teacher training, the content of educational and scientific programs and educational and professional characteristics of the future specialist should be observed; mass open distance courses must be included in the curriculum, where the number of hours and credits for studying the relevant discipline is clearly indicated; curricula must be improved by introducing a new form of education.
 Distance education offers prospective and practicing teachers both skills training and the opportunity to complete teacher training programs or obtain a degree. The distribution of distance teacher training programs is not limited to developed or developing countries, nor to specific delivery methods. This proliferation is the result of the rapid development of telecommunications technologies combined with a growing awareness of ways to use technology for teacher training.
 Thus the content analysis of the professional literature on the problem of scientific research made it possible to identify and summarize the pecularities of masters teacher training in distance education in Turkey: the use of active and mass learning methods; methods for assessing the progress of applicants for higher education, methods of mass self-education, introspection and self-correction of knowledge; conducting courses through videoconferencing, virtual classes and forums with synchronous interaction between students and teachers; communication through forums, online conversations and online interviews; use of various printed, visual, classroom and electronic materials. The predictive potential of scientific research is due to the potential possibility of further scientific research on the problem of the curriculum developing of master’s teacher training in distance education in Turkey.

Relationship between technological change, digitization, and students’ attitudes toward distance learning in Lagos Higher Education institutes

The focus of this research is to investigate the relationship between learning flexibility, support services, and students' attitudes toward remote learning programs in Nigeria. A correlational research methodology is used, and 385 individuals drawn from a multi-stage sampling technique form the study's sample. The data collecting tool is a three-section questionnaire devised by the researchers. Experts validated the questionnaire, which was then administered once on a randomly selected sample to assess the internal consistency. The Cronbach Alpha formula produced values of .74, .77, and .78 for the three separate questionnaire constructs. At the .05 level of significance, two research questions were posed, and two related null hypotheses were investigated. The collected data is analysed using the Mean, Standard Deviation, and Pearson Product Moment Correlation formulas. The findings show that there is a positive relationship between digital learning flexibility and students' attitudes toward distant learning programs (r =.439, Freq=476, p.05). There is also a favourable link between technology supports and students' attitudes toward distant learning programs (r =.339, Freq=476, p.05). It is thus recommended, among other things, that providers of distance learning programs guarantee high flexibility and quality learner support services to cater to the academic needs of learners with different characteristics, as this would improve students' positive attitudes and increase the enrolment of candidates in distance learning programs.

Refugees and Online Engagement in Higher Education: A Capabilitarian Model

There are almost 90 million forced migrants around the world, many of whom could benefit from online higher education, and yet there is evidence that displaced people face challenges in online learning environments. This paper reports on a study in the context of a UK university’s master’s-level distance learning program that offers Sanctuary Scholarships to forced migrants. The study’s aims were: (1) to identify practical ways in which higher education institutions can support displaced learners to engage in online learning, and (2) to add to our theoretical understanding of refugees’ and asylum seekers’ engagement in online degree programs. The methodology included a theoretical and an empirical component. In the theoretical analysis, the indicators from Redmond et al.’s (2018) Online Engagement Framework were mapped onto capability lists drawn from the literature on the Capability Approach, generating a set of proposed underpinning capabilities for online engagement. The empirical analysis, which was carried out in parallel, was based on semi-structured interviews with ten online Sanctuary Scholars. Thematic analysis of the empirical data showed how the research participants had enacted behavioral, emotional, cognitive, social, and collaborative engagement and revealed some of the ways in which engagement fueled further engagement, alongside the mediating role of personal agency. When combined with the theoretical analysis, the findings enabled the creation of a capabilitarian online engagement model. The paper concludes with a discussion of the implications for institutional policies and practices around learning design and delivery to support online engagement among displaced learners, and potentially also among other underrepresented students.

Effect of parental engagement on children’s home-based continued learning during COVID-19–induced school closures: Evidence from Uganda

This study examines the effect of parental engagement on children’s continued learning amid COVID-19–induced school closures in Uganda, where the government’s distance learning program had limited coverage. The results show that children from households with more parental engagement are more likely to engage in learning activities at home when primary schools are closed. A significant effect of parental engagement is found in rural areas as well. Furthermore, we found that, in rural areas, the level of parental engagement is significantly more correlated with home-based learning among children from government schools than those from private schools.

Norman John David Smith (1931-2010): radiologist, master mariner and instigator of dental distance-learning courses.

David Smith was a major influence on the world of dental radiology, helping to found the European Academy of Dental Radiology. He was a president of both the British Society of Dental Radiology and the British Society of Dental and Maxillofacial Radiology, and an honourary life member of the European Academy of Dentomaxillofacial Radiology. David was also a master mariner, politician and fighter for the introduction of distance-learning programmes in dental education.

STACK for interactive online numerical analysis tutorials: development, competence and performance

Conducting tutorials for large classes requires number of manpower/venues. In this work we exploit the power of mathematics plugin (System for Teaching and Assessment using Computer Algebra Kernel - STACK) embedded within Moodle to conduct online tutorials for Numerical Analysis; undergraduate second year course taught in 2019/2020 and 2020/2021 academic years at theUniversity of Dar es Salaam. Varieties of randomized questions were authored to cover the content of the coursewhile testing different learning objectives exhausting direct and iterative computations, analytical and guided proofs. Students got feedback of their work immediately from their anticipated mistakes. Students' participation and engagement in the tutorials are promising. Final scores do not show any negative impact from the application of online tutorials. Handling of online tutorials is important as number of students enrolled every year is increasing disproportionally with the available teaching staffs. This can also be appropriate tool for both delivering mathematics content interactively and assessing mathematics learning when meetings between teachers and students are limited (e.g. during pandemic period) or not necessary (e.g. distance learning programmes).