Distance Learners Research Articles

STUDENTS’ PERCEPTION ON THE USE OF GOOGLE CLASSROOM IN WRITING ACTIVITIES

Google Classroom as a learning media is widely used for distant learning during pandemic to help students’ learning in English writing. This research is intended to find out students’ perceptions on the use of Google Classroom in writing activities at Universitas Musi Rawas. The numbers of ten students of Public Administration study program are taken by using maximum variation sampling technique. The qualitative method was used in this research with case study as research design. The data obtained from interviews were analyzed by using thematic analysis. The results of the research showed that there are some advantages and disadvantage of Google Classroom in writing activities. The advantages were (1) Easy to use and accessible from mobile phone, (2) Effective communication and sharing, and (3) Speed up the assignment process. Meanwhile, the disadvantage were (1) Networking problem, and (2) Google Classroom did not encourage the learners to share their work with their peers.

Exploring the use of tutorial recordings for beginner distance learners of Chinese

Abstract Previous research into listening to recorded tutorial interaction highlights the potential of tutorial recordings as a scalable resource in online contexts. Dialogue between tutor and learner or between peers may mediate the understanding not just of direct participants, but also of listeners, and listening to interactive recordings may facilitate deep learning. In language learning, both direct and indirect interactions have been shown to contribute to language development. This is relevant for online learning design, especially so in contexts where no tutorials are provided, and students are confronted with a challenging language such as Chinese. This paper reports on a small-scale project which explored potential learning benefits of working with recordings of online tutorials in a non-accredited, self-directed course for beginner learners of Chinese through surveys and stimulated recall interviews. Our analysis of the data shows that viewers focused on different visual and auditory elements of the recordings; they participated vicariously in interactions between a teacher and students, and they reported benefits for language learning and motivation. Findings suggest that these perceived benefits and preferences are linked to linguistic competence in comparison with direct attenders. The study aims to feed into a larger research project including more languages and accredited courses at the next stage.

Program Pendidikan Jarak Jauh dengan Mempertimbangkan Konteks Sosial Budaya Turki Melibatkan Penyediaan Layanan yang Tepat dan Saluran Komunikasi yang Efektif

Understanding the socio-cultural context is key to developing the right support system for distance learners. The socio-cultural context in Turkey is an important element in the development of Turkish distance education programs, where the two elements of Turkish cultural patronage and oral tradition - seem to play an important role. The main objective of this study was to determine the role of the socio-cultural context in designing appropriate support services and improving interaction in the Turkish Distance Education System, namely, the Faculty of Open Education (OEF). The study first introduces the OEF technology and socio-cultural context then presents to consider the influence of those contexts in designing appropriate support services and enhancing interactions; and finally provide several suggestions to improve student support and interaction in accordance with the prevailing socio-cultural context.

Coping with distance learning during COVID‐19 and its impact on students' emotional experiences: Differences between students with and without special education needs

AbstractGiven the almost 2‐year COVID‐19 school‐related closure in Mexico, children and adolescents have experienced a negative impact not only on their learning, but as well as on their mental health and well‐being. Although international research has shown that distant learning as a response to the COVID‐19 school‐related closures has severely affected students with special education needs, there is still a lack of studies conducted in Mexico. Thus, this study attempts to tackle this gap by exploring how Mexican students with and without special education needs coped with distance learning as well as its impact on their emotional experiences. A total of 293 Mexican lower secondary students participated in the study. Independent sample t‐tests indicated that, in comparison with students without special needs, students with special needs coped significantly worse during distance learning as well as had higher levels of negative activation. Additionally, multiple linear regression analyses revealed that students' self‐efficacy functioned as an important coping mechanism. Implications of the results, as well as further lines of research are discussed.

EXAMINING THE INFLUENCE OF INTERACTION ON STUDENT SATISFACTION VIA FLOW EXPERIENCE AMONG DISTANCE LEARNERS IN MALAYSIA

Lifelong learning has emerged as a global priority in the Malaysia Education Blueprint 2015 - 2025 for addressing many challenges of sustainable development. Meanwhile, in an online setting, learners have fewer possibilities to interact with higher education institutions. There have been several studies related to interaction, flow, and student satisfaction. Nevertheless, it is relevant to western countries and traditional students. This study intended to assess how different kinds of interaction (between learners, course materials, instructors, and other learners) influenced student satisfaction among Malaysian distance learners. Moore’s Transactional Distance Theory (1989), which explains how people interact, is a key part of the research framework for this study. The current research involved 270 respondents that conform to the inclusion criteria, and SPSS was used to analyze the hypotheses. Organization and instructor may use the results in embracing a user-friendly educational experience with versatile virtual professional assistance, which is crucial for rigorous online courses. For that reason, this study will provide an overview and opportunities to communicate, cooperate, and gain input for social reinforcement.

The role of digital technology in distant learning

The role of digital technology in distant learning

The impact of Covid-19 on Moroccan students’ learning habits, mental health, and physical health (ENSA Fez as a case study)

The Covid-19 pandemic, announced by the World Health Organization on 11 March 2020 as universal, brought about drastic sanitary measures all along with a thorough lockdown in spring 2020. People’s daily life was affected and ostensible behavioral changes were noticed. The objective of this research is to diagnose the impact of the pandemic on university students (ENSA Fez), how the lockdown affected their lifestyle, their education (distant learning, connectivity problems, withdrawal from course attendance), and mental/physical health deterioration (stress, anxiety, depression, sleep disorders, lack of physical activity). To attain our objective, we resorted to a survey of 250 engineering students from École Nationale des Sciences Appliquées - Fez (ENSAF) who testified on changes in manners, mental/physical health, and emergency remote education–related problems. Data were statistically analyzed, and the results revealed regressions in physical activity and frequently disrupted bedtimes. We concluded that most engineering apprentices suffered from psychological stressors and endured physical health disorders that affected their lifestyle and well-being, all of which have negatively affected their competence and performance. Consequently, our recommendations are related to providing coaches to assess students suffering from health disorders, using innovative teaching methods to increase the motivation and engagement among students via online platforms and affording technical assistance.

Impact of Online Exams on the Quality of Distance Learners' Exam and Exam Revision Experience: Perspectives from The Open University UK

This paper reports findings from a research study at The Open University, UK into the quality of distance learners’ online exam experience and the differences in experience between online (pandemic) and in-person (pre-pandemic) modes of examination. Our research responds to the ongoing need for greater insight into the exam experience and is uniquely positioned in two ways. First, we made use of a robust reference dataset collected before the COVID-19 pandemic and compared this with a second survey administered a year after the pandemic started; second, we asked students about their experience preparing and revising for the exam as well as the exam itself. Exam revision represents an important transitional period for learners. Our results show that, overall, the shift to online remote exams did not impact the quality of distance learners’ experience of revising for exams or taking the exam itself. We found no significant change in the revision experience across six of eight measures, including the learning benefits of learning while revising, enjoyment, and support. However, students reported feeling less anxious when revising for online exams. The quality of the exam experience itself was largely unaffected by the move from in-person to online remote exams. No significant differences were found for seven of the nine measures of exam experience. However, we found satisfaction with the exam environment was significantly higher for online exams and that learners felt the online exam was harder than they expected. Age and gender differences are also explored.

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.

THE ROLE OF TEACHING ASSIGNMENTS IN CHEMISTRY IN THE CONTEXT OF PERSONALLY ORIENTED EDUCATIONAL ACTIVITY

Today requires modernization of the education system. The main attention in the state doctrine of education development is focused on the personality, and this requires the implementation of certain changes and even a complete restructuring of classical methodological approaches to raising. In the today's realities conditions, it is necessary to take into account the decreasing of the skills and knowledge level of students on all school subjects, including chemistry. Educational tasks play an important role in the education system. However, in distant learning, the role of each type of educational tasks increases significantly. The method of using educational tasks during the study of chemistry in a secondary school was analyzed, and the disadvantages of traditional methods were revealed. Ways to solve this problem are proposed.
 The main criteria and indicators were determined, according to which the pedagogical effectiveness of the designed methodology was checked, including the self-reflection of personal educational achievements. Better academic performance and motivation of the experimental class was established, as the vast majority of students have achieved a high and sufficient level of knowledge quality. The growth of the comfort index and the level of self-assessment of personal educational achievements in the experimental class compared to the control class was shown. It has been demonstrated that such indicators as the ability to self-reflect personal educational achievements, the ability to solve chemistry assignments for students of the experimental class are also higher than in the control class.
 Keywords: educational assignments; questions; exercises; problems; chemistry; educational activity.

Learning Accessibility during the COVID-19 Era: An Overview

As face-to-face teaching-learning modality was not both feasible and adequate to continue the learning process during COVID-19, instructors resorted to flexible distant learning options. They used digital as well as print-based multimodal texts to ease teaching-learning activities and minimize learning loss during the period. The use of flexible modes of teaching like Universal Design (UD), multimodality, closed captioning on video programs, accessible assessment, and ways of using chat boxes for additional and meta-conversation helped address problems of dis/ability in both desperate and/or more normal times. This article reviews the attempts to ensure learning accessibility, and basically draws on secondary resources and data, to extract the relevant data and information to support its claim. The article concludes that, though it was a compulsion, as a lesson of the COVID-19 pandemic, instructors and learners learned ways to cope with challenging times in academia. Their knowledge on utilizing new tools and strategies helped minimize the gaps exacerbated by the pandemic in issues like equity, access, and engagement and will be a valuable lesson for any possible hard times in the future.

A network approach to understanding distance learners’ experience of stress and mental distress whilst studying

Research has shown that learners’ stress and mental distress are linked to poorer academic outcomes. A better understanding of stress and mental distress experiences during study could foster more nuanced course and intervention design which additionally teaches learners how to navigate through to protect their academic performance. The current study draws on data collected via validated self-reported questionnaires completed by final year undergraduate students (n = 318) at a large distance education university. We examined how common features of stress, depression and anxiety link to each other using a network analysis of reported symptoms. The results included findings demonstrating the symptoms with the greatest relative importance to the network. Specifically, these included the stress symptom ‘I found it difficult to relax’ and the depression symptom ‘I was unable to become enthusiastic about anything’. The findings could help institutions design interventions that directly correspond to common features of students’ stress and distress experiences.

Strengthening Character Education Based on Online Learning for University Students Pasca Covid-19

This study aimed to strengthen character education based on online learning for university students pasca covid-19. This study applied the qualitative research. This study was carried out at Universitas Bosowa students and lecturers. Results of study showed that character education is implemented pasca Covid-19 epidemic utilizing a distance learning approach (online), which was internet-based. The incorporation of character education based on online learning has an impact on attributes like religiosity, honesty, tolerance, discipline, hard work, creativity, independence, democracy, curiosity, national spirit, peace-loving, social obligation, and responsibility. Character education based on online learning can have an impact on how children develop their moral beliefs, integrity, critical thinking, independence, participation in other activities, and responsibility. It can be concluded that a distant learning method (online) was used to implement character education under the circumstances of the Covid-19 pandemic. Although there are some technical issues with using this system, and overall it can be used successfully.

Reusing Distance Courseware to Enable Blended Delivery: A New Zealand Case Study

Digital distance course materials can be used across different forms of education delivery. In particular, courseware designed for asynchronous digital distance education can serve as the basis for blended learning, which features a different teaching role and fuller interpersonal experience. Blended learning can be used to extend programme opportunities across population regions where a full, lecture-based model might not be viable. This case study explores the experiences of three regional polytechnics in New Zealand that adopted and modified courseware created for digital distance learners studying asynchronously. The courseware was used to provide local students with more flexible study options, drawing on high quality courseware that had been centrally created by a team of experienced courseware designers and Subject Matter Experts (SMEs).

‘Transition into relatable reality’: experience analysis in a 3D desktop virtual-reality-based new student online orientation

Virtual reality (VR) applications have displayed remarkable development in the past two decades and have now been used vastly across the world for various educational purposes. The aim of this study was to explore the experience of a three dimensional (3D) desktop VR-based orientation for new online university students. The research study adopted a qualitative approach that employed a series of semi-structured interviews for the data collection. The data obtained from 76 students were carefully examined, and the thematic content analysis revealed that the 3D desktop virtual reality could serve as a good tool to host an online orientation for the incoming students and distance learners into the academic program. The study findings also provided the corresponding stakeholder with references for the development of activities within this kind of VR-based orientation.

The Role of Digital Technologies in Foreign Language Learning in the Context of Life-Long Learning Paradigm

Introduction. The article explores the importance of digitalization in foreign language studying within the concept of life-long learning. The authors underscore the need to create integrated educational space, based on building efficient educational tracks, embracing various forms of e-learning and applying distant educational technologies. The high degree of relevance of life-long learning is attributed to rapid updating of information and knowledge as well as rising competition on the labour market and increasing requirements for professional competence.It is underlined that digital technologies can only be efficient once they are employed within a particular educational framework, designed to achieve specific goals and meet students’ needs and requirements. The paradigm of life-long learning and creation of unitary educational space with regard to foreign language learning suggest that higher educational institutions, which possess the necessary scientific and teaching capacities, should take the leading role in designing, applying and spreading educational digital technologies. The accomplishments and experience of universities and institutes in that sphere should be employed in all the stages of education. Such institutions enjoy sufficient resources and competencies to create online and distant learning courses, which provide access to high quality further education to various categories of students. The authors come to the conclusion that ensuring human right to lifelong learning, including foreign language learning, requires timely meeting changing labour market requirements, building individual educational tracks, and applying modern digital technologies.Materials and methods. The methodical approach of the research refers to the specified and known empirical and theoretical methods in digital linguodidactics. The analysis of mapping out foreign language learning in the framework of the digital educational system is extensively used in the article. Other general and specific research methods – dialectical, comparative, modeling, ect.-have also been applied in this study.Results. The high degree of relevance of creating digital educational environment and life-long learning is attributed to rapid updating of information and knowledge, which stimulates motivation for their acquisition, specification and application. Moreover, rising competition on the labour market and increasing requirements for professional competence, including excellent command of a foreign language, create a powerful incentive for continuous learning, achieved within integrated digital educational system.Discussion and conclusion. The research, that has been carried out in the article makes it possible to conclude that creation of the integrated digital educational environment based on modern learning techniques encourages life-long education, particularly in the context of foreign language learning.

Translanguaging in Virtual Class

Many teachings and learning are still applying hybrid learning and several university classes are still conducted online after of the Covid-19 outbreak, and one of the ways was online video conferences to accommodate the need for face-to-face learning. However, distant learning resulted in the loss of metalanguage features that usually support classroom interaction. This research aimed to determine the Translanguaging applicability and benefits for teaching and learning since the metalanguage features were absent from the class interaction. The method used was descriptive, and the approach applied was qualitative. It was found that Translanguaging practice for the online video conference benefits both lecturers and students. It benefits teaching and learning by creating a good learning atmosphere and provides the same experience between online and offline teaching and learning processes. For the lecturers, Translanguaging helped them to simplify difficult materials explanation and bridge the communication with the students. In addition, it also benefits the students, such as handling technical issues, providing chances to share new vocabulary, and dodging misunderstanding of the lesson explanation. To conclude, implementing translanguaging in online video conference classes benefits and fits the students' learning needs.

Educational Robotics: Development of computational thinking in collaborative online learning.

In the previous study the work experience on organization of teaching Robotics to secondary school students at school lessons and in study groups was introduced. This study which was conducted within 2019 and 2021 covered the period of distant learning caused by COVID-19 pandemic and even post-pandemic period, when a part of school students continued learning online. The study deals with the problem of developing school students' computational thinking in online learning. We consider computational thinking as a set of cognitive skills of solving educational and cognitive problems. The research questions raised were aimed at solving the problem of the influence of Educational Robotics on developing computational thinking. During the research we have found out that due to the adaptability of robots, Educational Robotics, the development of individual learning programs, and the arrangement of collaborative online learning are instruments and a solution to the problem of developing computational thinking. The main components of computational thinking, which were studied within those 3 years, are the following: algorithmic thinking, ability to program, and efficiency in team work. The influence of the learning strategy we chose enabled us to determine the level of computational thinking and its dependence on learning Robotics. We used statistical criteria in order to summarize the results of our research. The statistics provided suggests progress in the indicator tracked. Based on the experimental data received we approximated reliability (R2) and relevant exponential equation (trend lines). The research we carried out also has led to the general conclusion that Educational Robotics helps to create synergistic learning environment for stimulating students' motivation, collaboration, self-efficacy and creativity.

Role of Mother in Managing the Academic Work of Children During Pandemic COVID-19

Globally, schools were shuttered in the spring of 2020 to stop the COVID-19 pandemic's viral epidemic from spreading. This physical closure resulted in a quick move to distant learning, putting more responsibility for learning on the shoulders of parents. This has become a hard routine for the parents working online reception since they have to form sure their children’s education. The goal of the study that was presented to investigate the experiences of home education and how mothers are involved and what challenges they are facing in distance learning during the COVID-19 era. This study used interview method for collecting the information. Mothers were interviewed about their experience of home learning and their involvement in remote learning of their children of 6-12 years. The results indicate mothers agreed with the varsity closure policy and were generally satisfied with the extent of support provided by school districts whilst describing some areas of struggle. Parents expressed concerns about balancing duties, learner motivation, accessibility, and learning outcomes. The study concluded that interactive, flexible, and supportive online learning environments had the capacity to fight social isolation and increase social presence.

A CBT-Based Intervention Model for Computer Anxiety Management among first-year students at the National Open University of Nigeria in South-West Nigeria

The study investigated the effectiveness of Cognitive Behaviour Therapy (CBT) in treating computer phobia among distance learning first-year students in south-western Nigeria. The moderating effects of age and gender were examined. Technology Acceptance Model was taken as the framework for the study, with the pre-test-post-test control group quasi-experimental design, where 55 computer anxious students first-year students who met the screening criteria were randomly allocated into the CBT and the Control groups. For screening, the Computer Anxiety Scale Revised (=0.89) with a norm of 60.0 was used, while Computer Anxiety Rating Scale (=0.86) was utilised to measure the criterion variable. Treatment lasted eight weeks using the CBT training guides. Data analysis was conducted using covariance and post-hoc multiple classification analysis at a significance level of 0.05. Participants mean age was =32.70, with 65.5% females. It was found that the treatment group was significantly affected by the management of computer anxiety among NOUN freshmen (F(1,46) = 42.492, p0.05, =0.480). Participants in the CBT had the least adjusted mean (=27.260), and the control group had a higher adjusted mean score (= 39.733). Participants in the treatment groups and the control group are significantly affected by age when it comes to computer anxiety (F(2,123)=4.548, p0.05, 0.090). There is a significant effect of age in the management of computer anxiety among the participants; gender did not significantly impact computer anxiety. It is recommended that educational and counselling psychologists should employ this therapy to reduce computer anxiety. Service providers should consider age in computer appreciation training for distance learners.