Framework For Distance Education Research Articles

Innovative approaches to development of foreign-language vocabulary: the role of modern digital tools in distance learning

The contemporary era is marked by the extensive digitalization of society, leading to notable impacts on the educational sphere and the emergence of new challenges. Digital technologies offer vast opportunities for modernizing the educational process and ensuring educational accessibility. Integrating digital tools into education enables personalized learning, and customization of programs to students’ needs, and enhances training effectiveness. Nevertheless, the ever-evolving nature of digital technologies necessitates a continuous search for efficient utilization methods, particularly in distance education, making the presented research relevant. This paper aims to provide a comprehensive analysis of fundamental digital tools and resources currently available, which can be employed or adapted for developing the lexical aspect of foreign language communicative competence among higher education students, particularly within the framework of distance education. The work highlights the functions of using digital technologies in education and their advantages in developing foreign language lexical skills. The paper presents an analysis of various available digital resources, including electronic dictionaries, websites, mobile applications, and AI-based review tools. These methods of utilizing digital resources in language learning within higher education can enhance students’ mastery of vocabulary and overall educational quality. The results of a comprehensive analysis of basic digital technologies prove the effectiveness of electronic digital resources in teaching foreign languages at the higher education level.

An Understanding Of The Legal Framework For Distance Education In India

An Understanding Of The Legal Framework For Distance Education In India

Experiences of Pre-Service Science Teachers in “Teaching Practice” During the Covid-19 Pandemic

The study was carried out the case study method under the category of descriptive research approaches. A purposeful sampling method was used in the study because it allows in-depth research by selecting rich situations. Semi-structured interviews and semi-structured observation forms were used as data collection tools. Interviews are preferred in the research process because they provide the opportunity to analyze the situation in depth with flexible questions as well as questions directed to discover the richness of the schemas in the brain of individuals. Observations have been preferred because they allow the examination of human behavior in natural environments. In this research, the content analysis method was used in which the existence of codes in the qualitative data obtained during the analysis process was determined, themes were formed by combining these codes, and inferences were made. The analysis of the research findings, it was determined that the majority of pre-service science teachers associated the concept of distance education with the 'problem'. When it is explained that the pre-service science teachers will conduct the 'teaching practice' course with distance education during the COVID-19 pandemic process, their emotional state, anxiety, fear, curiosity, and sadness. As a result of the research, "Various projects can be developed to improve the existing infrastructure and provide more infrastructure support to prospective science teachers and schools, especially science teachers, within the framework of distance education and educational technologies. In this way, universities, schools, teachers, students, and parents are a stakeholder in educational technologies.

Change Resistance Management And The Transition To Distance Learning During COVID-19: Moderating Role Of Education Technology

Purpose: Current study aimed at examining the moderating role of education technology on the relationship between change resistance management (Efficient Managing, Participation, Communication, Organizational Culture, and Managerial Practices) and the transition to distance learning. Theoretical Framework: It's important to remember that resistance is a natural reaction caused by Fear of the unknown and uncertainty about the goals of change and, in some cases, a lack of sufficient information about reform, and that it shouldn't be viewed as a bad thing in and of itself. Design/Methodology/Approach: Quantitative methodology was adopted, and a questionnaire was distributed on a convenience sample of (391) lecturers of different tanks within private universities in Jordan. SPSS was employed in order to screen, process and analyze gathered primary data. Findings: Results of study indicated that education technology moderated the relationship between change resistance management and the transition to distance learning that was attributed to managerial practices as the highest influential approach with B= .585 while organizational culture scored an influence but it was the lowest with B= 0.82. Research , Practical & Social implications: As for the main hypothesis of study, results indicated that education technology manifested the transition to distance learning through the approach which helped in managing the transition through educational technology, as it constituted a comprehensive reference guides for education and provided basic information and framework for distance education that included many channels such as television, digital technology, online platforms and mobile phone. Originality/ Value: The current study showed that most of the resistance during the transitional period of distance education due to the COVID 19 pandemic was due to a lack of knowledge, information, skills, and technological capabilities, as most of the resistance appeared after identifying the platforms they dealt with, the existing infrastructure, and weaknesses. How well university IT departments can handle the massive demand caused by this rapid and unanticipated transformation.

A distributed perspective to the community-of-inquiry framework for distance education

ABSTRACT This conceptual paper sets out the community-of-inquiry framework from a distributed perspective. It proposes that considering teaching presence, social presence and cognitive presence from a distributed perspective allows the broadening of the presences to consider the way in which participants, content and tools maintain and advance these presences. Distance education is problematic since the separation of instructor and student necessitates a change of pedagogy. The paper argues that by distributing the typical silos of ‘teaching’ and ‘learning’, more flexible opportunities are enabled. The distribution of the three presences across participants, content and tools is proposed as one way of mitigating distances in distance education. It is recommended that the proposed model be subject to empirical research to ascertain the usefulness of the model in practice.

Focus Group Discussion on Students Perspective View on COVID-19 and Distance Education

Introduction: The COVID-19 could be a dangerous widespread that has influenced each angle of life including education. The educational institutes have been closed to avoid the spread of the infection, and they have changed over their system into distance education. Completing the semester there's a have to be address the risky issues within the modern framework to create it for future usage Objectives: 1-To explore the effects of Covid-19 on life style 2- To know the perceptions and suggestions regarding online education in pandemic Material and Methods Study design: Qualitative Settings: Rawalpindi Medical University Duration: Six months i.e. 1st January 2021 to 30th June 2021 Data Collection procedure: It was focus group discussion conducted via Zoom link. There were 15 medical students were selected from all five classes of MBBS randomly after taking informed consent. A variety of issues that were obtained from the discussion were identified. Results: The findings have uncovered that most of the members were influenced by the widespread period contrarily Anxiety, hope less, and fatigue. It is clear from the findings that education process has had its shortcomings instead of its advantages such as need of interaction, and communication which lead the students to segregation, issues about exams, conventional instructive habits, the load of assignments, and time administration. On the other side the advantages regarding flexibility of place and time to learn and comfort in assessment Conclusion: It is evident that the COVID-19 widespread process has influenced the students’ lives adversely. These negative sentiments have not been overcome by the instruction they uncovered all through the period. While, in conventional campus life they would be at the side their companions and teachers and they would overcome the issues together through socializing. Distance education system tried to facilitating teaching. The COVID-19 widespread period ought to be regarded as an opportunity for teachers to consider how to push the distance education framework forward. Within the light of the findings, it would be awesome to create the current distance education practices which we may well are beyond any doubt that long-term executions get a solid premise. Keywords: Covid-19, Pandemic, Focus group, Distance education, Higher education

Focus Group Discussion on Students Perspective View on COVID-19 and Distance Education

Introduction: The COVID-19 could be a dangerous widespread that has influenced each angle of life including education. The educational institutes have been closed to avoid the spread of the infection, and they have changed over their system into distance education. Completing the semester there's a have to be address the risky issues within the modern framework to create it for future usage Objectives: 1-To explore the effects of Covid-19 on life style 2- To know the perceptions and suggestions regarding online education in pandemic Material and Methods Study design: Qualitative Settings: Rawalpindi Medical University Duration: Six months i.e. 1st January 2021 to 30th June 2021 Data Collection procedure: It was focus group discussion conducted via Zoom link. There were 15 medical students were selected from all five classes of MBBS randomly after taking informed consent. A variety of issues that were obtained from the discussion were identified. Results: The findings have uncovered that most of the members were influenced by the widespread period contrarily Anxiety, hope less, and fatigue. It is clear from the findings that education process has had its shortcomings instead of its advantages such as need of interaction, and communication which lead the students to segregation, issues about exams, conventional instructive habits, the load of assignments, and time administration. On the other side the advantages regarding flexibility of place and time to learn and comfort in assessment Conclusion: It is evident that the COVID-19 widespread process has influenced the students’ lives adversely. These negative sentiments have not been overcome by the instruction they uncovered all through the period. While, in conventional campus life they would be at the side their companions and teachers and they would overcome the issues together through socializing. Distance education system tried to facilitating teaching. The COVID-19 widespread period ought to be regarded as an opportunity for teachers to consider how to push the distance education framework forward. Within the light of the findings, it would be awesome to create the current distance education practices which we may well are beyond any doubt that long-term executions get a solid premise. Keywords: Covid-19, Pandemic, Focus group, Distance education, Higher education

PECULIARITIES OF INTRODUCTION OF DISTANCE COURSE “BASICS OF PEDAGOGICAL MASTERY” FOR PEDAGOGICAL SPECIALITY STUDENTS

The implementation of the Law of Ukraine “On Higher Education” has caused an increase in the requirements on the quality of specialists professional training, which is the main criterion in the assessment of educational institutions functioning on the one hand and an increase of educational requirements on the labour market – on the other. The main goal of professional education is higher qualification specialists training, able to work effectively on the world standards, ready for constant professional development and expansion of educational services, to be aware of scientific information, and have a desire to study not only in Ukraine but abroad. At the present stage of social development, the preference is given to Lifelong Learning; the development of mobile, competitive, high-technological educational environment; the implementation of innovative educational technologies; distance teaching techniques optimization for achieving a high level of professional competences. Taking into consideration all above-mentioned factors, under current conditions, there is an increase in distance learning, which is realized in the framework of distance education and is the key component of updating processes in modern higher education institutions and serves as a powerful integration bridge between the world and native educational spaces. Scientific resources analysis and the researches in theory and practice of the issue, taking into account professional competencies, the content, aim, objectives, evaluation criteria, level of students training under the conditions of distance education, are introduced in this article. The basic functions, principles, forms, methods and means of students’ individual work control are determined in the process of distance learning course “The principles of pedagogical skills” in pedagogical education institutions.
 Keywords: teacher; student; pedagogical education institution; distance learning; the principles of pedagogical skills; distance learning course; forms and methods of distance learning; Moodle.

Retrospection and Reflection on the Development of Distance Education

By tracing back into the process of the generation of distance education, this paper shows that distance education is not generated by technology alone, but also related to the level of social development, system, culture and other factors. It puts forward the explanation framework of distance education and provides a more comprehensive analysis and understanding of the distance education and its phenomena, so as to go beyond the simple thinking of internet technology and understand the Internet technology and the essence of network education built on the basis. And based on this, it further analyzes the characteristics of online education and discusses the combination of Internet technology and education from the perspective of lifelong education to provide ideas for the possible development of distance education.

FORMATIVE ASSESSMENT OF CRITICAL READING SKILLS IN HIGHER EDUCATION IN RUSSIA IN THE CONTEXT OF EMERGENCY REMOTE TEACHING

The paper considers the role of formative assessment of critical reading skills within the framework of distance education in conditions of emergency remote teaching English as a foreign language. A model of descriptors for assessment of critical reading skills at 4 levels of language competence and 3 levels of university education has been developed and tested on undergraduate and postgraduate students majoring in Economics, IT and the Humanities in Saint-Petersburg State University of Economics. The model has been tested and conclusions have been made about the effectiveness of formative assessment as a supplementary/helpful tool for the development of critical reading skills in emergency learning conditions of COVID pandemic.

Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

Usage of Digital Comics in Distance Learning During COVID-19

The aim of the study is to reveal the effect of digital comics material on students' academic success, their views on distance education, course and digital comics. In the study conducted during the 2019-2020 academic year and the pandemic, digital comics material was created in the Pixton design program for the aim of the acquisition of “different management styles in terms of basic principles of democracy," in the learning area of active citizenship in the 6th grade Social Studies curriculum. It is known that the comic book, which has no time and place limits, provides easy and fast access to information, prepared within the framework of distance education, provides motivation to individuals and increases interest in the course in accordance with psycho-social development. The study was designed as a mixed method. The quantitative dimension of the research was designed as a single group experimental study and the prepared academic achievement test was applied before and after the study. In the qualitative dimension, phenomenology was applied and the data were collected through audio-recorded interviewing. The quantitative study group of the research consists of 10 students, and the qualitative phase consists of 5 students. The obtained data were analyzed through the statistical program in the quantitative phase and content analysis in the qualitative dimension. As a result of the research, it was concluded that the use of digital comics in distance education increases the success and helps to develop positive behaviors towards the course.

Features of the teacher’s pedagogical competence under conditions of distance education in Ukraine

The article analyses the features of the pedagogical competence of a teacher who performs his / her professional activity under conditions of distance education. The purpose of the article is to study the features of the professional competence of a teacher who operates in the framework of distance education. The achieving of the goal involved solving a number of tasks: to determine the characteristics of the pedagogical competence of a teacher and its components, to highlight the key characteristics of distance education and analyse its impact on the system of teacher competencies, to consider tutoring as an optimal model for meeting the requirements of distance teaching / learning. To achieve the purpose and goals of the article, the author used theoretical methods (analysis, synthesis, generalisation and systematisation of approaches which enable defining the professional competence of the teacher and determining the features of distance learning). The terms "competence" and "competency" have been compared. The main components of the teacher's professional competence are highlighted. The components of the competence under study as well as their role in ensuring a high level of educational process have been analysed. The main features of distance learning as one of the today’s main educational trends have been described. Some assumptions about potential transforming of the competence system of a teacher, operating within the framework of distance education, have been made. The essence of how the conditions of distance learning effect each component of the teacher’s pedagogical competence has been determined. The system and interrelation of the components of the teacher’s pedagogical competence have been indicated. Some features of the competence in the field of information and communications technology (ICT competence) and its components have been analysed. The necessity of including the ICT competence in the system of the teacher’s pedagogical competence under conditions of distance education has been assumed and substantiated. The phenomenon “tutoring”, its types and functions have been described. It is concluded that the introduction of tutoring is able to satisfy the requirements to the pedagogical competence of a teacher operating within distance education. Some assumptions regarding the possibility of applying the principles of tutoring and implementing its mechanisms for revealing a full potential of distance education have been made.

E-Learning Framework Based on Electronic Learning Management System for the staff of Health Office of Shahid Beheshti University of Medical Sciences

Background: The importance of using modern electronic and virtual education in medical sciences, which can be used without any time limit, is increasingly increasing. Objectives: The current study aimed to provide a framework for distance education based on the Electronic Learning Management System for the staff of the Deputy for Public Health. Methods: This study had three phases. First, the level of preparedness of the staff of the health department (trainers and learners) was assessed through a descriptive-survey using a questionnaire. In the second phase, the analysis of the educational programs that were implemented during the last year was carried out. Finally, in the third phase, to manage the e-learning process based on the selected Instructional design model, considering the newness, a structure was proposed, guaranteeing quality while taking into consideration the deputy’s current facilities and staff. Results: According to the results, 84.4% of the trainers and 87.4% of the learners were agreed with E-learning. 72.2% of trainers noted that their educational programs could be held electronically, and 84.4% of trainers and 64.4% of learners believed that moving toward E-learning is necessary. 82.6% of the goals of the curriculum were cognitive, and 92.4% were theoretical. The design of the structure of E-learning was carried out in the areas of planning, content creation, course implementation, evaluation, and electronic loading. Besides, the tasks of each area were tailored to the Instructional Design Model of Gagne and were based on the capabilities of the Deputy for Public Health. Conclusions: The present study showed that trainers and learners are ready to conduct E-learning and that educational programs also can be held electronically, and a structure that incorporates the quality and proper management of this department is designed based on the potential and personnel resources of the department.

Desarrollo de competencias en el primer curso de universidad: estudio de caso

Este artículo tiene como objetivo mostrar los hallazgos de una experiencia de innovación docente orientada al desarrollo de competencias de los estudiantes de los Grados en Pedagogía y Educación Social en el primer curso de universidad, en un contexto cabo a partir de “tareas ad hoc” para el dominio de las competencias de identidad profesional y de comunicación.A través del análisis de contenido del conjunto de textos de las tareas realizadas por los estudiantes se han identificado dimensiones, categorías núcleos de significado. Los resultados ponen de manifiesto la conveniencia de proponer, desde el primer curso universitario, metodologías y tareas precisas orientadas a desarrollar competencias discentes. Además, los beneficios de esta experiencia se centran en la mejora de la motivación y compromiso con la futura profesión, así como la relevancia de la competencia comunicativa, tanto para comprender los saberes académicos imprescindibles en la formación del estudiante universitario como para la práctica del profesional de la educación.

An Innovative Approach Toward a Comprehensive Distance Education Framework for a Developing Country

ABSTRACTThis article reports on part of a study conducted to collate the policies and practices of two successful distance education providers of the developed world with those of a provider in Bangladesh in order to inform a culturally appropriate distance education framework for a developing country. This article also describes an innovative theoretical model, Adapting Structuration Theory In Distance Education, conceptualized as part of a broader study, to address the underlying issues and to generate propositions for the framework.

Distance learning: the practice of intercommunication between a tutor and students

The conducted investigation has included monitoring of the provision of educational services in a remote mode – distance-learning format for adult students at Moscow Business School (MBS). It is aimed at finding best approaches for increasing a degree of “reaching” every student. The problem is that some people, including potential candidates for distance-learning programs, blame distance education for the lack of communication with teacher/tutor. They say that distance learning does not allow applying the principles of customization to it; for some of them there is no difference between E-learning and distance learning. The results of this action research show rather clearly that there are ways in the framework of distance education to use an individual approach for each of the students by the tutors. Some types of intercommunication with students in written form could be rather exhausting ones, but others could be successfully carried out by a creative tutor

Application of Data Mining in Personalized Remote Distance Education Web System

This paper uses web log mining technology for different users to take a different service policy and provide dif- ferent services and conduct individualized services. Also the paper uses basic theory application of web data mining to remote education process in the distance education. After analysis of system framework of distance education, the paper proposed web data mining application model in remote education and described all module of function. The model uses log information and user information to get interesting mode, and then apply this mode to remote education system in or- der to improve personalized service and can be more conducive to learners. It is benefit to help improve the content and the site topology update which reflects more dynamic and personalized than common distance learning.

LEARNERS’ SATISFACTION LEVEL WITH ONLINE STUDENT PORTAL AS A SUPPORT SYSTEM IN AN OPEN AND DISTANCE eLEARNING ENVIRONMENT (ODeL)

Learner support in an open, distance and online learning is defined as “all activities and elements in education that respond to a known learner or group of learners, and which are designed to assist in the cognitive, affective, and systemic realms of the learning process” (Brindley, et. al, 2004). Teaching and tutoring, advising and counseling, and information and administration are the main institutional systems involved in learner support. The UP Open University functions under an open and distance e-learning (ODeL) framework of distance education where most of its academic and non-academic processes are done through the Internet. It has developed an online Academic Information Management System (AIMS) which serves as the gateway to the University’s academic operations. The Online Student Portal (OSP) is the component of the system for the students. OSP serves such functionalities as online registration, viewing of grades, request for their records, payment of fees, and information hub. The study analyzed the learners’ satisfaction with the portal’s functionality, efficiency, appearance, ease of use, and security. An online survey was conducted of continuing undergraduate and graduate students (n=147) who were admitted prior to the implementation of the portal and thus had experienced both the manual and online processes. The survey was conducted from September 26 to October 3, 2013. In general, about 85 percent of those who participated in the survey were either very satisfied or satisfied with their overall experience of the portal. Ninety percent of the total participants found the portal cost-effective and informative. Overall, the participants identified the portal as a convenient and effective venue for getting accurate and immediate information about their performance, school activities, academic schedules, and other information relevant to their learning transactions. These features had made the portal an important student support tool that may enhance the learning experience of online learners.

Personality traits of the adaptive physical culture teachers working with the children with disabilities in the framework of distance education

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