Impact Of Distance Education Research Articles

The Impact of Distance Education on Teaching Reading and Writing Skills: A Study among First Semester Students at the Faculty of Languages at Benghazi University

During the COVID-19 pandemic, faculty members and students had to leave theirclassrooms and move into online education contexts. This study has attempted to explorethe effect of distance education on reading and writing skills among first semesterstudents at English department, faculty of languages at Benghazi University. To do so,firstly, the starting point was comparing students' performance on two tests one after faceto face teaching and the other after online teaching. Then a semi structured interviewswere conducted with 20 students who were chosen randomly to understand the reasonsbehind their performance. Using Thematic Analysis (TA), students’ responses weretranscribed, codified, and interpreted. The findings of TA revealed that along with severaldisadvantages and challenges that students experienced in distance education with regardto learning English reading and writing skills, distance learning provided someopportunities and benefits for their learning. The study also provided some solutionsregarding online challenges.

The impact of distance education on the socialization of college students in the Covid-19 era: problems in communication and impact on mental health

BackgroundThe problems of students’ social interaction and psychological well-being associated with online learning dependent on self-directed learning have become an important topic of research in recent years worldwide due to the COVID-19 pandemic, affecting their Social Emotional Learning. This paper aimed to compare the students’ loneliness, social anxiety, social interaction, and general psychological well-being at different stages of online learning (at the beginning and the height of the pandemic), considering their criteria (presence/absence of a job and own family).MethodsFor this, the researchers conducted an electronic survey of students (n = 320) twice, in February and May 2020, using four questionnaires: UCLA loneliness scale-3, Social Anxiety Scale for E-Learning Environments, Social Interaction Scale, and Brief Adjustment Scale. The responses at different stages of online learning were compared using Student’s t-test. Differences between employed and unemployed students with or without their own families were determined using the analysis of variance (ANOVA).ResultsThe findings showed that unemployed students without their families suffered the most from loneliness. Social interaction online was rated higher by students with their own families; psychological well-being at the beginning of the distance period and social anxiety at the height of the distance period were higher among unemployed students.ConclusionsThis research can become a theoretical basis for a phase-by-phase study of social predictors for the psychological well-being of higher education students and is of practical value for teachers and administrators of online learning aimed at students’ socialization. In addition, it provides education officials with information about how students perceive psychological well-being, anxiety, social interaction, and loneliness during distance learning, which can help officials direct their decisions and reforms to improve interaction in the online environment.

The Impact of Distance Education on the development of Self-Learning in light of the Corona Pandemic from the point of view of Secondary School Students in Mafraq Governorate in Jordan

This study aimed to reveal the impact of distance education on the development of self-learning in light of the Corona pandemic from the point of view of secondary school students in Mafraq Governorate in Jordan to achieve the objectives of the study, the researcher designed an electronic questionnaire consisting of (30) items, the validity and reliability of questionnaire were assured. Distributed to the study’s sample, which consisted of (280) high school students in Mafraq Governorate in Jordan, The study adopted the descriptive survey methodology, The results of the study showed that the impact of distance education in the development of self-learning in light of the Corona pandemic from the point of view of Secondary school students at Mafraq Governorate in Jordan, came with a high degree. The results also showed that there were statistically significant differences at the significance level (α = 0.05) in the estimations of the study sample members due to the effect of gender, academic branch and class variables in all domanis and the total degree in favor of female students, scientific branch and second grade of secondary stage respectively. The results also showed that there was a direct positive correlation between distance education and self-learning. In light of the results of the study, the researcher presented a set of recommendations, the most important of which is the interest in applying distance education in the development of self-learning in all Jordanian schools.

The Impact of Distance Education on Achieving the Effectiveness of the Educational Process During the Corona Pandemic, A Case Study on Princess Nourah University in Riyadh

هدفت الدراسة إلى معرفة تأثير استخدام التعليم عن بعد على نجاح سير العملية التعليمية في المملكة العربية السعودية خلال جائحة كورونا والتي من شأنها استمرار الطلاب في تلقي تعليمهم تحت مختلف الظروف والأزمات. بالإضافة إلى قياس مدى فاعلية التعليم عن بعد اثناء الجائحة من وجهة نظر طالبات جامعة الأميرة نورة بالرياض ومن أجل تحقيق اهداف الدراسة فقد قامت الباحثة بإجراء استطلاعات للرأي عن طريق توزيع استبيانات على افراد العينة المستهدفة من طالبات جامعة الأميرة نورة بالرياض وتحليل بياناتها للوصول إلى نتائج واضحة، تكونت أداة الدراسة في صورتها النهائية من (34) عبارة موزعة على اربعة محاور والتي تقيس مدى الاستفادة من استخدام التعليم عن بعد وأثره على فاعلية التعليم في جامعة الأميرة نورة كدراسة حالة. وقد توصلت الدراسة إلى عدة توصيات منها ضرورة الاهتمام وتكثيف البرامج التدريبية والارشادية والتركيز على البرامج التي تمكن الطلبة من استخدام التعليم عن بعد بشكل جيد وفتح قنوات تواصل مرنة بين الطلبة واساتذتهم بشكل مستمر، كذلك أوصت الباحثة الجهات المسؤولة عن الأنظمة الرقمية والتكنلوجية عن تهيئة البنية التحتية بتكثيف الجهود لتطوير شبكة الاتصالات لدعم مستوى الاتصال بالإنترنت في جميع المناطق. كما اوصت المسؤولين أيضا في وزارة التعليم بذل المزيد من الجهود لتطوير المناهج الدراسية بما يتناسب مع التحول نحو التعليم عن بعد.

The impact of distance education on readmission of patients with heart failure: A systematic review and meta-analysis.

To estimate the effect size of distance education on the readmission of patients with heart failure. This study was a systematic review and meta-analysis. Both Persian and English interventional studies focused on investigating the effectiveness of any form of distance education interventions on the readmission of patients with heart failure were retrieved from the main databases: Embase, PubMed, Scopus, Web of Science, SID, and Google Scholar. Two independent teams screened the articles for eligibility. The Cochrane Risk of bias tool was implemented to evaluate the studies' quality. A random-effects model was applied to pool the effect sizes, I2 was calculated to examine heterogeneity, and Meta-regression was used to investigate the source of heterogeneity. The proposal was registered in the PROSPERO database (no. CRD42020187453). Articles 8836 were retrieved, and 11 articles were selected. Nine studies investigated the effect of distance education on readmission with <12-month follow-up (RR: 0.78 [95% CI 0.67-0.92]) and the I2 of 0.00%; and four studies examined the effect of distance intervention on readmission with 12-month or more follow-up (RR: 0.89 [95% CI 0.73-1.09]) and the I2 of 71.59%.

Deep learning-based user experience evaluation in distance learning.

The Covid-19 pandemic caused uncertainties in many different organizations, institutions gained experience in remote working and showed that high-quality distance education is a crucial component in higher education. The main concern in higher education is the impact of distance education on the quality of learning during such a pandemic. Although this type of education may be considered effective and beneficial at first glance, its effectiveness highly depends on a variety of factors such as the availability of online resources and individuals' financial situations. In this study, the effectiveness of e-learning during the Covid-19 pandemic is evaluated using posted tweets, sentiment analysis, and topic modeling techniques. More than 160,000 tweets, addressing conditions related to the major change in the education system, were gathered from Twitter social network and deep learning-based sentiment analysis models and topic models based on latent dirichlet allocation (LDA) algorithm were developed and analyzed. Long short term memory-based sentiment analysis model using word2vec embedding was used to evaluate the opinions of Twitter users during distance education and also, a topic model using the LDA algorithm was built to identify the discussed topics in Twitter. The conducted experiments demonstrate the proposed model achieved an overall accuracy of 76%. Our findings also reveal that the Covid-19 pandemic has negative effects on individuals 54.5% of tweets were associated with negative emotions whereas this was relatively low on emotion reports in the YouGov survey and gender-rescaled emotion scores on Twitter. In parallel, we discuss the impact of the pandemic on education and how users' emotions altered due to the catastrophic changes allied to the education system based on the proposed machine learning-based models.

The impact of distance education on the neck pain among teachers in times of COVID-19.

In the course of the COVID-19 pandemic the format of education was forced to change from formal to distance in a considerably short time. The study aimed to analyze the changes in the prevalence and the severity of neck pain among teachers during the pandemic. The study analyzed the Neck Disability Index (NDI), a self-report questionnaire designed to assess the individual's neck pain experience in daily life and rate a disability score due to neck pain, and numerical rating scale (NRS) report pairs completed by teachers. The mean age of the participants was 41.67±9.57. The majority were female (67.9 %) and were employed for less than 20 years in teaching (68.9%). The survey results collected at the beginning and at the end of the first year of the pandemic showed that: the mean session hours per week were 21.19±9.21 and 21.61±9.45, the mean NDI scores were 11.61±6.17 and 12.65±7.76, and the mean NRS scores were 3.05±2.96 and 4.75±3.13. The female participants scored significantly higher disability scores (p<0.001). The NRS scores were increased in both genders (p<0.001). The NDI scores, the disability grouping, and NRS were significantly associated with weekly session hours (p=0.011, p<0.001 and p<0.001, respectively). The NRS scores were increased in all age groups (p<0.001). The increase in weekly session hours was related to the NRS scores (p<0.001). In one year during the pandemic, despite unchanged telework hours, a significant increase in neck pain incidence and pain severity was noted among teachers. Unexperienced employees in the line of distance working should receive adequate training to avoid not only musculoskeletal disorders but other physical and psychological unwanted effects.

The Impact of Distance Education, Due to COVID-19 On Children with Attention Deficit Hyperactivity Disorder (ADHD): Practicing Effective Inclusive Pedagogical Approaches in Greece

In early 2020, the COVID-19 pandemic appeared, due to which strict health measures were announced by the World Health Organization around the world. Among these health measures were the strict adherence to hygiene, the use of a protective mask and social isolation. These measures were, immediately, implemented in schools worldwide. School, after all, is a living social system, which is included in the wider society and interacts with it. For this reason, every important social phenomenon that brings about changes in the way of life of humanity (pandemic, war, etc.), directly affects the school environment, forcing its adaptation to them. Therefore, schools in Greece implemented distance education for all the students, during the 2020-21 school year, applying inclusive distance education practices for children with special educational needs and disabilities. In Greek schools, children with Attention Deficit Hyperactivity Disorder belong in the category of “students with special educational needs”. Unfortunately, as proven by research, COVID-19 had a negative impact on children, diagnosed with Attention Deficit Hyperactivity Disorder, having affected children’s behavior to such an extent that great difficulties are observed in their adapting to the social conditions of school. Because of these results, inclusive pedagogical practices are formed in Greek public primary education to help these children adjust into the school learning environment. This theoretical study will document the above facts and will, also, present these practices.

The impact of distance education on physical and mental health among 4th graders during the COVID-19 pandemic.

The COVID-19 pandemic introduced additional concerns for childhood obesity, cardiometabolic disorders, and mental health among children from lower socioeconomic status (SES) households. This study aimed to understand how distance education during the COVID-19 pandemic impacted the healthy habits, mental health, and metabolic health of 4th graders in an under-resourced district. 4th graders from 3 elementary schools answered questions about their habits related to diet, physical activity, sleep, and hydration during the pandemic (distance education). Students’ height, weight, waist, and hip measurements were recorded to assess metabolic health. The 4th-grade sample (n = 40) reported an overall more productive learning environment and healthier lifestyle while in school compared to learning at home. Metabolic and mental health screening results suggest that schools and communities should address mental and physical health issues that may have been triggered or exacerbated by distance learning during the pandemic.

The Impact of Distance Education during the COVID-19 Pandemic on Physical Activity and Well-Being of Czech and Polish Adolescents.

ABSTRACTBACKGROUNDThe aim of this study was to identify the changes in the structure of weekly physical activity (PA) and well‐being among adolescent boys and girls between habitual education (HE) and distance education (DE) during the pandemic in secondary schools.METHODSThe research was carried out in 12 Czech and 18 Polish schools during 2019 to 2020 academic session for HE and 2020 to 2021 academic session for DE. The research involved 723 girls and 626 boys aged 15 to 18 years. The structure of the weekly PA was assessed using the International Physical Activity Questionnaire‐Long Form, while well‐being was assessed using the World Health Organization‐5 Well‐Being Index.RESULTSThere was a statistically significant decrease of PA among boys in school PA, transportation PA, recreation PA, vigorous PA, moderate PA, walking, and overall weekly PA during the DE resulting from the pandemic. In girls, during DE, a decrease was observed in school PA, vigorous PA, and overall PA. During DE, a high level of well‐being was reported by only 34.9% of girls (43.8% during HE) and 50% of boys (65.6% during HE).CONCLUSIONSThe observed low PA and high incidence of depressive symptoms in adolescents in distance education during pandemic constraints are a challenge for schools to change in supporting physical activity, eliminating similar negative impacts on school life in the future.

Evaluation of final examination performance at Czech University of Life Sciences during the COVID-19 outbreak

The COVID-19 pandemic outbreak has upended the educational system worldwide, possibly with severe long-term consequences as most training institutions were forced to move to an online environment. Given the sudden transition to remote education, the main objective of this contribution is to evaluate the impact of distance education on examination results. We investigated the examination results of tax related subjects collected at the Czech University of Life Sciences in Prague during the period from 2014 to 2020. The sample consists of examination results of 120 different classes within 6 years with a total amount of 7268 observations. Firstly, we pivoted the data into the long format and performed binary logistic regression. Our findings suggest that the odds that student successfully passes the exam increases if the student was examined online compared to in-person. Additionally, we used KNN regression which enables us to predict success rate for an upcoming semester. According to our analysis, it is expected that on average 82 students out of 100 will successfully pass the exam. The model was calibrated using cross-validation to choose optimal K.

Virtual patients: an option for future distance midwifery education?

The objective is to introduce the creating a set of virtual patients (VPs) to support distance midwifery education as well as the impact of distance education by means of VPs on knowledge, skills, motivation, clinical practice, and student satisfaction. VPs were created using OpenLabyrinth (OL). The impact of the distance education was assessed using a feedback questionnaire. When creating our own VPs, the design and development phase can be considered the most difficult. On a scale of 1 (agree) to 4 (disagree), the student feedback rates were mostly positive (1.04-2.13). A high degree of agreement was associated with the acquisition of theoretical knowledge (1.15-1.28) and skills (1.43). The creation of our own VPs is challenging for teachers due to its unconventional character. The students expressed great satisfaction with distance learning, but lacked face-to-face contact with the patient.

The Impact Of Distance Education On The Development Of E-Learning Skills Among Students Of Al-Huson University College, In Light Of Corona Pandemic

The Impact Of Distance Education On The Development Of E-Learning Skills Among Students Of Al-Huson University College, In Light Of Corona Pandemic

E-LEARNING IN THE BANKING SECTORCASE STUDY OF THE NATIONAL BANK OF GREECE

This research deals with the issue of distance education in the human resources of banks and specifically of the National Bank of Greece. The purpose of the research was to investigate how distance education affects the human resources of banks in developing their management skills. The research methodology followed was quantitative, while the research tool used was the online questionnaire. The survey sample consisted of 82 people working in the banking sector and their selection was made according to convenient sampling.The results showed that distance education works beneficially for the in-house training of employees in the banking sector. In particular, e-learning programs have been found to contribute to the development of knowledge, work productivity, the acquisition of new skills and the enrichment of existing skills held by employees in the banking sector. It was also clear that the impact of distance education on improving employees skills was multifaceted. Participants were positive about the experience they gained from distance learning programs and want to increase as they state that their benefits vary.The present research is one of the first attempts that aim to record the aspects of e-learning implementation in the banking sector.

The Impact of the COVID-19 Pandemic on Teaching Mathematics and Students’ Knowledge, Skills, and Grades

As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Košice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts.

Distance Education for Students with Learning Disabilities: A Systematic Review

Distance education has recently achieved rapid development in providing classes virtually. In this systematic review, the researchers examined previous studies that dealt with distance education for students with learning disabilities. Four bibliographic databases (EBSCO, ProQuest, SAGE Journals, and Google Scholar) were searched systematically in October 2020, using pre-defined keywords so that the studies pertained to distance education of students with learning disabilities from the year 2000 until 2020. Through the analysed studies, important topics emerged, such as the impact of distance education on students’ achievements, their emotional and social wellbeing, and the role of the family, in addition to the related uses of augmented reality and distance education applications. The results also showed that distance education, including blended learning, not only involves a change in the educational approach but also assumes a new educational method through which personalisation can be made. Furthermore, they showed that the student is the core of the educational process, and distance education is achievable for students with learning disabilities. The study recommended designing educational platforms in a comprehensive manner to suit the individual and collective needs of learners, as well as providing specialised courses to train students with learning disabilities in the necessary technical skills so they can succeed in distance education.

Impact of distance education on primary health care indicators in central Brazil: An ecological study with time trend analysis.

ObjectiveThe objective of this study was to verify whether the inclusion of professionals who completed a specialized distance learning course in family health teams is associated with rates of hospitalization for primary healthcare-sensitive conditions and better monitoring of chronic conditions in municipalities within the state of Mato Grosso do Sul, Brazil.MethodsNegative binomial regression models with fixed effects were used for the 79 municipalities in the state, with repeated observations for the selected years (2009–2015). For our reference, the parameter “Municipality Ratio” was the number of professionals who completed the course divided by the total number of PHC professionals in the municipality. This ratio has been cumulative over the years. No reference values were found in the scientific literature, so three cutoff points were used for tertile distribution: T3:high (0.35–1.00), T2:intermediate (0.02–0.33), and T1:Low (0.00–0.01). In order to avoid capturing biased results, the analysis was also performed for the years before the specialization course was offered (2009 and 2010).ResultsIndicators of the share of hospitalizations for primary care-sensitive conditions (overall rate and specific rates for asthma, gastroenteritis, and heart failure) decreased during the study period when related to a high and intermediate proportion of professionals who completed the specialization course, and the same was seen for indicators of chronic conditions (diabetic and hypertensive patients) who were registered, monitored and group care.ConclusionThe specialization course impacted important indicators related to the attributions of primary health care professionals, considering that decreases in hospitalizations for primary care sensitive causes (overall rate of sensitive causes, specific rates for asthma, gastroenteritis and heart failure) were seen in the territories where professionals who completed this course worked, along with increased registration and monitoring of diabetic and hypertensive patients.

Impact of Distance Education on University Retention Rates

This study uses new measures of distance education to assess the impact on retention rates at 4-year public and private non-profit universities in the U.S. We present evidence that the percent of undergraduates enrolled exclusively in distance education courses reduces a university’s freshmen retention rate, particularly for institutions with a relatively low median SAT score. We find no clear evidence of lower retention rates when undergraduates are enrolled in a combination of on-campus and distance education courses. These findings suggest increased enrollment through distance education can come at the expense of lower retention.

Impact of distance education via interactive videoconferencing on students' course performance and satisfaction.

The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge Assessment" and a "Postcourse Student Perceptions Survey" at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

The Effect of Self-Care Education through Social Networks on the Patients’ Quality of Life with Type 1 Diabetes in Sanandaj City, Iran

Introduction and Objective: The increasing advances in technology and development of the Internet and telecommunications have provided great opportunities for the healthcare and distance education. The present study aimed to examine the impact of distance education (through virtual social networks) on the quality of life in type-1 diabetic patients referring to the diabetes clinic of Tohid Hospital in Sanandaj. Materials and Methods: The present study was a clinical trial with a registration number of IRCT2017 092336362N1. In the spring of 2017, 80 patients were selected from type-1 diabetic patients, who referred to diabetes clinic of Tohid Hospital in Sanandaj, and they were randomly put into 35-patient experimental group, and the 45-patient control group. The quality of life questionnaire and the subjects’ demographic characteristics were collected before the research. In the studied group, training was completed for two months by creating a telegram channel. After two months, the questionnaires were re-completed in both groups. Results: Both intervention and control groups were similar in terms of numerical demographic variables such as age and educational status, and also in terms of variables such as the gender, marital status, family history, insurance, weight and height. Before the research, the mean score of quality of life in the intervention group was equal to 40.82, but it was 43.34 after the research. Despite the fact that this value was not statistically significant (p = 0.0638), the mean score of their quality of life increased. In the control group, there was not any significant difference between the quality of life scores before and after the intervention (p = 0.6147). Conclusion: Self-care distance education in diabetic patients could have a significant effect on the improved patient self-care and ultimately increase the mean score of patients’ quality of life. The use of social networks in providing this education could provide free education on a wide scale for a wide range of these patients, and on the other hand, it could reduce the educational inequalities and provide education for remote areas.