Impact Of Distance Learning Research Articles

The impact of distance learning on tourism and hospitality education during the SARS-CoV-2 pandemic in Region VI, Western Visayas

This study investigates the impact of the shift from face-to-face to distance learning during the SARS-CoV-2 pandemic on tourism and hospitality education in colleges and universities in Region VI, Western Visayas. It compares the effects on academic performance and learning styles of students in different educational modes. The research employs a mixed-method approach, combining qualitative and quantitative descriptive methods, using mobile and electronic online surveys with 292 participants from tourism and hospitality courses in Region VI. The study examines how students coped with the sudden use of technologies, including artificial intelligence (AI), and their readiness for this abrupt shift. The pandemic led to psychological effects on students' academic performance as the educational system transitioned from traditional in-person learning to utilizing hardware, software, and learning resources to maintain effective education. The results indicate that academic motivation was "Average," study skills were "Moderately Low," and academic stress was "Average" across higher education institutions. A hybrid model of education and digital learning emerged, widening educational gaps due to the sudden shift in classroom activities. The pandemic reshaped national education delivery, affecting millions of private and public education students due to institutional closures. Students relied on on-hand modules and online learning through flexible or blended learning approaches, significantly impacting tourism and hospitality education and different educational modalities.

PEDAGOGICAL SUPPORT OF PARENTS IN REMOTE TIME: STRATEGIES AND METHODS

The article explores the important role played by parents in the education of their children in modern conditions of distance learning. The article presents a literature review, research results and discussion of important aspects of pedagogical support for parents.Various theoretical models and practical approaches to pedagogical support of parents are considered, the impact of distance learning on the roles and responsibilities of parents in the educational process of children is assessed, and effective strategies and methods of support adapted to the distance learning format are presented. The study alsoincludes an analysis of the results of surveys and questionnaires of parents, as well as statistical data on the level of their involvement in the educational process. Modern education is facing challenges related to distance learning and hybrid models of education. In this regard, the article presents not only an analysis of current problems and challenges, but also offers practical recommendations and strategies to ensure successful interaction between educational institutions and parents.Taking into account the rapid development of technology and the constantly changing educational context, this article calls for constant updating and improvement of methods of pedagogical support for parents. She also emphasizes the importance of cooperation and exchange of experience between various educational institutions and countries.The article serves as an important contribution to the discussion and development of strategies aimed at improving the education and support of children in the era of distance learning.

Impact of distance learning on the university students’ academic performance and experiences

Impact of distance learning on the university students’ academic performance and experiences

The impact of distance learning on the attitudes of nursing students: An online survey study

The COVID-19 pandemic has led to the transition to distance education in nursing education. However, Nursing students are not accustomed to learning through distance learning.This research aimed to determine the effect of distance education method on the attitudes of nursing students towards the profession during the COVID-19 pandemic. This research was cross-sectional in design. Data were collected with an online survey about distance education and the nursing profession through Google Forms in November 2020 and June 2021 at the nursing department. The students' views on distance education were moderate (46.66±8.81), and their attitudes towards the nursing profession were good (86±13.86). There was no statistically significant relationship between scale scores. There was no statistically significant difference in terms of students' grade levels, graduating from a distance education institution before, taking courses through distance education before the COVID-19 pandemic and clinical practice before the pandemic, and their attitudes towards both distance education and the nursing profession. Our study shows that the distance learning method does not affect students' attitudes toward the nursing profession.

Studying the school algebra course in the conditions of distance education

Distance learning is becoming more and more relevant in today's educational environment, particularly for learning complex subjects such as algebra. The article examines the challenges and opportunities teachers and students face when learning a school algebra course in distance learning conditions. The author considers various methods, tools, and strategies to effectively learn the material, increase motivation, and support interaction between the teacher and the student in a virtual learning environment. The study also considers the impact of distance learning on academic performance and the development of students' algebra skills. The results of the study can determine the optimal strategies for the successful study of algebra in the conditions of distance learning and contribute to the further improvement of the pedagogical process.

New Norm, Old Obstacles: The Impact of Distance Learning on Student Agency during the Covid-19 Pandemic

Mandatory distance learning implemented during the COVID-19 pandemic has produced a new educational landscape for elementary students. Working- and middle-class students have had to meet new expectations around class attendance, homework, and time management, and some are now responsible for overseeing their own education. This study examines students’ agentive expressions and perceptions of time to explore the effects of these expectations, and to contribute to a discussion about the implications of distance learning. Through participant observation and interviews with elementary school students across four Southern California school districts, this study offers insights into how students conceptualize their new role in their education and it provides concrete examples of how this manifests day-to-day. Students from ages five to thirteen learning from home, especially those with limited assistancefrom guardians throughout the school day, have new responsibilities and a greater sense of “their time,” through which they simultaneously discover and establish their position as agents in their education.

Critical Analysis of the Project for Strengthening Pancasila Student Profiles in the Learning Process at SD Negeri Sidanegara 04, Central Cilacap District

The current implementation of the learning process is a distance learning transition due to the co-19 pandemic in 2020 and face-to-face learning in the new normal era. Face-to-face learning actually took place before the Covid 19 pandemic hit Indonesia. During the Covid 19 pandemic, learning took place remotely which resulted in alienation between teachers and students. The existence of learning loss is one of the policies contained in the Decree of the Minister of Education and Culture of the Republic of Indonesia No 719 / P / 2020, the impact of distance learning is the basis of this curriculum change. In (Rachmawati et al., 2022) the application of project-based learning is an option in the prototype curriculum which is considered capable of supporting learning recovery due to learning loss as character development according to the Pancasila Student Profile.The aims of the study were (1) to describe the implementation of the Pancasila student profile strengthening project at SD Negeri Sidanegara 04, Central Cilacap District; (2) analyzing the strengthening of the Pancasila student profile project in the learning process at SD Negeri Sidanegara 04, Central Cilacap District; (3) to describe the supporting and inhibiting factors of strengthening learning in the Pancasila student profile project at SD Negeri Sidanegara 04, Central Cilacap District. This research took place at SD Negeri Sidanegara 04, Central Cilacap District. The research used is field research with a descriptive qualitative approach using the Phenomenology model. The results of this study are 1) the implementation of strengthening the Pancasila student profile project at SD Negeri Sidanegara 04, Cilacap Tengah District, has gone very well. 2) The various characters formed in the implementation of the Pancasila student profile project include being independent, mutual cooperation and creative. 3) the supporting factors for the activity are the support of the principal, teachers and employees, parents, guardians and committees. Some partners also support the activity. The inhibiting factor for the activity was the coordination between the teacher and the student's guardians besides the limited time and energy.

The Impact of Distance Learning on Time Management among Students in Poland in the Era of COVID-19

This paper fills a gap in the literature. This work aims to answer the question: How does the issue of time management among students in Poland look like in a dynamically changing world? The COVID-19 pandemic meant that academic classes in Poland switched to online mode. Due to the change in the way of conducting classes, students have additional time.

Teachers’ perspectives of utilizing distance learning to support 21st century skill attainment for K-3 elementary students during the COVID-19 pandemic era

During the COVID-19 pandemic, Saudi Arabia, similar to other governments, discontinued face-to-face learning in favor of distance learning. The pandemic has had serious ramifications for K-3 education, and the impact of distance learning on 21st century skill attainment are important issues to explore. Using the Saudi Arabia context, this paper investigates teachers’ perspectives regarding the implementation of online education to support 21st century skills in the COVID-19 pandemic era for K-3 elementary school students. A qualitative research methodology was applied in this study. A semi-structured interview was conducted to collect data from five K-3 female teachers who implemented online education during the pandemic. Three themes emerged from the findings: 1) effects of the pandemic as related to online teaching for attainment of 21st century skills, 2) elaboration of best practices for online teaching to facilitate such attainment, and 3) challenges that exist for distance learning and student acquisition of 21st century skills. Therefore, the findings suggest that elementary teachers should find opportunities for elementary students to experience distance learning as an ongoing learning solution in order to incorporate innovative strategies that enhance their 21st century skills.

Valutazione e nuove tecnologie nell’ambito del Progetto Marco Polo - Turandot

Evaluation and New Technologies in the Context of the Marco Polo - Turandot Project. The Marco Polo - Turandot Project of the University of Modena e Reggio Emilia provides Italian as a Second Language courses for young-adult Chinese students. The educational path is supplemented by a course on Italian Culture and Civilization which aims to introduce Chinese students to the fundamental elements of Italian culture in the form of lessons in L2 following the CLIL methodology. In the 2020/21 Project, due to the Covid-19 pandemic, lessons and testing activities were conducted online from the beginning of the course in November 2020 to April 2021; after that date the teaching activity was carried out in a mixed mode. Distance learning had a significant impact on evaluation and testing activities in both language and culture courses. In this work we will describe the different testing methods adopted during these months, the digital tools and the new technologies chosen to implement them. We will compare the different evaluation methods using data from surveys presented to students. We will also focus on the problems that emerged and on the impact of distance learning on the learning path of the students.

Impact of Distance Learning on writing skills of EFL learners in the Arab Context

For both scholars and practitioners, the main issue has been the requirement for supporting the practice of teaching writing in English as a Foreign Language (EFL). Since it helps students become better writers, peer evaluation has attracted a lot of attention. EFL learners in Arab countries face certain difficulties in their writing practices. However, the impact of distance learning practices on the writing practices of EFL learners has been found. The purpose of this research aims to find out the impact of distance learning on the writing skills of EFL learners in the Arab context. Also the study aims to implement distance learning approaches for EFL learners to improve their writing skills.

Vers une université digitalisée ? Ce que le distanciel fait au travail des enseignant·es-chercheur·es.

Vers une université digitalisée ? Ce que le distanciel fait au travail des enseignant·es-chercheur·es.

The research on the impact of distance learning on students' mental health.

The mental health of students learning online is a critical task for many countries around the globe. The research purpose was to analyse the factors affecting the quality of mental health of young individuals who learnt under conditions of not total lockdowns but adaptive quarantine restrictions. The research involved 186 volunteers from Zhengzhou University of Technology, 94 were first-year students, and 92 were fourth-year students. The experimental group involved first-year students, and the control group involved fourth-year students. An average age of the participants in the experimental group was 18.3 years, and in the control group, the average age was 22.4 years. The scholars conducted the research after four months of distance learning under the adaptive quarantine. The students could be involved in their usual entertainment activities and interpersonal communication outside the home. The Behavioural Health Measure, better known as BHM-20, was the core psychometric tool. The research finds that distance learning is less effective for first-year students than for fourth-year students because the former cannot effectively adapt and communicate in a new social environment, and develop trusting interpersonal relationships with fellow students and teachers. The research results coincide with other research on this issue and demonstrate a low degree of mental resilience during and after the pandemic. Previous research is not suitable for the analysis of the mental health of students under adaptive quarantine, including the freshmen, considered the most vulnerable group. The article will be useful for professionals interested in distance education in higher educational institutions, workers of socio-psychological services at universities or individuals involved in adapting curriculum materials for distance learning.

The Impact of Distance Learning and COVID-19 Lockdown on Students' Physical Activity and Musculoskeletal Health.

During the past two years, in most institutions worldwide, educational activities were remodeled for remote delivery, due to the COVID-19 pandemic. The purpose of this study is to assess the effects of two-year distance learning on the physical activity and musculoskeletal health of university students. This was a national, cross-sectional study using data collected via an online questionnairedistributed through university communication platforms, which included questions on online education routines, musculoskeletal health, and physical activity of university students. In total, 1,366 students (65% female, 35% male) from 11 universities took part in the survey. The most common sites of reported pain were the neck (59.5%), shoulders (22.8%), back (29%), and low back (66.7%). Musculoskeletal pain significantly increased during the lockdown, according to the visual analog scale (VAS) for pain(before: 2.7 ± 1.6; during: 5.5 ± 2.2, p<0.001). Everyday pain was referred by significantly more students during the lockdown (4.5% vs 36.1 %, p<0.001), while the percentage of asymptomatic students was significantly decreased (40.5% vs 6.1%, p<0.001). Concerning physical activity, the percentage of students who did not exercise significantly increased during the lockdown (15.1% vs 23.2%, p<0.001). Distance learning and total screen time were positively correlated with VAS for pain scores. On the contrary, an increased frequency of ergonomic position, walking intervals, and physical activity was associated with significantly decreased VAS for pain scores. Distance learning and limited physical activity led to a significant increase in musculoskeletal pain in university students, while exercise and ergonomic body position were considered protective factors. Interventions to encourage physical activity and healthy studying habits should be developed by universities, since distance learning may be again necessary for the future.

The Impact of Distance Learning on Academic and Emotional Aspects of Primary School Children

To reduce the COVID-19 spread, people have been forced to reduce social interactions and this strategy has also been applied to the school world. Italian schools were closed from February to early June 2020 (and, also, thereafter), and distance learning (DL) was adopted to maintain the teaching process. Concerns about consequences for students' learning and affective wellbeing have been risen. In the hypothesis that DL may have influenced students’ learning, we conducted, starting from November 2020 a screening for learning, reading, writing, and calculating skills in children from grade 1st to 3rd grade, to detect any differences between their performance and normative data. Moreover, a survey was carried out on adults (parents and teachers) close to the children involved in the research, to verify whether the experience of the lockdown may have caused emotional and behavioral changes through a questionnaire addressed to parents and teachers. From the analysis of the results, a general lack of performance in the writing tests emerged, with lower performances in children attending second and third-grade classes. Moreover, a consistent prevalence of children’ malaise was observed by adults close to them during the second pandemic wave, with behavioral manifestations seen by the 69.5% of teachers and by the 54.1% of parents.

The Impact of Distance Learning on Nontraditional High School Student’s Attendance at a predominant Hispanic Alternative High School in South Texas

The Impact of Distance Learning on Nontraditional High School Student’s Attendance at a predominant Hispanic Alternative High School in South Texas

The Role of Self-Regulatory Learning, Religiosity, and Parental Social Support with Student Academic Procrastination in Distance Learning

The Covid-19 pandemic has forced all face-to-face learning processes to be replaced by distance learning methods or online. The impact of distance learning is learning difficulties and decreased motivation that affect task submission. In completing coursework, an attitude that likes to procrastinate is called procrastination. This study aims to examine the relationship of self-regulation in learning, religiosity, parental social support and student academic procrastination. This study uses quantitative methods with non-experiments. The sampling technique used is simple random sampling technique and the subject is 408 college students. The measuring instrument in this study was modified with four scales, namely the Motivated Strategies for Learning Questionnaire (MSLQ), Academic Procrastination Scale (APS), The Centrality of Religiosity Scale (CRS), and Parental Social Support Scale. Data analysis used multiple regression method assisted by SPSS program. The results showed that there was a simultaneous relationship between self-regulation in learning, religiosity and parental social support and student academic procrastination in distance learning. F value of 37,585, R of 0.467 with p = 0.000 ( 0.05). Academic procrastination is influenced by self-regulation in learning, religiosity and parental social support. The contribution of self-regulation in learning to academic procrastination is 17.4%. The contribution of self-regulation in learning to academic procrastination is 17.4%.

Impact of Distance Learning on the English Language Learning Process

Interaction plays a critical role in processing data utilized for language learning. The outcome of a learning system depends on the learner's level of knowledge of a second foreign language (L2). The study uses a primary qualitative approach, working with data from primary sources in the form of open-ended questions. The use of primary research methods in this study was important because it allowed for a better understanding of the impact of distance education on English language learning (concerning Arab learners). This study used the main qualitative research methods and the case study method as a research tool because this method allows qualitative data to be collected, investigated, and calculated combined. In addition, the open-ended questions allowed participants to share their experiences of the impact of distance education on English language learning (applied to Arabic learners). The results of the qualitative research also revealed the challenges teachers face when innovating in online foreign language teaching, including, but not limited to, difficulties related to broadband access, accessibility, LMS connectivity issues, and appropriate assessment tools. The study results also showed that teachers would like more in-service training and preparation courses on the effective use of innovations and the application of unique applications in online teaching.

The Impact of Distance Learning on Parental Stress During the Second COVID-19 Lockdown in Germany

Parental stress caused by monthlong school closures was measured as early as spring and summer of 2020. The present study investigated parental resilience during the second lockdown in Germany in January/February 2021 (n = 2,804). Based on an online questionnaire, parental stress, resilience, self-efficacy, children’s school abilities, and the perceived quality of lesson design in distance teaching were queried. Multiple linear regression analysis identified significant relationships between the experienced stress perception and the time spent supporting children in distance learning. We identified parental resilience as a predictor of stress experiences. It was possible to demonstrate the considerable influence of child variables and perceived lesson design on parental stress levels.

Distance Learning: Does it Have an Impact on the Readiness of Physical Education Teachers in Coastal Areas?

Study purpose. The purpose of this study was to determine whether there is an effect of distance learning on the readiness of physical education teachers in coastal areas.&#x0D; Materials and methods. This study used an experimental method with one group pre-test-post-test design. The research participants were physical education teachers in junior high schools in coastal areas (n = 60). Primary data collection to measure teacher readiness was the Online Teaching Readiness Survey consisting of 41 questions with a validity level of 0.76 and a reliability of 0.91. Secondary data collection was performed using literature study.&#x0D; Results. The results of the paired sample t-test showed 0.754 &gt; 0.01, indicating the data variance was the same. By looking at the assumed equal variances, the significance result shows that .000 &lt; .01 (confidence interval = 99%), then H0 is rejected. Based on the data, there are 10 teachers or 16% who are ready to carry out distance learning, 36 teachers or 60% are not ready, and 14 teachers or 24% are unprepared.&#x0D; Conclusions. There is an impact of distance learning on the readiness of PE teachers in coastal areas. The effect in question shows the unpreparedness of PE teachers in implementing distance learning. The recommendation from the findings is that teachers need virtual learning training and adequate support to succeed in distance learning.