Implementation Of Distance Learning Research Articles

Development of Digital Modules in the Environmental Toxicology Course at the Undergraduate Level in the Biology Program Study

The need for digital modules is required in the implementation of distance learning. This study aims to develop a digital module in “environmental toxicology” lectures at the undergraduate level of the Faculty of Mathematics and Natural Sciences Education. The existence of this digital module can support the implementation of the Independent Learning Program - Independent Campus (MBKM) in the FPMIPA. The method used in this study was a case study with a descriptive approach. Learning media was developed through the ADDIE approach, which consists of 5 stages: analysis, design, development, implementation, and evaluation. This study involved two experts as digital module validators and 10 students involved in learning environmental toxicology through learning management system (LMS). At the end of the implementation, students were evaluated to determine the level of student understanding during the online independent learning process. The results of this development were in the form of a digitating of 14 meeting materials, mid-term; final exam; content on the SPADA-UPI Learning Management System; and IPR Digital Module Innovation. Based on the validation and reared validation and readability test results, digital modules can be used to support online learning of environmental toxicology. Keywords: digital modules, environmental toxicology, biology program study

Distance Learning Model of Mathematics During the Covid-19 Pandemic in Madrasah Ibtidaiyah

The Covid-19 pandemic has prompted substantial changes in elementary schools, including Madrasah Ibtidaiyah, in adapting their learning methods. This situation has posed several challenges, particularly in implementing distance learning. The objective of this research is to analyze the distance learning model of mathematics in Madrasah Ibtidaiyah. Qualitative research methodology was employed for this study. This research was conducted in one of Madrasah Ibtidaiyah located in South Tangerang city, Banten Province, Indonesia. The participants included school principals, vice principals responsible for curriculum, and teachers conducting mathematics classes through online distance learning. Data collection utilized methods such as observation, interviews, and documentation. The data analysis comprised four steps: data collection, data reduction, data display, and data conclusion. The results showed that the distance learning model of mathematics is delineated through various aspects. These include the preparation of an emergency curriculum during an emergency curriculum during the Covid-19 pandemic, the implementation of online distance learning procedures involving teachers, students, and parents, the selection of online distance learning methods, the utilization of various online learning media, the utilization of student books as learning resources, and the evaluation program of learning to measure the achievement of mathematics learning objectives. These findings can serve as a reference for developing a distance learning model for mathematics that can be implemented in Madrasah Ibtidaiyah during the Covid-19 pandemic. Keywords: covid-19 pandemic, distance learning model, madrasah ibtidaiyah, mathematics

Lived Experiences of Novice Secondary School English Teachers in the Implementation of Modular Distance Learning in the Philippines

As COVID-19 forced schools to shift to distance learning, the modular approach, in particular, became the most viable option for the continuity of learning. However, these sudden changes also brought unique experiences to novice teachers. This study explored the lived experiences of novice secondary school English teachers (NSSET) in Tagum City in implementing modular distance learning (MDL) in the context of the pandemic. Phenomenological inquiry based on Bronfenbrenner's ecological theory was used to explain the experiences of the eight (8) participants. Using validated researcher-made interview questions, virtual in-depth interviews were conducted. Through Braun and Clarke’s (2006) six-step framework, themes that emerged, categorized into five echelons, are as follows: poor cooperation of parents and students, and productive collaboration with colleagues and immediate heads; overwhelming pressure from external sources, and taking direction from others’ influence; perpetual communication breakdown, and confronting challenges in the delivery of modular learning; meeting society’s expectations; abrupt adjustment to the new normal. These shape the experiences of the NSSET in conducting MDL in the new normal. However, the poor cooperation of parents and students poses the most significant experience for the NSSET. Notwithstanding, novice teachers navigated successfully through these experiences brought about by implementing MDL amid the pandemic.

Techno-anxiety and techno-satisfaction during the COVID-19 pandemic: the case of special education teachers

The objective of this study was to assess the levels of techno-anxiety and techno-satisfaction that special education teachers in Saudi Arabia experienced during the COVID-19 pandemic. We used a survey to gather data from 286 teachers of students with special needs across from early intervention to secondary school (5–18 years) the Kingdom, and we interviewed 23 teachers (3 early intervention, 13 primary, 2 intermediate, 5 secondary). Quantitative analysis was employed to analyze the survey responses, while qualitative thematic analysis was used for the interview data. The findings showed that the teachers experienced moderate levels of anxiety (a mean of 2.33 out of 4). On the other hand, the teachers expressed satisfaction (a mean of 2.98 of 4) with the distance learning system they used. The study highlights the benefits and challenges associated with implementing distance learning for students with special needs. These findings could help inform the design of distance learning environments and identify the factors that influence teachers’ feelings of anxiety or satisfaction during the implementation of distance learning. Additionally, the study’s results could encourage parents of students with special needs to foster improved collaboration and cooperation with teachers.

The Analysis of Teachers' Digital Habitus during Distance Learning Implementation in the COVID-19 Pandemic Era

The incredible changes brought about by the COVID-19 pandemic have affected various aspects, including education, which has transitioned learning activities in schools from face-to-face to distance learning. Teachers, as the frontline implementers of learning in schools, have been adapting to the new situation prompted by the pandemic while facing demands for the continuous provision of education. The objectives of this study are: 1) to analyze how teachers engage in digital habitus during the implementation of distance learning amidst the pandemic and 2) to identify the types of digital habitus formed during this period. Bourdieu's habitus concept is utilized as an analytical tool in this study. Employing a qualitative approach, the research optimizes data exploration through in-depth interviews and observations conducted in urban public high schools in Indonesia. The findings reveal that teachers' digital habitus is shaped through an interplay process between pre-pandemic digital experiences, practices during the pandemic, the interconnected structure, teacher agency, and the reflexivity of agents in distance learning practices. The formed digital habitus of teachers includes adaptability to change, openness to the use of learning technology, a willingness to adopt new habits, and a cooperative attitude.

Педагогическая модель развития компетенции командной работы студентов в цифровой образовательной среде вуза

The research aims to design a pedagogical model for developing students’ teamwork competence in the digital educational environment of a university. The paper provides an overview of the existing theoretical and methodological approaches to organizing remote team interactions among students, discusses the psychological and pedagogical peculiarities of this process, and outlines the main regulatory documents governing the implementation of distance learning. The scientific novelty of the research lies in elaborating a pedagogical model for the development of teamwork competence among students in the context of distance learning, regardless of their field of study. This elaboration is based on a synthesis of psychological and pedagogical works in the field of remote team interactions and analysis of educational experience. As a result of the research, the optimal content for the target, substantive-conceptual, organizational-technological, and result-evaluative blocks of the model for developing students’ teamwork competence in the digital educational environment of a university was selected.

Building a technology for mass organisation of distance learning for students in quarantine based on the Moodle platform

The COVID-19 pandemic has necessitated the rapid transition to distance learning for students worldwide. This paper examines the current state of distance learning implementation in secondary schools of the Zhytomyr region in Ukraine. A survey of 2445 teachers found that most were using various software tools for distance learning without a unified learning management system. Analysis of the Moodle, Google Classroom, and "My Class" platforms showed Moodle to have significant advantages for supporting distance learning. To enable schools to leverage Moodle, an "Educational Portal for Secondary School" was developed at Zhytomyr Polytechnic State University using the Moodle platform. Based on this Moodle portal, the paper proposes a technology for the mass organisation of distance learning during quarantine. The technology combines the tools, electronic resources, course structure, and tutor competencies required for effective distance learning implementation.

The role of digital technologies in higher education institutions: The case of Kazakhstan

The ways of education development are changing, which is largely determined by the introduction of digital technologies and the desire to improve the efficiency of management of educational processes at universities. Therefore, this study aimed to identify the challenges and opportunities in universities related to the use of digital technologies (social media tools, digital online platforms, digital learning platforms) in higher education institutions in Kazakhstan. A sample included respondents (N = 69) from 16 educational institutions in Kazakhstan that combined teaching (conducting training courses or working with students) and administrative management (management or planning of the educational process). The data were obtained using an offline questionnaire and processed using SWOT methodology. Representatives from 16 public and private universities responded to the questionnaire: the rector (2%) and two vice-rectors (3%), deans of faculties (23%), directors, and heads of various departments of universities (71%) were interviewed (managers are engaged in teaching). As a result, six thematic outcomes demonstrated the opportunities for technology application in education: enhancing management quality, motivation, access to electronic resources and materials, transparency and objectivity in grading, the possibility of implementing distance learning, and simplification of routine tasks. It is also noteworthy to mention five thematic outcomes as challenges, which encompassed issues with security, technical errors, reduced communication, dependency, and complexities in grading. AcknowledgmentsThe study was carried out within the framework of grant funding by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan “Modernization of the system of distribution relations and reduction of income inequality of the population of the Republic of Kazakhstan” BR21882165.

Investigating the Management of COVID-19 Pandemic Risks in Primary Schools: A Case of Public Primary Schools in Lindi Region, Southern Tanzania

The spread of COVID-19 in the year 2020 put various nations at risk, especially in social, economic, and educational aspects. School closure was employed as one of the response measures against the spread of this virus. However, the measure imposed high social and educational risks with consequences of a massive drop academically. This study investigated the management of the COVID-19 pandemic risks in primary schools in the Lindi region in Tanzania intending to suggest the essence of having a risk management plan for indeterminate outbreaks and other uncertainties to avoid the recurrence of the risks. The study adopted a qualitative case study design which allowed an in-depth data collection through one-on-one interviews and observation methods. Thematic analysis was adopted to analyze the data for this inquiry. Findings revealed that the targeted schools were able to manage the COVID-19 pandemic risks even though the management was done locally due to the lack of risk management plans in the schools. Furthermore, it was discovered that there was no budget set to deal with the emerging risks. Headteachers from the investigated schools went as far as using part of their salaries to tackle the emerging risks as a result of school closure. Additionally, findings also revealed that during school closure teachers were unprepared on how to conduct the teaching and learning processes amongst the pupils through distance mode. Despite several endeavors to try to ensure pupils continue to learn in their homes, the strategies were not successful due to inadequate Information and Communication Technology (ICT) knowledge and skills among the teachers, parents, and pupils as well as insufficient supportive distance learning infrastructures such as ICT equipment and the internet. Consequently, proper implementation of distance teaching and learning during school closure was impaired due to the lack of risk management plans in schools. It is recommended that the risk management plan be developed to ensure that teaching and learning processes are never hampered by emergencies.

The effect of the family environment, school environment, and community environment on students' independence through distance learning

This research aimed to investigate the effect of the three education centers on students' independence through distance learning. This study used a quantitative approach using a correlational survey method. This study involved 2263 students from Banten Province, Indonesia, who were selected using random cluster sampling. Research data was collected through independent learning questionnaires and family, school, and community environments. All data were analyzed using multiple linear regression analysis. The results of the descriptive statistical analysis show that the average score of female students' learning independence (96.45) is higher than the average score of male students' learning independence (93.38) through distance learning, and the average junior high school students’ learning independence score (95.81) is higher than the average score of learning independence for high school/equivalent students (93.42) and tertiary institutions (94.21) through distance learning. While the results of inferential statistical testing show that in the implementation of distance learning, (1) the family environment has a significant positive influence on independence learning, (2) the school environment has no significant effect on independence learning, and (3) the community environment has a significant positive effect on learning independence. The findings can have implications for the assessment form in the learning process, which is not only the learning achievement from the content assessment but can also use another form, such as students’ independence, like in these findings.

Distance learning technologies and their legal regulation in the Republic of Kazakhstan

This study addresses the pressing relevance of implementing distance learning technology in the Republic of Kazakhstan across various educational levels, guided by the framework of legal regulation. The study aims to investigate the benefits of using diverse distance learning technologies in modern education, improving access, motivation, and flexibility while fostering environmental awareness and societal prosperity. The chosen methodology is based on the diagnostic testing method to assess and analyze the educational needs and preferences of students. The study involved 100 participants, ranging in age from 19 to 26, from the Abai Kazakh National Pedagogical University. The study shows important signs and criteria for incorporating distance learning into legal rules in a way that works. These include factors related to the environment, motivation, cognition, analysis, and culture. This transformation of education aligns with real-life situations, adapting to changing circumstances and allowing students to select distance learning when necessary. The implementation of modern technology in distance education facilitates profound knowledge acquisition while accommodating evolving personal circumstances, ultimately fostering a conducive environment for continued high-quality education at cognitive and social levels.

Measuring Effectiveness of Islamic Studies Distance Education in The Digital Era at The International Open University (IOU) Indonesia

International Open University (IOU) is an international accredited campus that created new breakthrough by offering the concept of distance education since its inception. IOU is a pioneer in implementing distance learning with a concentration on Islamic Studies through digital media. Entering Indonesia as the country with the largest Muslim population, IOU opened a special Indonesian language program. This study is a form of Measures of Effectiveness (MOE) of Islamic Studies distance education through digitalization at the IOU Indonesia. The method used in this research is descriptive qualitative. The data collection techniques used were observations, interviews, and literature review. The results of the study concluded that IOU Indonesia in some cases has its own independent program, but in general it is based on the central that has all the components of distance education through digitalization except for controls for students or graduates. IOU Indonesia also fulfills the basic principles of learning Islamic Studies.

Sense of belonging, academic self‐efficacy and hardiness: Their impacts on student engagement in distance learning courses

AbstractThe purpose of this study was to investigate how postgraduate engagement is affected by the sense of belonging, academic self‐efficacy and academic hardiness. The validated self‐reported scales were used to survey 308 postgraduate students in Mainland China who had taken distance learning courses. The proposed research model exhibited high predictive performance, confirming the established 10 hypotheses. The results indicated that sense of belonging positively and significantly influenced academic self‐efficacy, academic hardiness and postgraduates' emotional engagement. Academic self‐efficacy and academic hardiness had a positive and statistically significant impact on postgraduates' cognitive, emotional and behavioural engagement. Therefore, sense of belonging directly impacted postgraduates' emotional engagement and indirectly impacted postgraduates' cognitive and behavioural engagement. We also found a significant mediation effect of academic self‐efficacy and academic hardiness in distance learning courses. Overall, our proposed research model revealed the influence mechanism of sense of belonging, academic self‐efficacy and academic hardiness in postgraduate engagement in distance learning courses. These factors need to be considered when designing and implementing distance learning courses, teachers and researchers need to be aware of these interdependencies in order to maximize learning effects in the distance learning environment.

Reformulation of The Post-Pandemic Learning System in Responding the Challenges of Lost Learning and Lost Generation

This study aims to reformulate the post-pandemic learning system at UIN Imam Bonjol and UIN Syekh Ali Hasan Ahmad Addari in responding to the challenges of lost learning and lost generation. This research used a qualitative approach with a multi-case study method. Participants in this study were selected by purposive sampling, namely institutional field, and academic leaders, LPM, lecturers and students. Data collection techniques using focus group discussions and interviews. The data analysis technique was carried out with individual and cross-case analyses. The research findings stated that the pandemic affected the learning system, for example, through changes in student attitudes, low motivation in learning, readiness of teaching materials, limited ability to use technology, and network disruption. Policies related to the implementation of distance learning bring challenges that must be faced by UIN Imam Bonjol and UIN Syahada, including determining learning goals, adapting the learning system, adjusting the characteristics of lecturers and students, as well as the need for learning facilities. UIN Imam Bonjol and UIN Syahada reformulated the learning system by implementing the hybrid learning system to anticipate the occurrence of lost learning. Lecturers and students responded positively to the new learning system policy, in line with the benefits obtained, for example, flexibility in learning, students are used to self-study, digital-based learning materials, still respect face-to-face learning, flipped learning innovation, curriculum appropriate to the industrial era 4.0, and the implementation of an independent curriculum.

Evaluating Educators’ Attitudes, Skills Readiness, and Teaching Performance on the Online Distance Learning

The purpose of this study was to evaluate teachers’ attitude, skill readiness. and teaching performance towards online distance learning under the new normal setting. Using a descriptive research design, it performed multiple linear regression analysis to determine whether attitude and skill readiness could influence teaching performance. 43 teachers from pre-school to senior high school of Philippine International English School (PIES) of Kuwait were selected. On the teacher’s attitude, respondents described all the four indicators: course design, course communication, time management and technical competence, as strongly important. They also perceived that they were highly competent when it comes to skill readiness in the implementation of online distance learning in all the four indicators. Teaching performance of the respondents was excellent, being knowledge worker and learning catalyst, specifically in terms of environmental and classroom management, and professional attitudes and qualities. They also performed excellent as a character shaper. Respondents’ attitude and skill readiness, specifically in terms of course communication and technical competence respectively, influence teaching performance in the implementation of online distance learning.

Extent of Information and Communication Technology (ICT) Utilization among Grade 6 Teachers in the Implementation of Distance Learning

This research study delved into the comprehensive examination of the utilization of Information and Communication Technology (ICT) among Grade 6 teachers in Taft and Sulat Districts, focusing on its role in facilitating Distance Learning during the COVID-19 pandemic. Employing an adapted survey questionnaire distributed through Google Forms, the study aimed to gather both demographic profiles and insights into the extent of ICT utilization by Grade 6 teachers. The research findings, based on a Grand Mean of 3.81, unequivocally indicated a high level of ICT integration among Grade 6 teachers. The correlation analysis, conducted at a significance level of 0.05, identified specific demographic factors—educational attainment, length of service, and position—as influential contributors to the observed extent of ICT use. Notably, these factors underscore the nuanced relationship between educators’ backgrounds and their embrace of technology in the instructional process. Building upon these results, the researcher recommends further exploration through additional tests, including the incorporation of qualitative data to triangulate findings. Additionally, expanding the investigation to encompass other Key Stages beyond Grade 6 is proposed to offer a more holistic understanding of ICT integration across various educational levels. This study contributes valuable insights to the ongoing discourse on technology’s role in education, emphasizing the need for nuanced investigations into the factors shaping teachers’ engagement with ICT during the pandemic and beyond.

Впровадження системи дистанційного навчання та коучингу як чинник мотивації працівників на підприємстві

Implementing distance learning and coaching systems at the enterprise has become a significant area of interest and exploration in recent years. This article aims to provide an in-depth analysis of the implementation of distance learning and coaching systems within the enterprise, specifically focusing on their impact on employees’ motivation. The study focuses on understanding the challenges and opportunities associated with integrating distance education and mentoring systems in the enterprise context for its employees’ motivation. Through an extensive review of existing literature, this research examines the key factors that influence the successful implementation of these systems. Organizational culture, leadership support, technological infrastructure, employee readiness, and resource availability are critical factors in effectively integrating distance learning and coaching initiatives. The article also explores the role of technology in supporting remote learning experiences and discusses strategies to enhance employee engagement and motivation in virtual environments. The study investigates the impact of distance education and coaching systems on employee knowledge acquisition, skills development, and performance improvement as components of employee motivation at the enterprise. It examines these systems’ effectiveness in learning outcomes, employee satisfaction, and organizational performance. Furthermore, the research highlights the importance of evaluation methods and standardized metrics to assess the impact accurately. In addressing the gaps and challenges identified, the article formulates practical recommendations and guidelines for organizations seeking to implement and optimize distance learning and coaching systems. These recommendations include strategies for integrating these systems into existing learning and development frameworks, leveraging technology to enhance engagement and personalization, and ensuring the quality and credibility of online learning content. Overall, this research provides valuable insights into the integration of distance learning at the enterprise. Keywords: distance learning, skills improvement, employees’ motivation, employees’ qualification, coaching, mentor support, enterprise.

A National Survey about Online Teaching in Medicine and Dental Medicine in the Universities of Morocco

Introduction: Learning is the process by which we acquire knowledge or expertise. All teaching is done with the objective of transferring factual, conceptual or processual knowledge, acquiring skills, inculcating attitudes or bringing out, appropriating or developing reflexes or routines. Distance learning can be a substitute for face-to-face teaching, a complement or a useful reinforcement to it. Distance learning has emerged as a new teaching method to maintain the continuity of medical education during the closure of educational institutions due to the COVID-19 pandemic. Objectives: The purpose of this study is to explore the status of distance learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction, and prospects for this approach to learning. Methods: This cross-sectional study was based on a questionnaire that was designed and administered to students in their clinical years from public and private medical and dental schools. For this study, the estimated sample size was 1584. Results: A total of 1584 students completed the questionnaire, among them 1407 respondents (88.8%) stated that they had used the educational platform to access their course. Among these students, 55.4% (878) think that access is easy, 35.3% (550) find it quite difficult and 9.3% (149) difficult. 43.2% (685) of the students prefer the face-to-face system, 35.4% prefer the hybrid system. Only 21.4% (339) prefer the distance learning system. The overall satisfaction rate with medical distance education was 18.2%; with 31.4% being somewhat satisfied with distance education during this period of confinement and 5.7% very satisfied. Discussion: Regardless of the reported benefits, medical students prefer the blended or face-to-face approach to teaching because distance learning was a major challenge to acquiring equivalent clinical medical skills. Satisfaction with distance education is strongly related to students' prior experience with distance education as well as instructors' experiences and interactions. Technical and infrastructural resources were reported as a major challenge to implementing distance learning.

ADDIE model as a methodology for the design of distance courses

The ADDIE model is an iterative approach aimed at designing and implementing distance learning courses that are adaptable to the needs and characteristics of students. It allows for improvements and adjustments in each of its phases, ensuring a quality learning experience for students immersed in virtual environments. This article reflects on the experience of designing distance courses for a postgraduate educational program using this methodology, highlighting the advantages and challenges that arose during the process.

Learning Experiences of Social Studies Teachers in Blended Modality: A Phenomenology

The pandemic has indeed drastically changed the way education is delivered, and the ways in which teachers creatively hone student’s mind based on existing curricula. In particular, the online blended distance learning is a topic of interest, hence, this phenomenological study seeks to probe using in-depth interviews the struggles, coping mechanism, and educational insights of social studies teachers. A total of thirteen (13) participants were chosen using non-probability purposive sampling method and data was analyzed using Colaizzi’s thematic analysis. Only Araling-Panlipunan teachers from secondary basic education schools were chosen to participate in the semi-structured interviews. Based on the findings, it was revealed that the participants had faced struggles in the implementation of the online blended distance learning, which are encompassed by the following themes: (i) Struggles in terms of Connectivity and Technological Issues, (ii) Lack of Time in checking the outputs of the students, and (iii) Grappling Need for contextualized delivery of modified instructional materials with its two subthemes, (a) Design of educational resources (i.e., modules, videos, alternative activities) and (b) Delivery of instructions and assessment of performance. They also utilized coping mechanisms such a (i) flexibility and initiative, (a) effective time management, and (b) embracing change and adaptation in the new normal education. Lastly, when asked about their educational insights, the following themes emerged (i) Be Conversant about Contemporary Issues, (ii) Empower Oneself with Dynamic Learning Environment, and, (iii) Improving Competence in Technology and Internet Exploration.