Distance Learning In Education Research Articles

Students' physical well-being in physical education distance learning

Background and Study Aim. Students’ physical well-being is highly affected throughout the quarantine period. The effects of it towards the performance in Physical Education is examined due to the sudden shift of educational setting. More specifically, it sought to determine the impact of physical activity performed during the quarantine period based on the FITT (Frequency, Intensity, Time, Type) principle of exercise on the physical well-being of the students as well as the relationship of the two variables.
 Materials and Methods. The study was participated by 1,648 students at Cebu Normal University who, used an online survey, answered a 34-items questionnaire with dichotomous questions. Pearson Product Moment Correlation was utilized.
 Results. The study yielded 5 major results. The students' smoking habits have no impact on their engagement to physical activity when applying the FITT principle to distant learning. The students' dietary habits do not influence their engagement in physical activity related to distant learning when the FITT principle is used. When the FITT principle is utilized, students' BMI has nothing to do with their engagement in physical activity associated with distant learning. Students who engaged in physical activity spent less time engaging in these sedentary pursuits. University students were more likely to follow a normal eating routine, and aware more likely not to engage in unhealthy behaviors like smoking cigarettes, and were more active in other physical activities like doing household chores during the quarantine period.
 Conclusions. The study found out that physical well-being has a considerable negative impact on undergraduates' physical education achievement. Thus, the FITT principle has no impact on any participation in physical activities during distance learning.

Promoting Voluntary Use Behavior of Learning Management Systems Among Tutors for Blended Learning in Distance Higher Education

Contemporary distance higher education is hinged on modern technologies to deliver purely online and blended modes of learning mostly through learning management system (LMS). This is to bridge the transactional gap between students and instructors as well as among students themselves. However, the use of technologies such as LMS for dispensing distance tertiary education is at a cross-road of mandatoriness or voluntariness of use. Nonetheless, current literature supports the voluntary use of LMS by instructors in order to foster positive attitudes and personalization among instructors. Based on this, there is the need to unravel the determining facts that promote voluntary usage of LMS among tutors. This study thus, employs a quantitative approach based on a survey design to purposively collect data from 267 tutors in a blended distance education setting using a questionnaire. Generalized structural component analysis technique was adopted for structural equation modelling. Results from a structural equation modelling revealed that performance expectancy, effort expectancy, facilitating conditions, and social influence, all determine tutors’ voluntariness of use of LMS for blended learning in distance education. Additionally, voluntariness of use predicted actual LMS use behavior among tutors. On the basis of the results, recommendations were made to reflect theory, policy and practice of voluntary integration of LMS by tutors for blended learning in distance education.

Smart technologies in the personal digital educational environment of a teacher

The article is devoted to topical issues related to the digitalization of the system of higher professional education. The authors consider and clarify the concepts of “Smart technologies”, “digital educational environment”, and “personal digital educational environment of a teacher”. Based on the analysis of theoretical literature, the essence of the key concepts under consideration and their role in the organization and implementation of distance learning in higher education as a mechanism for ensuring the quality of education in digital format are determined. As a result of the intensive development of information technologies, smart education is gradually replacing “classical” e-learning, with which a number of concepts are associated, many of which do not have an unambiguous interpretation. Such concepts rightfully include “digitalization of education”, “smart technologies”, “digital educational environment”, and “personal digital educational environment of a teacher”. In the conditions of digitalization of education, the digital competencies of a modern teacher, which characterize his ability to use specific knowledge and modern ICT in the professional sphere, communication and software products in practice, become important for his further development as a specialist. This research is funded by the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan (Grant No. AP13068185).

Specificity of physical activity of students in the conditions of distance learning

The recent changes in the Ukrainian education system related to the forced transition to distance learning have caused an urgent need and provided an opportunity to analyze the effectiveness of distance learning. The transition of students to distance learning technology has already caused adverse changes in the functional state of students due to low motor component and significant mental stress. This situation requires improving the rational organization of motor activity of students in distance learning. Due to two complex factors - the long pandemic and the full-scale war currently being waged by Russia in Ukraine, all disciplines taught by the Department of Physical Culture (both lectures ("Physical Culture and Sports") and practical (elective physical culture)) are held in a remote format. The article analyzes the features of physical education of students in distance learning. There is a tendency to reduce the motor activity of students, as most of the time students spend on gadgets. The ways and methods of involving student youth in physical exercises in the conditions of distance learning are offered. The role, place and opportunities of distance learning in physical education for students and teachers are determined. It is established that the optimal type of physical activity at home - various types of fitness, which involve performing general developmental exercises that do not require special inventory and equipment, can be performed in a limited space, allow individual dosing. In addition, such classes are attractive to young people.

Using E-Portfolios for Meaningful Teaching and Learning in Distance Education in Developing Countries: A Systematic Review

Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the COVID-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This article seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking, and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

The Abandoned Agenda: The Issue of Quality in Private Distance Education Colleges in Mertulemariam Town

This case study explores the status of quality in private distance education colleges in Mertulemariam town, Ethiopia. Employing qualitative case study design, data were collected from 13 distance education learners, and four college coordinators were selected using snowball sampling and convenience sampling, respectively. Semi-structured interview guides, observation, documents, and informal discussion/conversation were data collecting tools. The findings revealed that there was a positive perception of DE. Modules (below the expected quality) were the only instruments used to provide education. There were no sufficient support systems provided to students. The education process faced different problems, and the expected outcome was found at a lower level. The role of the government in controlling the quality of education was found low. Consequently, the private college owners were working for profit than contributing to producing qualified human resources in the world of work. In addressing these problems, the government can establish strong support and control system to assure the quality of education. The private owners of the colleges also need to provide due attention to the quality of education beyond the profit gained from the system.

An exploration of applicability of social constructivism approach in distance learning amid the COVID-19 pandemic; the case study of Hail University (UOH)

PurposeThe study aimed to explore and understand the perceptions of students, teachers and management about the distance learning and student learning at University of Hail (UOH) amid the COVID-19 pandemic, to identify whether student learning needs are being addressed in (UOH). This is facilitated through the use of interaction of distance learner with their peer groups, faculty members and assistants using different modes of interactions such as computers, internets such as chats and yahoo groups and mobile phones. These features of UOH approach toward learning are among the constructivist approach.Design/methodology/approach A qualitative research methodology was used to attain the objectives of this study. Looking into the nature, aim and objectives of the research study, semi-structured interviews were suitable and case studies, in total 11 interviews were conducted; five interviews were conducted from the students, three from the faculty members and three from the university administration. An interview guide was developed to conduct the interviews on the basis of themes such as training and development, performance management and firm performance. The data analysis suggests that UOH adopts quite a lot of main features of social constructivist approach of learning and teaching. This study finds that UOH adopts student-centered approach and provides the students opportunities to learn from real-life scenarios through case studies and projects.FindingsThis study has certain important theoretical contributions and implications for policy makers and managers; this study contributes to the distance learning education literature by exploring and understanding the perceptions of students, faculty members and management about the learning at UOH. The results of this study may be used by teachers and other instructional designers to improve materials for emergency distance learning.Research limitations/implicationsThis study contains certain limitations. One key limitation is the limited number of interviews originating from lack of time and problems in accessing the university. Hence, more interviews would have provided a more detailed picture of the learning at UOH. Another limitation is the context based nature of this study, not allowing generalization of the results. Nevertheless, generalizations were not amongst the purposes of this study and hence were never intended. Due to this limitation findings can be argued as applicable and meaningful to a certain degree as determined by other researchers and practitioners.Originality/valueThis research also focuses on the social constructivist approach to distance learning by examining and analyzing how learning at UOH appears to align with the constructivist approach's learning values.

ДИСТАНЦІЙНА ФОРМА НАВЧАННЯ В КЛАСІ ОСНОВНОГО МУЗИЧНОГО ІНСТРУМЕНТУ (ФОРТЕПІАНО)

Given the specification of music as the most abstract of the arts, and music disciplines as disciplines mostly practical, the possibility of inclusion or full transition of music students to distance learning in higher education seems problematic and ambiguous. The article is devoted to the specifics of teaching music students in the classroom of the main musical instrument (piano) in terms of distance learning in higher education. The author proposes to consider distance learning as an active way of carrying out cognitive activities, ie as a method of teaching music students. For all the shortcomings and imperfections of distance innovation, the positive aspects are highlighted, which will allow teachers to partially use the distance method to achieve certain learning objectives. The process of teaching music students in the classroom of the main musical instrument (piano) is based primarily on the individual approach of the teacher to the student. Professional growth, raising the performance level of each student depends on the system of rational pedagogical methods and teaching methods that the teacher uses throughout the educational process. Until recently, the use of a remote approach to learning to play the piano, which consists of conducting a lesson with the help of multimedia technologies, has hardly been used by practicing teachers. However, the emergency transition to distance learning, forces to adjust, adapt existing traditional methods, forms of learning in the classroom of the main musical instrument (piano) to new realities. In such a situation, the attention of teachers is often focused on distance learning as the only opportunity to carry out the educational process. On the one hand, not being habitual and natural, this form of learning to play an instrument becomes an educational organizational innovation. On the other hand, it can be considered as a method of learning, ie, an active way of carrying out cognitive activity. This method, in which telecommunications are a mandatory mediator in teacher-student interaction, requires serious study instruments (piano).

Vodcasting (Video Podcast) as a Tool for Enhancing Modular Students’ Performance in Science

This study focused on determining the effect of using Vodcast as supplementary material in science among the selected grade nine Modular Distance Learning students of Majada In Integrated School during the school year 2021-2022 and it specifically sought to answer the following questions: (1) What is the mean level of acceptability of the Video Podcast evaluated by experts in terms of suitability, instructional design, technical resources, and flow experience?; (2) What is the level of student's performance in terms of Pre-Test and Post-Test?; (3) What is the mean level of students' perceptions of Vodcast as supplementary material in Science in terms of content and satisfaction in learning?; and (4) Is there a significant difference in the level of performance of the students between pre-test and post-test? The study employed both descriptive and experimental design. Percentage and independent t-tests were used to determine the acceptability of vodcasting evaluated by the experts which are participated by Science Teachers and IT experts. Instruments employed in the study were researcher-made survey questionnaires for the experts and the selected Grade 9 modular distance learning students of MIIS. Thus, the study found that using Vodcast as a supplement to the printed Self-Learning Module (SLM) can improve students' performance during the Modular Distance Learning (MDL) in the new normal education. Moreover, the study suggests that Science teachers may use video podcasting as supplementary material in remote learning since it can improve learning outcomes. Because vodcasting has been found to have a significant positive impact on Modular Distance Learning students, teachers of other areas, as well as science teachers, may use this material or technology to achieve positive learning outcomes. Although making a video podcast takes time and work, the benefits to students can be significant. Future researchers may examine selecting respondents based on their learning styles and whether they are low or high-performing students in class. A similar study with a larger group of respondents may be conducted to see if the same results can be established.

Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges Amidst COVID-19 Lockdown

This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.

Overview of learning activities in vocational high schools during the covid-19 pandemic

The emergence of the Covid-19 outbreak caused the educational aspect to need adjustments in carrying out learning. Vocational schools are the objects most affected by the COVID-19 outbreak, as a result the learning process that should be based on practice must be temporarily suspended and replaced with tasks. Therefore, this study aimed to describe learning activities in Vocational High Schools during the COVID-19 pandemic, such as lesson plan, students’ practicum implementation and how technology are used to support learning activities. This type of research is qualitative, with the research subject being a vocational school teacher. The results showed that the lesson plans that are commonly used are now changed by giving assignments, during distance learning teachers deliver materials using various media. This research can be an illustration for teachers and policy makers in developing models, media and learning strategies to improve the quality of learning in vocational school.
 
 Keywords: vocational, pandemic, learning, technology, learning strategy;

Application of Gamification Tools for Identification of Neurocognitive and Social Function in Distance Learning Education

The present study investigates the role of synchronous and asynchronous education techniques in the context of digital and game-based learning materials through a collaborative study, conducted during the Covid-19 pandemic (October 2020 – June 2021), in an online e-learning environment. The study involved 35 last-year elementary school children, in Western Greece, with learning and behavioral issues. The children were given games with both practical and academic modules throughout their online schooling. For example, a math game was played over WebEx using Kahoot; a game for European institutions was created using the learningapps.org software; and online games from the European Union's "Learning Corner" as well as the game "Defeat the Virus" were used for the Social and Political Education topic. The findings are based on data collected through synchronous and asynchronous e-learning frameworks (WebEx, e-Class), and were linked to both cognitive learning aspects and school children active participation in online education using a standardized psychometric scale called "Psychosocial Adaptation of Primary School Children." The findings suggest that gamification might be a beneficial tool for improving children' cognitive performance in elementary school and generating a meaningful learning experience. The educational intervention aided young people in the development of assertiveness/leadership skills; interpersonal communication skills; social competence; and self-perception. The benefits of the online educational process include the enhancement of students' neurocognitive processes, particularly their executive functions, as well as their social competencies and interpersonal relationships.

Physical education as a factor in the healthcare of students in distance learning. The article considers the issue of physical education of students in the conditions of distance learning, which is due to the introduction of quarantine measures caused by

It is believed that the task of physical education in the new realities of distance education is the need to ensure students understand the threats of lack of physical activity, as well as help by all possible means to compensate for its lack in the daily routine. The question of ways to ensure the effectiveness of physical education of students in distance learning has been studied. It is determined that the purpose of physical education in distance learning is to form an idea of using all possible forms of physical education, adapted to today's realities to ensure compliance with the regime of physical activity, as much as possible with quarantine security measures. It is established that the organization of effective distance learning, and adaptation of the educational process of physical education to the requirements of today is to ensure physical development by increasing the physical activity of student youth. The leading task of physical education in distance learning is defined as the opportunity to demonstrate that by staying at home you can stay active, lead a healthy lifestyle, engage in physical self-development, and understand that there is no quarantine for physical activity. It was found that the content of physical education in distance learning should be formed to ensure the strengthening of healthcare and hardening of the body of students. The pedagogical conditions which promote maintenance of efficiency of physical training of students in the conditions of distance learning are allocated. Such conditions are presented as a result of purposeful selection, construction, and application of elements of content, methods (techniques), as well as organizational forms of physical education to achieve a certain goal, motivation, and incentive for effective healthcare of students. As a result, it was determined that distance learning requires radical changes and modernization of approaches to the organization of physical education of students to ensure the effectiveness of its goals.

The Development of Digital Competence of Future Teachers in the Process of Distance Learning

The article digital competence is considered, on the one hand, as a component of professional competence, and on the other – as a level of personal digital culture. The structure of the studied phenomenon defines the motivational component (motivation to use digital technologies in professional activities, focus on collective interaction, the desire to succeed through the possession of information technology); cognitive component (level of knowledge on the application of digital technologies in professional activities); activity component (skills and abilities to use digital technologies for the organization of educational activities and solving professional problems); personal component (ability to self-study, professional self-development in a digital society).
 The pedagogical conditions for the development of digital competence of future teachers are substantiated: creation and maintenance of the digital environment of a higher education institution; activation of independent educational and cognitive activity of students by means of information and communication technologies; actualization of innovative directions and technologies of development of digital competence of future teachers in distance learning. The research was conducted with the students of the first (bachelor's) level of higher pedagogical education. The results of diagnostic sections have been generalized, statistical analysis of which testifies to the effectiveness of the developed system of development of digital competence of future teachers.

The Challenges of State Junior High School Teachers in Distance Learning During The Covid-19 Pandemic

The outbreak of the Covid-19 pandemic has resulted in teachers who are one of the stakeholders’ education having to quickly adapt to changes in the learning system, which were initially face-to-face and then turned into virtual faces. This sudden change also caused a lot of anxiety experienced by the teacher. Therefore, this study aims to determine teachers’ challenges during distance learning. This study uses a qualitative approach with a descriptive method. In this study, the informants were fourth teachers of state junior high school 8 Cilacap. Data was obtained from observations, interviews, and documentation using analytical techniques in reduction, classification, and conclusions. The results showed five challenges for teachers during distance learning: planning lessons, preparing students, motivating students, instilling character in students, and unstable internet networks. The teacher finally looks for the best way or solution to overcome it, namely by discussing with students using various learning technologies or applications, collaborating with parents, and participating in training to improve their competencies.

Analysis of Student Learning Independence in Distance Learning at Madrasah Aliyah Negeri

This study aims to find out the difference in learning independence of MAN learners in Distance Education in urban and rural areas after being controlled by self-concept variables. The approach in this research is a quantitative approach using survey methods. The sample in this study amounted to 392 students who attended school in the urban and rural areas of South Kalimantan Province. Data collection techniques in this study use questionnaires and documentation. The questionnaire instrument is theoretically validated using the Delphi technique while empirically using a static test of factor analysis. As for testing the hypothesis, the requirements test is carried out as follows: (1) normality test; (2) homogeneity test; and (3) linearity test, which is then followed by a covariance analysis test (ANAKOVA). The results of this study proved that there was no significant difference in the learning independence of MAN learners in PJJ between urban and rural areas after controlled self-concept variables. However, if you look at the magnitude of the influence, it is known that there is a significant influence on self-concept on the learning independence of MAN students in PJJ in urban and rural areas of South Kalimantan Province.

Reliability and Validity Evidence of Two Distance Education Learning Environments Scales​

ABSTRACT Students more than ever are completing their university studies online. At the onset of the Covid-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students’ online learning experiences. The reliability and validity properties of the Distance Education Learning Environments Scale (DELES) and Student Engagement in the e-Learning Environment Scale (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to Covid-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from .68 to .93 and .75 to .96 for the DELES subscales. The within subscale correlations ranged from .29 to .66 for the SELES (p < .001) and .30 to .68 for the DELES (p < .001) and the between subscale correlations ranged from .18 to .75 (p < .001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES.

Retraction Note: Creating an optimal environment for distance learning in higher education: discovering leadership issues

Retraction Note: Creating an optimal environment for distance learning in higher education: discovering leadership issues

Distance learning in higher education: problems and benefits

The basis of socio-economic development of society is not material production, but the production of information and knowledge. Acquiring new knowledge and skills that are practically useful and applied in the work of the information society significantly expands opportunities for self-realization and promotes career growth. Information resources play a particularly important role in the organization of distance learning. Under such conditions, there is a constant search for more advanced forms of organization of the educational process. It is possible to implement distance learning technologies by developing a model of using virtual learning environments and distance learning platforms: Zoom, Microsoft Teams, Webex, Google Classroom, ClassDojo, Padlet, etc. Due to this, non-traditional sources of information became available to students, the efficiency of independent work increased. They were able to study at a time convenient to them, in a familiar environment and at a relatively autonomous pace. Students have opportunities for creative self-expression, finding and consolidating various professional skills. Teachers have moved to a different format of teaching material, trying to create more interactive and interesting activities for students, implement new forms and methods of teaching, have the opportunity to give grades in ezines and leave comments on each submitted work. However, the distance learning system also has shortcomings. First, it is important to have direct contact with the applicant for successful correction of training and adequate assessment. In addition, it is impossible to accurately verify whether that person is working, performing a task, or whether someone else is doing it. In addition, not all localities have uninterrupted access to the Internet. And most importantly, in distance learning, direct contact between teacher and student is lost. At the same time, the distance education system is currently a promising form of higher education for Ukraine. It is this system that can most adequately and flexibly respond to the needs of society for the training of highly professional professionals, as it provides a high-tech approach to the process of knowledge transfer.

Face-to-face vs distance learning in human anatomy education: a longitudinal study of students’ perspective and learning outcomes during COVID-19 pandemic

On March 9, 2020 attendance classes in Italian universities were suspended due to Covid-19 Pandemic. Thanks to the fast actions put in place by Sapienza University Governance and to the efforts made by all components of the university, the face-to-face courses were turned into on-line courses in only one week. This sudden change has been an even more exciting challenge for the Faculties of Medicine, whose members were also involved in the frontline battle against the virus. Anatomy academics, recognizing the challenges as opportunities to innovate anatomy teaching, set up at the same time: a specific survey to investigate students’ perspective on educational preferences and their mood; a longitudinal quantitative study to compare, for the first time in the same student’s population, exam grades after face-to-face classes and after online classes. The students, although with different motivations, considered valid both modes of attendance. Exam grades statistical analysis showed that anatomy exam marks after the online course had a higher average value (statistically significant) and with an excellent correlation factor, compared to the marks obtained at the end of the face-to-face course. Considering our data as a whole, we can suggest that face-to-face classes and online classes, rather than being interchangeable education modes, should be considered as modes with different characteristics that offer different educational benefits. These advantages may have different relevance for individual students, depending on their specific needs and individual preferences. This suggests the opportunity to propose customizable courses, centered on the student’s needs.