Distance Learning In Education Research Articles

A short review on cooperative aspects of learning in distance education

For a long period of time, stretching back to the beginning of experimental broad band backbone networks, research members have conducted studies to explore and develop cooperative aspects of learning in distance education. So far, many kinds of R&D results from typical case studies have been published and demonstrated in domestic or international public areas. As compared with the other educational environments (e.g. electronic media-based, satellite-based systems, up to metaverse-based, chat-AI based systems etc.), interactive communications in a true sense should have been noted here for individually better educational situations and more agile business modeling under the information environments on a high speed and widespread network with intelligent electronic media.

Distance Teacher Training in Periods of Emergency (COVID-19 Pandemic)

The closing of schools at the beginning of spring 2020 in Greece highlighted the need for school distance education to make up for lost teaching time and to maintain learners’ contact with the educational process and other members of the school community. However, the teachers needed support in this urgent situation since they did not have previous experience with school distance education. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (E-Learning Lab) of the University of Crete attempted to contribute with its own means to the support of these teachers. Within this framework, fast-paced, distance seminars were designed and implemented to support teachers on pedagogical issues of distance education. A total of 20 distance training seminars were conducted from 19 March to 29 April 2020, in which more than 40 000 teachers of primary and secondary education in Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions. The paper proposes that particular emphasis should be placed on the principles and the methodology of school distance education, synchronous and asynchronous learning environments, and the design of lesson plans based on pedagogical approaches compatible with distance learning.

A Conceptual Model for Meeting the Needs of Adult Learners in Distance Education and E-Learning

More than 40% of undergraduate students are 24 years of age or older [1], and over half of these students are enrolled in distance education [2]. Yet, adults do not fare as well as traditional-aged college students who are four times as likely to graduate [3]. The workforce is both aging and becoming more age-diverse, re-sulting in the need to provide ongoing training for a range of learners [4]. There is some evidence that training performance declines with age [5]. Understanding the needs of the adult learner in distance education and e-learning is important for improving their experience and outcomes. By combining cognitive, social, and emotional factors, sensitive to the impact of context, we can develop program-ming that meets the needs of the whole learner. Drawing from the science of learning, I will outline the components of my conceptual model for meeting the needs of adult learners in distance education and e-learning. There is a diverse body of evidence-based instructional practices to support each of the factors in this model, but additional research may show significant interaction effects that may be especially beneficial for adult learners in distance education.

Providing Education to the 1st Year Students at the Medical University in the Conditions of Martial State in Ukraine

Learning is a complex creative process based on the use of modern technologies and taking into account the psycho-physiological properties of an individual. The martial law introduced significant changes in the operation mode of higher education institutions in Ukraine. Therefore, the problem of organization and implementation training in higher education institutions is very relevant in current conditions. The purpose is the study and application of those modern forms and methods of education that would provide a sufficient level of knowledge in martial law, as well as the study of the peculiarities of student’s motivation in martial law. Methodology. We conducted a comprehensive analysis of sources about various teaching methods and generalization own experience of teaching Medical Biology in online format at Zaporizhzhia State Medical University. Results. It was implemented the interaction concept of higher education students with the teaching staff and educational activity was monitored, Zaporizhzhia State Medical University introduced a remote form of education using MS Teams and the edX platform. Based on Teams, the work was carried out to create and fill in online platforms with an educational material, a content visualization with a large amount of illustrative materials, video materials, packages of test tasks in MS Forms, along with educational methods adaptation, including interactive ones, to a distance form. Interactive distance learning means are very diverse. They include synchronous tools such as video conferencing and virtual classroom discussions, as well as asynchronous tools such as online forums and chats. Interactive distance learning means are crucial for several reasons: increasing contact, improving communication and collaboration, and contributing to a more dynamic and collaborative learning environment. While our teachers in real-time use synchronous interactive methods, asynchronous methods provide great flexibility for students regarding when and where they can participate in classes, that is especially important for students in complex real-world settings of martial law. Conclusions: Distance learning in modern higher education has become a forced alternative to traditional forms despite the difficulties ensuring the educational process under challenging conditions. Interactive means are becoming increasingly important in distance learning, as they help boost student’s communication and interaction, improve collaboration, and provide greater flexibility and convenience in the distance learning process for students and teachers. Modern technologies and means will be appropriate if we take into account the students’ psycho-physiological state and the degree of their motivation.

Prediction and Evolution of Distance Education Learners’ Feedback Attitudes by a Deep Learning Approach

In recent years, the feedback attitude towards teachers has become one of the most important factors affecting learners' trust in teachers' teaching ability and changing learning plans, so the research on learners' feedback attitude has received extensive attention from experts and scholars at home and abroad. Most of the existing relevant research focuses on empirical research and behavioral research using questionnaires and scales from a theoretical point of view, which need to be further verified in terms of reliability and scientificity. Therefore, this paper conducts a research on the prediction and evolution of distance education learners’ feedback attitudes towards teachers based on deep learning. With the help of deep learning technology, it is easy to discover the advantages of distributed feature representation of data, and ARIMA model is combined with BP neural network model to construct a predictive model of distance education learners' feedback attitudes towards teachers. This paper makes the evolution analysis of distance education learners' feedback attitudes towards teachers, and introduces the assumptions and principles of the evolutionary analysis model in detail. The experimental results verify the effectiveness of the proposed model, and the analysis results of learner attitude evolution based on distance English learning as an example are given.

Comparison of distance education and in-person education in procedural sedation and analgesia: A randomized controlled trial

Background: Despite the increasing demand for procedural sedation and analgesia training, the number of available instructors remains limited. Objective: The aim of this study is to compare distance education with in-person learning for knowledge acquisition and participant satisfaction in procedural sedation and analgesia education. Methods: We conducted a randomized controlled trial comparing distance education with in-person learning in Japan on three occasions. Twenty participants per course were randomly divided into five groups with stratification by year of graduation. The groups were randomized to either a distance education group or an in-person group. We conducted pre- and post-testing of procedural sedation and analgesia knowledge and surveyed participants’ perceptions by using a scale ranging from 0 (not enough) to 100 (enough). Our primary outcomes were knowledge acquisition and the quality of discussion. Results: We included 48 healthcare professionals in the analysis. Forty-one participants (83.6%) were men and the median years of experience was 5 (interquartile range: 3–9). Both groups had similar knowledge acquisition with the pre-test and post-test score difference and reported similar scores on the quality of discussion with the exception of the clarity of audio quality (93 vs 100, p = 0.017). Conclusion: In a randomized trial of distance versus in-person learning for the sedation course, we did not observe statistically significant differences in knowledge acquisition and participant satisfaction between the two groups except for audio quality for the case discussion. Further efforts to improve quality for distance learning in procedural sedation and analgesia education are needed.

Development of indicators of happiness in learning of Thai open university students

PurposeThis paper aims to develop indicators of happiness in learning of the Thai open university (TOU)'s undergraduate students.Design/methodology/approachSampling for the study was comprised of two groups. Group I comprised eight lecturers who are experts in their disciplines and six students who were purposively sampled. The focus group was used to validate the appropriateness of the indicators. In Group II, 332 students were engaged in a multistage sampling process. The responses were analyzed using descriptive statistics, coefficient correlation, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA).FindingsThe indicators of happiness in learning of undergraduate students of TOU were classified in six categories. These included satisfaction with learning environment (five indicators), learning anxiety (five indicators), satisfaction with learning (five indicators), enthusiasm to learn (six indicators), self-satisfaction (six indicators) and readiness to learn (seven indicators). The six categories explained happiness in learning of undergraduate students of TOU at the 65% and fit empirical data.Practical implicationsThe TOU can use the indicators for the assessment of happiness in learning of its students as well as guidelines for the improvement of its student learning environments.Originality/valueThere have been very few studies on indicators of happiness in learning of TOU students. Most were done at the basic education level. This study disclosed the six factors affecting happiness in learning of TOU students; therefore, it should inspire and draw attention of many in the field of higher education distance learning.

ОРГАНІЗАЦІЙНО-МЕТОДИЧНІ ОСОБЛИВОСТІ РЕАЛІЗАЦІЇ ДИСТАНЦІЙНОГО НАВЧАННЯ ФІЗИКИ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article actualizes the problem of organizational and methodological support for distance learning in Physics. Organizational, regulatory, technological, software and methodological features of its implementation in Higher Education Institutions are determined. The article summarizes the experience and analyses the features of organizing distance learning in Higher Education as an effective tool for supporting the Educational Process in Physics and ensuring free access of applicants to high-quality educational services in conditions of unpredictable impacts. Attention is focused on the need to improve the techniques and methods of organizing independent work of students in the process of distance learning Physics, the formation of practical skills and abilities in them, the development of digital literacy as an important component of self-educational and professional competence, stimulating the cognitive activity of applicants, monitoring and evaluating academic achievements during online training. It is noted about the trends in the development of educational and methodological support for the educational process in Physics in the conditions of distance learning in fully functional didactic kits and complexes that combine traditional teaching tools, electronic educational resources, and digital laboratories. It is noted about the expediency of purposeful improvement of information and communication competence of teachers, the formation of their readiness for a qualitative transformation of the methodology, methods and forms of organizing the educational process in new conditions, improving the systematic training of scientific and pedagogical workers for the introduction of distance education, expanding the practice of international internships in order to obtain skills in the effective use of modern means of supporting distance learning.

ДИЗАЙН ОЦІНЮВАННЯ НА ОСНОВІ ТЕОРІЇ КОНСТРУКТИВНОГО УЗГОДЖЕННЯ

The article actualizes the problem of organizational and methodological support for distance learning in Physics. Organizational, regulatory, technological, software and methodological features of its implementation in Higher Education Institutions are determined. The article summarizes the experience and analyses the features of organizing distance learning in Higher Education as an effective tool for supporting the Educational Process in Physics and ensuring free access of applicants to high-quality educational services in conditions of unpredictable impacts. Attention is focused on the need to improve the techniques and methods of organizing independent work of students in the process of distance learning Physics, the formation of practical skills and abilities in them, the development of digital literacy as an important component of self-educational and professional competence, stimulating the cognitive activity of applicants, monitoring and evaluating academic achievements during online training. It is noted about the trends in the development of educational and methodological support for the educational process in Physics in the conditions of distance learning in fully functional didactic kits and complexes that combine traditional teaching tools, electronic educational resources, and digital laboratories.

Quality Management of Distance Learning Higher Education

This article aims to describe the implementation of distance learning necessitates a quality management system for higher education. The method is qualitative, which can be explained by the reality of quality management in distance learning higher education. Literature related to quality management of distance learning in higher education, including problems and constraints of distance learning, management models in distance learning, distance learning systems approaches, roles in distance learning, online learning design components, and long-distance higher education quality assurance systems, serves as a data source. The results of the discussion can indicate actions for maintaining quality levels, such as (a) quality management, management so that there is still quality control for graduates who are expected to meet nationally accepted competency standards (quality control), and (b) higher education with distance learning is able to respond to any situation. Changes in learning include the development of distance education, and (c) distance education is the development of the concept of a cyber university or what is commonly known as distance learning in Indonesia.

IMPLEMENTATION OF MOBILE LEARNING TECHNOLOGIES IN THE SYSTEM OF DISTANCE EDUCATION

Mobile learning is analyzed as an organization and solution of problems for complex, systematic informatization of educational activities and the implementation of measures aimed at integrating educational, scientific and managerial activities of an educational institution for the training of competitive specialists who possess a professional specialty based on modern information and telecommunication technologies. It is shown that the implementation of mobile learning involves solving a number of tasks; the development of mobile learning tools forces a new look at the technologies for implementing distance learning. The mission of an educational institution that implements mobile learning is to realize the transition from an industrial society to an information society, to use a network information and educational environment, to provide open and distance education throughout life or work based on new information and telecommunication technologies. Such an educational institution offers educational services based on a combination of network, video interactive technology and wireless access to resources, anytime and anywhere. The author's view on the formation of the mobile learning system in open distance education consists in the formulation of key provisions, which we include: the vision of mobile learning; the goal of an educational institution implementing mobile learning; purpose and tasks of mobile learning in open distance education; mobile learning technologies; didactic possibilities, properties and functions of mobile learning; multimedia core as a basis and carrier of mobile learning knowledge. As part of the research, we formulated a vision of mobile learning in an educational institution, which we understand as an ideal picture of the future, as a state that can be achieved under the most favorable conditions.
 Keywords: e-learning technologies; distance education; mobile learning; educational process; interactive learning; information and communication technologies; electronic training courses; LMS Moodle

Suicide Phenomenon Among Students During the COVID-19 Pandemic

Abstract This article discusses the impact of the COVID-19 pandemic on human life, particularly in the field of education. In an effort to address the pandemic, the government has implemented Distance Learning Education (PJJ) as a relevant solution, but it has resulted in unintended consequences, including increased stress and suicide among students. This research uses a qualitative method with a case study and sociological analysis using Emile Durkheim's theory of suicide. The analysis results show that suicidal behavior among students occurs due to social symptoms, especially in facing rapid changes and social isolation caused by the COVID-19 pandemic. Students face greater pressure to adapt to these changes, both in their education and social environment. Therefore, appropriate and comprehensive prevention and intervention efforts need to be taken to address this problem and prevent suicide among students. Keywords: Suicide; Online Learning; Stress; Emile Durkheim

Yükseköğretimde İngilizceyi Yabancı Dil Olarak Öğrenenlerin Çevrimiçi Uzaktan Eğitimde Dil Öğrenme Çabası ve Öğrenen Özerkliği

Although there were a massive increasing number of online English learners, not much research has clarified the assumed relationships between language learning effort and learner autonomy in the context of online distance learning in higher education. This paper aims to investigate and compare the EFL learners’ levels of foreign language learning effort and autonomy perceptions in online distance education. Data was collected from 220 EFL freshmen students taking an online English course and studying in various disciplines at a state university in Turkey. Two questionnaires were used in order to explore the relationship between language learning effort and autonomy of online English learners. The Foreign Language Learning Effort Scale (Karabıyık & Mirici, 2018) was used in order to assess the participants’ levels of foreign language learning effort and the Autonomy Perception Scale (Demirtaş, 2010) was administered so as to identify the level of autonomy perceptions of the students towards language learning. Additionally, a background information form was also utilized in order to determine individual information of the participants. The study was designed based on a baseline descriptive survey method. The data were analyzed using basic descriptive statistics (means and standard deviations) and Pearson correlation coefficients analysis. The results of the study displayed that the learners often employed effort in learning a foreign language. Moreover, the learners generally were not capable of using autonomous learning skills in learning a language although they had the capacity to employ some autonomous learning skills to a sufficient degree

Teaching Geology in Higher Education Institutions under COVID-19 Conditions

Teaching geology under COVID-19 pandemic conditions led to teaching limitations for educators and learning difficulties for students. The lockdown obstructed face-to-face teaching, laboratory work, and fieldtrips. To minimize the impact of this situation, new distance learning teaching methods and tools were developed. The current study presents the results of an empirical study, where distance learning teaching tools were constructed and used to teach geology to university students. A mineralogical mobile phone application was used to replace laboratory mineral identification and a flow chart to replace laboratory rock identification. Additionally, exercises on faults and maps were developed to fill the gap that was created as field work was impossible. A university course on geology was designed on the basis of the constructed distance learning teaching tools, and more than 100 students from the Department of Civil Engineering attended the course. The results show that the proposed tools helped the students to considerably understand scientific information on geology and supported the learning outcomes. Thus, it is suggested that the teaching tools, constructed for the purposes of the study, could be used in conditions when distance learning is required, or even under typical learning conditions after laboratories, as well as before or after fieldtrips, for better learning outcomes.

Challenging the Status Quo and Exploring the New Boundaries in the Age of Algorithms: Reimagining the Role of Generative AI in Distance Education and Online Learning

Challenging the Status Quo and Exploring the New Boundaries in the Age of Algorithms: Reimagining the Role of Generative AI in Distance Education and Online Learning

Artificial intelligence-based group decision making to improve knowledge transfer: the case of distance learning in higher education

ABSTRACT In this paper, we propose a method based on multicriteria classification and a dominancebased rough set approach (DRSA) to support teachers in decision making. The objective is to use teachers’ knowledge and preferences to identify ‘atrisk students’, i.e. students who are likely to drop out, and ‘leader students’, i.e. students who are likely to help their peers, in distance learning. The proposed method is composed of two phases: phase I builds collective decision rules from teachers’ preferences, and phase II classifies students into two decision classes: ‘atrisk students’ and ‘leader students’. This method was designed, tested, and validated in higher education, with teachers who have acquired rich experience in teaching in online-synchronous mode since the Covid-19 pandemic.

Learner-Centred Instructional Approach in Supporting Performances in Open Distance Learning

Digital learning materials, especially multimedia instructional materials or courseware are prevalent in the fabric of higher education today. While various names such as educational resources, instructional resources, instructional materials, learning materials, learning resources etc. have been used to manifest the concept of learning contents, the definitive goal is to support in catering education especially for distant learners. The use of instructional multimedia is acknowledged to help overcome some of the challenges in the Open Distance Learning (ODL) curriculum delivery since adult learners typically study in isolation with reduced opportunities for direct instructions. They are supposed to pursue their study self-guided with the aid of instructional materials. The use of instructional multimedia can help to create an interactive and engaging learning experience as highlighted by several research papers on the successful distance learning materials where the success has been measured with respect to learners’ satisfaction and perceived learning effectiveness in supporting the learners’ achievement in assessments. A quality instructional material is believed to be well supported and founded by suitable learning theory in its design as it is considered as a key factor to determine its success. Therefore, this paper described the effects of such design and development of a multimedia instructional material to motivate adult learners to learn about the basics of Multimedia. The implementation of Gagne’s nine events of instruction is hoped to provide a better design framework for the development of instructional materials to meet the needs of adult learners in distance education. As with any other research, further study should be done on relatively larger random samples of respondents to focus on the evaluation of this design framework to gain additional credibility.

Prospects for the development of distance education in Ukraine: methodological aspect

The article identifies and characterizes the organizational and pedagogical preconditions, patterns, features of the development of distance education in Ukraine, analyzes its role in solving the problem of modernization of vocational education in Ukraine. The main trends in the development of distance education and new learning technologies in Ukraine, based on modern information and telecommunication means of manipulating educational information, have been studied in order to find out the prospects for its further development. The principles of modeling the process of distance learning are disclosed, which allow creating a special learning environment in any geographical location and due to the didactic tasks of higher education. The concept of variable modeling of distance training systems for a future specialist by creating a special learning environment in any geographical location has been developed and theoretically substantiated. The organizational and pedagogical conditions for the effective implementation of distance learning models in the current system of training specialists in higher education are shown.

The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices

During COVID-19 pandemic the teachers were suddenly forced to change their teaching and use distance learning practices, and become innovative in their ways of teaching online. In the current study we sought to understand whether teachers considered themselves innovative and how this affected their distance learning self-efficacy, accountability, and distance learning teaching practices. Two hundred elementary and secondary school teachers from Israel were asked to fill in a questionnaire comprising the four abovementioned components. Findings indicated that it was teachers' self-innovativeness which had significantly influenced their distance learning self-efficacy, accountability, and distance learning teaching practices. Findings indicate that work experience directly affected self-innovativeness, and older, more experienced teachers perceived themselves as more innovative in adopting and using distance learning compared to less experienced ones. The second finding was that professional development affected distance learning teaching practices but had no effect on teachers' self-innovativeness. The study shows that increasing teachers' self-innovativeness may affect their self-efficacy and accountability and lead to better distance learning teaching practices. Therefore, it is suggested to change the focus of professional development programs to promoting teachers' self-innovativeness and encouraging them to create novel and tailored combinations of hybrid learning.

PEMANFAATAN MEDIA EVALUASI PEMBELAJARAN SOCRATIVE PADA MATA PELAJARAN BAHASA INDONESIA

ICT-based education is something that is used during the current pandemic. The Covid-19 pandemic has had an impact on the world of education, which not only affects one level, but also affects all levels of education. The use of ICT-based learning media can be used as one of the media that can be used by teachers in distance learning. Evaluation media that is suitable to be used is socrative. Socrative is a student response system that allows teachers to create interactive quizzes or games and involve students directly. This research uses descriptive-qualitative method because the data used are words and the final result is a description. This research was motivated because the world of education during the Covid-19 pandemic was like doing distance learning. This makes teachers and students obliged to carry out learning at home. It seems to have an impact on presenting the material given by the teacher to students. This study aims to introduce online-based learning media that can be used in distance learning as it is today. Socrative is a learning evaluation media that is used as a practice question that is used as a benchmark for students after being given the material by the teacher. This medium is included in easy media and has various forms of quiz. In addition, you can use it via the web without first downloading the application. This media is suitable for use in Indonesian language learning which requires all students to have the ability in good and correct language. This research discusses the steps for using and using socrative media.