Distance Learning Model Research Articles

Insights into Engineering Education Teaching Practice in Slovenian Primary Schools during the Covid-19 Pandemic: Distance Learning Model

When the Covid-19 pandemic started in March 2020, the educational process had to be redesigned to meet current needs. At the Faculty of Education of the University of Ljubljana, pre-service engineering and technology teachers (3rd and 4th years of undergraduate two-subject teachers’ study programme) are obliged to complete a teaching practice in educational institutions and submit a teaching practice diary. Due to the closure of primary schools, the teaching practice was transformed to distance/online practice. This empirical study examines a recently developed intuitive model for distance learning, which took place during the teaching practice. Teaching practice diaries served as an instrument for gathering data. The sample size encompasses 56 lesson plan activities for the compulsory primary school Design and Technology subject for students aged 12–15 years at 15 primary schools in different parts of Slovenia carried out during online teaching practice by 11 pre-service technology teachers in the 2019/2020 and 2020/2021 academic years. The research methodology is focused on lesson-type determination and model elements analysis in lesson plan making and implementation activity. Distance learning model elements are evaluated with regard to online/offline learning tools from e-learning platforms to engineering education field-specific tools (e.g., technical drawings and electric circuits). Online teaching practice was as new for pre-service technology teachers and teacher-mentors as online learning was new for students. The advantages and disadvantages are highlighted. Furthermore, the distance learning model from the first Covid-19 wave teaching practice was adapted to challenge the second Covid-19 wave. The pandemic has enabled the rise of blended learning, which has been gaining focus in secondary and higher education levels in recent years; however, it encountered obstacles when entering the primary school domain. How to encompass blended learning into the evolved distance learning model will be shown.

University classes during the state of emergency in Serbia introduced after the outbreak of the COVID-19 pandemic crisis: Students’ attitudes

The state of emergency was declared in Serbia in the spring of 2020 due to the pandemic of the new disease, COVID-19. As a result, distance learning was introduced for the first time at Serbian universities - online learning in utterly specific crisis circumstances caused by the outbreak of the pandemic of a completely unknown infectious disease. This model of learning was adjusted to that fact in the form of emergency remote teaching. The paper presents the results of examining the attitudes of female students of teacher education faculties in Serbia regarding the efficiency and sustainability of the distance learning model in which they gained experience. The sample included 399 female students, who completed an online survey designed for the purposes of this research. The results of the survey showed the strengths and weaknesses of distance learning as a formerly untapped potential in higher education in Serbia, which specifically refers to the teaching model applied during the state of emergency introduced due to the crisis caused by the COVID-19 pandemic. Also, the differences in the knowledge of digital technologies by the professors came to the fore in terms of the methods that the professors used in their work. The results suggest that distance learning can be a useful tool in the process of knowledge transfer in higher education, but that final year students are most affected by the inability to acquire knowledge in practice that cannot be virtually compensated, which is a very important step in their work training, as well as the pronounced general problem of lack of social interaction and meeting social needs, arising as a result of the pandemic. In contrast, increased leisure time and health reasons stand out as the main advantages of the new teaching model, which is significantly characterized by the crisis environment.

Disadvantaged Students’ Experiences with Social Studies Distanced Learning: A Phenomenological Study

Distanced learning, for most people, is synonymous with internet-based education and high technology. High technology-based learning in distanced learning contrasts with the distributed learning experienced by children in disadvantaged areas. This topic is complex and requires attention so that no child is left behind; yet it is rarely discussed in literary works, especially the facts of distanced learning without the internet from students' point of view who directly experience the phenomenon. This study aims to explore students’ experiences in disadvantaged areas in Indonesia regarding the implementation of distanced learning during the COVID-19 pandemic. In the process of in-depth individual interviews with seven participants, I used the Interpretative Phenomenological Approach. The results of this study indicate that although students in remote areas have a passion for learning, the distanced learning process without the support of adequate facilities during the COVID-19 pandemic is felt to be severe for the students. This condition causes psychological problems for junior high school students in remote areas; namely, students feel inferior and suffer a learning loss. In the future, it is necessary to develop an effective distance-learning model without internet-oriented for children in remote areas to develop students’ well-being.

El diseñador industrial en formación y el desarrollo de productos, en tiempos de virtualidad y pandemia

Educational processes, at all levels, have been forced to carry out substantial changes in the way classes are taught and received. Distance learning models have demonstrated, in these times, their value as effective tools for educational processes. In this paper, the experience that has left the teaching of an industrial design subject from the voice of its main protagonists, industrial designers in training, is presented. The conclusions on the way in which, despite the difficulty of the sanitary confinement, they have managed to take their design projects to positive results, shows that those virtual models in education are capable of providing new options in both theoretical and practical vocational training.

APPLICATION OF ONLINE LEARNING MODELS IN AIRCRAFT COMPONENT MACHINING AT VOCATIONAL HIGH SCHOOL

Covid-19 cases spread throughout the world. This Covid-19 case has disturb to all aspects of life, even the education sector has been affected. The government’s efforts to continue the learning process with distance learning (online) as known as online learning. Expansion of this technology has begun to be used by several schools in Indonesia to implementation of their educational programs, as known as e-learning. One of them is using LMS Moddle. LMS Moddle supports to submit of learning materials, assessment, collaboration and interaction between teacher and student. Aircraft Component Machining subject were delivered by distance learning model in Vocational High School. This study aims to determine improvement of student learning outcomes with the application of online learning models. The design of this study uses Quasi-Experimental Design with Equivalent Time Series types. The research sample was 30 students from class XI Vocational High School at Bandung. The application of the syntax of the online learning model contains five steps of the learning process, namely performance support materials, self-paced learning, live events, collaboration, and assessment. The results of the study based on average value of N-gain showed that student learning outcomes had increased. User response online learning models are include in interesting category.

The Effectiveness of PAI Learning with Blended Learning Models at Private Islamic High Schools in Palangka Raya

This research is based on learning problems that cannot be carried out face-to-face because of the prolonged Covid-19 pandemic condition until now, so learning must be carried out by blended learning or face-to-face distance at private Islamic high schools throughout Palangka Raya to reduce the spread of the virus. Covid-19 continues to increase. For this reason, the formulation of the problem in this study is 1) How is the effectiveness of PAI learning with blended learning models in private Islamic high schools throughout Palangka Raya? 2) What are the teacher's obstacles in the PAI learning process with the blended learning model in private Islamic high schools throughout Palangka Raya? This study aims to describe the effectiveness of PAI learning with the blended learning model and the teacher's obstacles in the learning process at private Islamic high schools throughout Palangka Raya. This research was conducted using the descriptive qualitative method. This research was conducted at SMA Muhammadiyah 1 Palangka Raya, SMA Muhammadiyah 2 Palangka Raya and SMA Nahdatul Ulama Palangka Raya. The subjects of this research are teachers who teach PAI subjects. For data collection using observation techniques, interviews, and documentation. The data validation technique uses persistence and constancy of observation and triangulation. Meanwhile, data analysis was carried out using data collection, data reduction, data display, and conclusion drawing/verification. The results of this study indicate that: 1) The effectiveness of PAI learning with the blended learning model in private Islamic high schools throughout Palangka Raya is still not maximized because students' interest and motivation to learn decreases and students feel bored with the distance learning model or blended learning so that the strategy used by the teacher in teaching can not run optimally. In addition, the small allocation of learning time also causes the explanation of the material to be less effective. 2) The teacher's obstacle in the learning process is the lack of student participation in learning. This is because the main obstacles that occur are the difficulty of the signal and the weak internet network that occurs to students. In addition, the limited quota is also an obstacle for students who have economic limitations.

Factors Affecting the Efficiency of Teaching Process in Higher Education in the Republic of Serbia during COVID-19

From the moment the Republic of Serbia declared a state of emergency in the summer semester of 2019/2020, higher education institutions (HEIs) used various teaching models from Distance Learning Systems (DLS), online platforms and modern information and communication technologies (ICT), to sending materials via student e-mails and notifications via faculty portals. Using survey research as a method, the paper describes the experiences of teachers and associates at HEIs in Serbia (780 respondents) regarding the efficiency of provided education services. In this article, we used the method of content analysis and participatory observation, as well. We analysed the attitudes of teachers and associates apropos the efficiency of providing educational services through the work from home (WFH) model and distance learning (DL) and other models used in response to COVID-19 epidemiological measures in education. During the WFH setup, we looked for factors that affect educational efficiency. When it comes to the statistical technique, factor analysis was selected. Technology, managerial support, and work–home conflict are all expected to impact process efficiency, so these were the first criteria considered when selecting potential factors. Principal Component Analysis (PCA) was used as the extraction method, and the Varimax rotation method was also used. We discarded all factors with eigenvalues below one. Four factors caught our attention: School management support, Family–work conflict, Home infrastructure, and Technology choice. The results showed that F1 (School management support) is positively correlated to F2 (Family–work conflict) and efficiency and negatively correlated to F3 (Home infrastructure). Conversely, F2 is negatively correlated to F3 and positively correlated to efficiency. The F4 factor shows no significant correlations to other factors.

The Effectiveness of The Plant Tour Project Model PJJ 3 in One to Increase Statistical Literature Ability of High School Students on Plant Diversity

Plant Tour Project PJJ 3 in One is a project-based distance learning model (Pembelajaran Jarak Jauh/PJJ) in identifying plants and processing statistical identification results involving three information technologies, namely PictureThis, Padlet and Quizizz. The purpose of this study was to determine the effectiveness of the Plant Tour Project Distance Learning 3 in One model in improving students' statistical literacy skills on plant diversity material. Experimental research with the type of One-Group Pretest-Posttest Design involved 36 samples of class XII MIPA SMAN 6 Bogor randomly selected. The research procedure is, students go on a tour to identify plants in their living environment using the PictureThis Artificial Intelligence (AI) application. Students online in groups process the results of statistical identification through the stages of understanding, analyzing, interpreting, evaluating and presenting data. The group project results are sent to the web tool Padlet for joint discussion and gamification using Quizizz. The validity of the instrument was tested by statistics and expert tests. The results of the pre-test and post-test were tested using the Paired Sample t Test, one tail, 5% significance level. The results showed that 76.11% of students were actively participating in learning, [t count] was 6.91 more than t table was 1.69 and there was an increase in learning outcomes by 53.46%, so it was concluded that the Plant Tour Project Distance Learning 3 in One model significantly effective in increasing students' statistical literacy skills on plant diversity material.

Implementation of Flipped Classroom Model on Distance Learning on Volta Cell Application Topics

This study aims to analyze the implementation of the flipped classroom model in distance learning chemistry in the voltaic cell applications concept. This study used a descriptive method involving 1 teacher and 36 twelfth-grade students. The instrument used was an observation sheet to observe the flipped classroom model's learning process. The results showed that The implementation of the flipped classroom model in chemistry distance learning consists of 3 stages, namely before-class, during-class, and after-class, by combining synchronous and asynchronous activities. Students learn independently through videos with pre-learning questions as guidance in the before-class stage. In the during-class stage, synchronous learning is carried out through zoom meetings to discuss the concept of voltaic cell applications in specific contexts. At the after-class stage, learning is carried out asynchronously by providing a project to design an electrical energy generator that applies to the concept of a voltaic cell. The results showed that the flipped classroom model could be an alternative model for distance learning during the Covid 19 pandemic.

Depression and anxiety symptoms among Slovenian tertiary students during COVID-19 pandemic

BackgroundThe COVID-19 pandemic and the preventive measures associated with it radically affected educational processes in Slovenia. Schools were suspended and teaching was shifted to home-based distance learning models, with higher education institutions carrying this out for the longest period of time. The pandemic has also had an impact on mental health, and tertiary students seem to be particularly vulnerable.MethodsA cross-sectional internet survey was conducted in February and March 2021. The final sample consisted of 5999 respondents. The prevalence of depression and anxiety symptoms among Slovenian tertiary students was assessed using the Patient health questionnaire (PHQ-9) and the Generalized anxiety disorder questionnaire (GAD-7). Participants with and without more pronounced depressive and anxiety symptoms were dichotomized using a cut-off value of 10 points, with higher scores indicating higher presence of symptoms and categorized into 5 severity levels according to total scale scores. Suicidal ideation was examined using 9th item of the PHQ-9.ResultsData show that 55% of respondents reported having more pronounced depressive symptoms (PHQ-9≥10), with 16% reporting severe depressive symptoms. 5.1% of respondents reported having suicidal ideation more than half of the days and 5% reported having them almost every day. 51.3% of respondents reported having more pronounced anxiety symptoms (GAD -7≥10), with 30.7% reporting severe anxiety symptoms. Females reported more depressive and anxiety symptoms than males.ConclusionsThe results of the present study are to some extent consistent with the findings of comparable studies, but show higher proportions of depressive and anxiety symptoms with the highest severity levels. The data suggest that there is a case for tailored public health interventions that respond to the identified mental health needs of tertiary students in Slovenia.Key messages 55% of respondents reported having depressive symptoms (PHQ-9≥10), with 16% reporting severe depressive symptoms, and 10.1% reported frequent suicidal ideation.51.3% of the respondents reported having more pronounced anxiety symptoms (GAD -7≥10), with 30.7% reporting severe anxiety symptoms.

Еxploring e-learning critical success factors in digitally underdeveloped countries during the first wave of the COVID-19

ABSTRACT Regarding the fact that the entire spring semester in higher education was based on online teaching realized at the state University of East Sarajevo, and that the students thus gained a completely new experience, the aim of this research is to identify and study the e-learning critical success factors (CSF) on the basis of the students' perceptions. A number of 356 students of all 17 faculties with in the University participated in the research. The students' attitudes were collected by the instrument containing 36 items, constructed on the basis of a comprehensive review of previous researches of the e-learning critical success factors and semi-structured interview with the students. Seven factors were extracted and studied by the factor analysis: quality learning materials, student's attitude toward e-learning, teacher's attitude toward e-learning, technological support, classroom interaction, student's activities and teacher's attitude towards students. In response to the pandemic, universities are expected to change their traditional concept of learning and offer models of distance learning in the future. Therefore, the results of this research may be of key importance for the selection and implementation of the appropriate e-learning applications and platforms.

Effective Physical Education Distance Learning Models during the Covid-19 Epidemic

The Covid-19 epidemic has had a strong impact on the implementation of the entire educational process due to the closure of public life and schools. Physical education (PE) teachers were faced with the challenge of conveying at a distance the learning content that they would otherwise teach in the sports hall. Our research aimed to determine which PE distance learning models proved to be the most effective during the epidemic, resulting in a high level of pupils’ activity despite participation from home. In the process of data collection, we included 33 PE distance learning lessons at the lower secondary level, where six pupils (3 girls and 3 boys) wore accelerometers in each lesson (n = 198 pupils). The results showed that the most effective model was the flipped learning teaching model, where pupils were given an overview in advance of the different forms of teacher video recordings. Then they also actively participated with their ideas in the performance of the online lesson. A statistically significantly less efficient version of the flipped learning teaching model had prepared interactive assignments and games. This was followed by a combination of online frontal teaching with station work and frontal teaching. The least effective was independent work carried out by the pupils according to the instructions prepared by the teacher. Although the two flipped learning teaching models were the most effective in terms of exercise intensity, it is very difficult to implement them in practice because they require too much teacher time.

Learning Innovations During the Pandemic in Improving the Quality of Geography Learning

The COVID-19 pandemic outbreak has had a serious impact on the education system. Usually, learning is done face-to-face, but with the COVID-19 pandemic learning must be done remotely. Changes in learning patterns require a learning innovation. By carrying out an innovation, it is hoped that the quality of learning can be improved. In this study, observing the implementation of geography learning during the pandemic. The research location was conducted at SMAN 1 Subang, SMAN 2 Subang, and SMAN 1 Pagaden. This research is qualitative descriptive, meaning that this research seeks to find interactive patterns of relationships and to gain understanding of meaning. The findings in SMAN 1 Subang, learning that was done virtually was considered less effective, while in SMAN 2 Subang online learning showed better results when compared to face-to-face learning. Online learning at SMAN 1 Pagaden shows good results with the implementation of a project based learning model using google earth media and the whatapps group. As a solution to the problems that arise is to implement the offline model of distance learning as well as the visiting teacher model.

Online Learning During the Pandemic in the Experience of Future Teachers

The coronavirus pandemic caused a very critical situation on a global scale, which led to complete and forced isolation in social life and interpersonal communication. On an educational level, this has been a new and unexpected challenge, which has led to the use of a distance learning model. It is also a new experience for both students and teachers. This fact inspired an empirical study of my own, the aim of which was to find out students' opinions on this form of teaching in relation to their personal experience and the implementation of e-learning in academic practice.
 Therefore, the main research problem was formulated as follows: What are the opinions of students on distance learning during the pandemic? In the empirical own research the method of diagnostic survey with questionnaire technique was applied, SWOT questionnaire was used.
 The research was conducted in May/June 2020, at two selected universities. It was attended by 172 students of pedagogical faculties. The results obtained from the research indicate that distance learning has both specific positive and negative sides. However, the greater percentage distribution of the obtained data is in the aspect of weaknesses. Undoubtedly, there are still many activities that should be introduced into the practice and everyday academic education. Perhaps some creative solution would be to introduce only some elements of distance learning, which could contribute to better acquisition of digital and IT competences, and help in developing students' activity, self-discipline and independent learning.

Accepting Uncertainty: The Work of Special Educators in a Pandemic

School closures in March 2020 due to COVID-19 affected over one billion students worldwide (UNESCO, 2020). Stay-home orders issued across multiple regions required schools to shift to a distance learning model for the remainder of the school year. We examined the experiences of special educators in one mid￾western state as they managed and adapted their work during the onset of the pandemic. Participants across a variety of locations and programs responded to the statewide survey. This article discusses how teachers provided specialized programming by utilizing multiple instructional models, including fully online instruction and more traditional paper packets. In addition, participants described a variety of approaches for interacting with colleagues and families to ensure continuous special education programming while attending to health pandemic restrictions. The findings from this study present gaps in instructional technology and digital communication for students. This article goes deeper by examining how special educators coped with the unprecedented changes in their professional work and their lifestyles to reveal teachers’ positive coping approaches.

Lessons Learnt from the Cardiff CPD Development Programme

The Cardiff Commitment Continuing Professional Development (CPD) programme was a collaboration between Cardiff Council, Cardiff and Vale College and The Open University (OU). Initial contact with Cardiff Council’s Cardiff Schools Service (Cardiff Council) began with discussions around supporting teacher CPD needs through a co-designed teacher focussed workshop. The Global Covid19 Pandemic resulted in this collaboration being extensively redesigned to reflect the need for teaching staff to support their learners via a blended online distance learning model. Cardiff and Vale College also agreed to join the initiative. This programme ran between November ‘20 and March ‘21 with a total of 12 workshops and a sample of 32 teachers and lecturers from across 23 institutions. Key benefits identified to participating staff included the professional development and upskilling opportunity, input into the co-creation of resources for peers and the wider sector and effecting change within their organisation and wider cluster through peer to peer approach.

“Mission Possible”: Supporting an Adoption of a Distance Learning Model for Schools during the Pandemic

This investigation relates to the professional development of in-service teachers on online teaching in K-12/P-12 schools during the COVID-19 pandemic. The main questions concerned the autonomy and support from/in schools, alternatives found and implemented. A model was developed and applied in different institutions. This article will focus on analysing the results of one Portuguese school.The study follows a Design-Based-Research methodology. The results revealed teachers have knowledge gaps regarding intermediate/advanced digital skills. Through the training course, teachers’ awareness was raised about the distinction between Remote Education and Distance Learning and some skills inherent to online teaching were developed.

Distance Learning Model Innovation for Early Childhood during COVID-19 Pandemic

Purpose – The COVID-19 pandemic has changed many lives, especially in the field of education. These changes start from the level of early childhood education, elementary education, to higher education. The learning process initially done conventionally in early childhood education has now been transformed into distance-learning or online. This sudden transformation of learning is essential to present an innovative distance learning model in the early childhood education environment. This study describes the distance learning model innovation for early childhood, implemented by PAUD Wadas Kelir, South Purwokerto, during the COVID-19 pandemic. Teachers designed this learning model at PAUD Wadas Kelir by combining fun and unique online and offline learning.
 Design/methods/approach – This type of research is field research with a descriptive qualitative method. In collecting data, researchers used three methods, i.e., observation, interviews, and documentation. The data analysis technique used, i.e., reducing data, presenting data, and drawing conclusions. Moreover, the validity of the data is tested using triangulation techniques.
 Findings – The results of this study show that there are ten learning model innovations implemented by ECE Wadas Kelir, i.e., learning with parental involvement, work projects, study visits, quizzes, online learning, creativity competitions, films and videos, creative and interactive stories, recording materials, and learning appreciation.
 Research implications/limitations – This case study focuses on Early Childhood Education (ECE) learning models applied to early childhood education institutions during the pandemic in PAUD Wadas Kelir, South Purwokerto, but it is unlikely that the situation is different elsewhere because the pandemic is Indonesia and global.
 Practical implications – This case study demonstrated how the application learning models of ECE during the pandemic are effective for children's growth and development.
 Originality/value – This paper contributes to knowledge and understanding of applying several learning models for ECE during the pandemic as reference material in implementing the learning process for early childhood.
 Paper type Case study

Distance learning in the training of military professionals in the age of the COVID-19 pandemic

The modern military requires professionals in its ranks. One of the many dimensions of professionalization is education and training aimed at building human capital. Modern equipment or specialized training devices are not sufficient for education to be effective; innovative teaching methods are also needed. Constantly growing needs in the field of education and professional development are determinants in the search for modern education forms, methods and tools adaptable to the military environment. As part of the education and professional development process, the military education units of the General Command of the Armed Forces concentrate their main efforts on the course training of soldiers and staff of the Ministry of National Defense, training of candidates for non-commissioned officers and specialized training of candidates for professional privates. As an organization, the Armed Forces must operate regardless of the emerging threats. Therefore, they must perform tasks in the most difficult and unpredictable circumstances. Paradoxically, the pandemic proved to be a catalyst for military education units to raise the level of teaching and enrich the ways of transmitting knowledge, including the popularization of distance learning. This paper discusses the distance learning model in operation at the Polish Armed Forces. The process of military professionals training using remote learning methods and techniques is characterized. Conclusions and experiences concerning the implementation of remote learning in the pandemic counteracting conditions are presented. The article also indicates the desired directions of transformation in the area of remote learning applied in the Polish Armed Forces.

„Obyś swoje dzieci uczył” – rodzice najmłodszych uczniów o edukacji zdalnej podczas pierwszej fazy pandemii COVID-19

In the conducted research, I was interested in the assessment of selected aspects of distance learning by parents of pupils in grades 1–3 of primary schools, on which I focused my attention in the undertaken research. Their aim was to diagnose the needs and expectations of parents regarding distance learning in the future, based on their experiences during the first phase of the COVID-19 pandemic. The research was conducted with the use of qualitative interviews conducted on 157 people, and supplemented by the analysis of the “Librus” distance learning reports. They showed that parents did not question the purposefulness of introducing distance learning model, but were critical of the forms of its administration, especially when lessons were not conducted online. Parents were very reluctant to send tasks to students via the Electronic Journal by teachers and the requirement to fill them in and send them back for evaluation. The teacher’s involvement in conducting online lessons, while activating students, was assessed positively. In the case of such young children, parents were disturbed by the lack of care in day-care centres, the closure of schools and the need to educate children at home.