Online Distance Learning Programme Research Articles

The Implementation of an Online Distance Learning Program with an Independent Curriculum-Based on Improving Child-Parent Relations

The transition from the 2013 curriculum (K-13) to the Independent Curriculum in Indonesia represents an evaluative measure aimed at enhancing the overall educational standards in the country. Homeschooling Kak Seto Surabaya is a non-formal educational institution program that incorporates an independent curriculum. The establishment of a strong and effective partnership between students and parents plays a pivotal role in the attainment of learning objectives within distance learning programs. Hence, the purpose of this study was to examine the implementation of the independent learning curriculum in the context of distance learning programs, specifically focusing on its impact on enhancing the parent-child relationship within the Homeschooling Kak Seto Surabaya. The employed methodology is a qualitative approach utilizing a case study design. The employed methodology for data collection encompassed participatory observation as well as semi-structured interviews conducted with both managers and parents of students. The data analysis model utilized in this study is the Miles and Huberman model, which encompasses the sequential stages of data collection, data reduction, data presentation, and drawing conclusions. The findings of this study indicate that the implementation of an independent curriculum has a significant impact on enhancing the relationship between children and parents during the learning process.

Reflections on Designing and Delivering an Online Distance Learning Programme in the Mathematical Sciences

In 2013, the University of Glasgow set out a Blended and Online Learning Development scheme focussing on fully online distance learning programmes and blended programmes. In 2017 the School of Mathematics and Statistics within the University of Glasgow developed part-time, online distance learning programmes (PG Diploma/PG Certificate/MSc) in Data Analytics. The programmes have used considerable innovation in terms of course content, assessment, course management and delivery, and in student support. In this case study, we will reflect our experiences of developing and delivering online distance learning programmes and provide future recommendations considering the recent expansion of remote learning across higher educational institutes globally.

Perceptions of Postgraduates Majoring in English Education on Speaking Assessment Module for Online Distance Learning (ODL)

Assessment of speaking skills differs from other language skills. The methods of conducting speaking skills are included in the English Assessment Module developed by the researchers from the National University of Malaysia (UKM). The module is designed to cater postgraduates (adult learners) through Online Distance Learning (ODL) program. ODL has become essential in education setting for adult learners as they could manage their learning whilst juggling their career and personal commitments. The covid-19 pandemic has become the starting point for postgraduates to conduct the course remotely according to their preferences of learning. The revolution of education allows adult learners to pursue their Masters. The module includes various types of English language assessments in the context of speaking English as a Second Language (ESL). Hence, eight adult learners were interviewed to give their perceptions towards this newly designed module. This qualitative research method employed a set of semi-structured interview questions and open-ended questions via Google Meet. The findings showed that English Assessment Module; Speaking Assessment is well equipped with comprehensive information and guidelines on how the speaking assessments should be conducted in ESL context. Generally, the findings indicate that the English Assessment Module; Speaking Assessment is suitable for ODL postgraduates (adult learners). This paper also includes the participants’ suggestions to further improve the module. The findings could benefit the online distance course designers in designing better module for adult learners and enable the learners to learn effectively at their own convenience.

Professional Standards: A Framework for Distance Learning Instructional Design

The introductory course in an online distance learning program can provide a solid foundation towards achieving a professional identity. The American Association of School Librarians Standards for Initial Preparation of School Librarians (2010) was used to frame the online course design detailed and evaluated in this paper. Content analysis of course introductions and closing reflections from 401 students over eight semesters of coursework determined that the introductory course was establishing a foundation in accordance with those standards, as well as moving students toward upper levels of Miller’s Pyramid. This study clarified the appropriateness of using the AASL Standards as a design framework and Miller’s Pyramid as an assessment tool.

Factors associated with differential attainment among transnational students on an online distance learning programme

ABSTRACT The gender and ethnicity attainment gap among undergraduate students in UK higher education is well documented. However, there is very little research examining the international attainment gap despite many universities acknowledging that international students achieve lower grades than home students. Furthermore, evidence for international postgraduate students is almost missing from the literature. This study analysed data on 705 students registered on an online distance learning (ODL) postgraduate programme to explore demographic characteristics and educational experience in relation to grade point average (GPA). The research shows that the strongest predictor of student outcome on this Master’s programme was ethnicity and while there was an additional effect of region of birth, classifying students on the basis of ‘home’ or ‘international’, is seriously misleading when examining student performance, at least for this postgraduate programme. Postgraduate ODL programmes in the United Kingdom may need to develop additional support to enable particular groups of learners, including international black and ethnic minority (BAME) students to get the most out of their learning experience.

Site-based online distance learning in Japan: a preliminary study of four years’ experience

AbstractIntroduction: Clinical research is one of the essential components of evidence-based medicine. To apply new findings to clinical practice, it is necessary to acquire advanced knowledge of the methodologies used in clinical research. Clinicians and researchers should also be trained in developing critical thinking skills so that they provide better treatments. Principles and Practice of Clinical Research (PPCR) is an online distance learning program conducted by Harvard University. Over the past few years, several Japanese individuals have participated in the program to acquire basic knowledge and skills of clinical research. However, so far no study has reported the demographics of these Japanese students and their prospects after finishing the program. In this study, we investigate which factors contribute to the success or failure of these Japanese students in the course and the program’s impact on their future prospects.Material and Methods: All Japanese students enrolled in PPCR from 2013 through 2016 were evaluated. We collected the baseline data when they applied to the course, and the follow-up data in March 2017. The follow-up data included whether participants passed or failed the course, whether they were chosen to continue as a PPCR staff member the following year, and whether they received an opportunity to study or work abroad in the year following their completion of the course. Since the sample size of this study is small, we descriptively evaluated the data rather than running a specific statistical analysis.Results: From 2013 through 2016, 24 Japanese individuals have been enrolled in Harvard’s PPCR program. Japanese men were more likely to apply to the course than women (13/11 students). Most of the alumni were medical doctors (20 participants), while four participants were from other professional backgrounds. Nineteen individuals passed the course, while five participants dropped out. One of the alumni was invited to serve as a teaching assistant (TA) and five individuals were chosen as site monitors for the next year of the program. Three students obtained the chance to study or work abroad after the course.Discussion: This is the first study to investigate the characteristics of Japanese participants in PPCR. Japanese individuals might be more likely to pass the program than participants in other countries. All women in the program passed the course, likely due to their active participation. Japanese alumni tend to make further efforts and help incoming students after the program. Japanese classmates have a considerably high possibility to study abroad after the course. Since a small sample is one of the limitations in this study, additional evaluations with a larger sample size would be needed to draw further conclusions.Conclusions: Japanese students, especially women, maintain active participation during and after the period of online distance learning.

Distance learning and patient safety: Report and evaluation of an online patient safety course.

ABSTRACTPatient safety is a critical topic in health care globally, with implications for nurses, physicians, administrators, and most importantly, patients and their well-being. Online distance learning (ODL) is widely accepted among most disciplines in higher education and has been used to promote patient safety knowledge among health care students and professionals in diverse contexts. This article reports on an online Nursing and Patient Safety course developed in 2012 by the University of Miami School of Nursing and Health Studies in conjunction with the Pan American Health Organization and the International Network for Nursing and Patient Safety. The study’s objectives are to describe the implementation of an international ODL program to enhance patient safety knowledge in nurses and nursing students, and to examine the participants’ assessments of this online approach as an effective learning tool. Most participants who completed the Nursing and Patient Safety ODL course reported being satisfied with the course content and experience, and demonstrated increased knowledge on patient safety, as measured by post-module quizzes and self-report. Limitations of the study include the lack of a comparison group, disparity in the number of participants across the course’s language formats (English, Portuguese, Spanish), and the large number of participants who registered for but did not complete the course. Future research should identify obstacles to course completion, explore participants’ awareness of patient safety issues and perceived need for more instruction, and look at ways to disseminate the course to the broadest international population of nurses and nursing students.

Building a Framework Based on European Quality Standards for Prevention and E-learning to Evaluate Online Training Courses in Prevention – the Case of the Specialised Training Course in Addictions Prevention

Prevention practitioners are required to develop their skills and competencies in response to recent advances in prevention science. It is thus important to develop training programmes which ensure the development of a prevention workforce. Aiming to respond to this need, the Specialised Training Course in Addictions Prevention is based on the European Universal Prevention Curriculum (EUPC) and delivered online. In view of this being the first online course based on the EUPC, the absence of training programmes for prevention practitioners in Portugal, and the significance of international guidelines in these two domains (prevention and online distance learning), it was considered important to create a framework which supports the evaluation and monitoring of the course. This paper presents a framework for the evaluation of the specialised training course in prevention based on two models: the European Drug Prevention Quality Standards, and the adaptation of the European Standards and Guidelines to digital programmes and courses – Considerations for Quality Assurance of E-learning Provision. Given the importance of quality assurance in contemporary society, the framework presented in this paper is a tool that may be useful for evaluating other online distance learning programmes which focus on the professional development of prevention practitioners.

E‐learning of evidence‐based health care (EBHC) to increase EBHC competencies in healthcare professionals: a systematic review

Evidence-based health care (EBHC) is decision-making for health care, informed by the best research evidence. Doctors, nurses and allied health professionals need to have the necessary knowledge and skills to apply EBHC. The use of electronic learning (e-learning) for EBHC training is increasing.E-learning, compared to no learning, improves EBHC knowledge and skills but not attitudes and behaviour. There is no difference in outcomes when comparing e-learning to face-to-face learning. Combining e-learning with face-to-face learning (blended learning) has a positive impact on EBHC knowledge, skills, attitude and behaviour.

Remote Live Invigilation: A Pilot Study

There has been a growth in online distance learning programmes in Higher Education. This has led to an increased interest in different approaches to the assessment of online distance learners, including how to enhance student authentication and reduce the potential for cheating in online tests. One potential solution for this is the use of remote live invigilation. This work reports on a small scale pilot study where a group of 17 online distance learning Computer Science students from 7 different countries (Egypt, Kenya, Saudi Arabia, Slovakia, Trinidad & Tobago, United Kingdom, Zambia) took part in an online test using remote live invigilation. Some examinees expressed concerns about data security and privacy. Furthermore, some examinees expressed concerns about the extent to which the remote live invigilation process would be intrusive, and impact negatively on their online assessment experience. Overall, findings from this study suggest that the remote live invigilation did not affect the assessment experience of the examinees in any way, with some examinees reporting that knowing that a live proctor was present gave them “peace of mind” in case technical problems occurred during the online test. Additionally, examinees suggested that remote live invigilation should be used more widely in online distance learning programmes as a means to enhance credibility.

Preliminary study on teachers' use of the iPad in bachelor of education program at a private university in Malaysia

This paper examines the status of iPad (1st generation) use as a learning device among primary school teachers enrolled in an undergraduate bachelor of education program at a private university in Malaysia. A survey was conducted on 93 teachers who were given iPads to assist them in this online distance-learning program in the March 2011 semester. The result of the survey indicate that iPad has effective technical features and pedagogical tools that assisted the teachers in learning, particularly due to its lightweight, responsive touch-screen, text legibility as well as other mobility features. However, the tablet is highly dependent on the Internet and areas with no Wi-Fi make the iPad inadequate for teaching and learning. Regardless, most teachers prefer to use iPad compared to laptops for teaching and learning activities and believe that iPad is a good learning device to collaborate and share ideas among fellow users.

Student satisfaction with a web-based dissertation course: Findings from an international distance learning master's programme in public health

<p><strong>Introduction</strong></p><p>Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master’s degree.</p><p>The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master’s programme in public health.</p><p><strong>Methods</strong></p><p>All students submitting a dissertation as part of their master’s programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses.</p><p><strong>Results</strong></p><p>Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included ‘self development’, ‘peer support’, and ‘writing skills’.</p><p><strong>Conclusions</strong></p><p>Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master’s level dissertation course.</p>

Online Distance Learning Programme in University of Ilorin Using 89.3 Fm Radio Station

This paper discusses distance learning through the use of wireless technology which allows students to access information for learning remotely at any time. It underscores the experience of University of Ilorin, Nigeria, in the use of Unilorin 89.3 FM radio station as a medium of instruction for the teaching of the use of library (GNS 111). A survey research design was deployed using quantitative research methods in the administration of questionnaire to gather data. The research population consists of the 100 level students in the department of Telecommunication Science, Faculty of Communication and Information Sciences. A sample of twenty students was randomly selected out of sixty two registered students in 2011/2012 session. The results of the survey determine the outcomes of the findings on the experience of the newly introduced teaching pedagogy in teaching GNS 111. Recommendations were made based on the data analysed using descriptive statistics through chi-square to determine the round case weight.

Making distance visible: Assembling nearness in an online distance learning programme

<p>Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, & Lamb, 2012). For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or family commitments overtaking their study time, experience personal upheaval or loss, and find alignments between their professional and academic work. These comings and goings indicate a fluid and temporary assemblage of engagement, not a permanent or stable state of either “presence” or “distance”.</p><p>This paper draws from interview data from the “New Geographies of Learning” project, a research project exploring the notions of space and institution for the MSc in Digital Education at the University of Edinburgh, and from literature on distance learning and online community. The concept of nearness emerged from the data analyzing the comings and goings of students on a fully online programme. It proposes that “nearness” to a distance programme is a temporary assemblage of people, circumstances, and technologies. This state is difficult to establish and impossible to sustain in an uninterrupted way over the long period of time that many are engaged in part-time study. Interruptions and subsequent returns should therefore be seen as normal in the practice of studying as an online distance learner, and teachers and institutions should work to help students develop <em>resilience</em> in negotiating various states of nearness. Four strategies for increasing this resilience are proposed: recognising nearness as effortful; identifying affinities; valuing perspective shifts; and designing openings.</p>

Developing a career in conservation medicine

The University of Edinburgh's online distance learning programme in conservation medicine leads to the award of a masters degree, a diploma or a certificate. Programme director Anna Meredith describes who the course is aimed at and what is on offer

UNIGIS Online Distance Learning Towards International GIScience Qualifications

A large number of students in Southern and Eastern Asia aspire to study abroad at undergraduate and postgraduate levels for obtaining international qualifications, but only some of them can fulfill their dream through a scholarship or financial support from other sources. The developments and growth of eLearning and Online Distance Education are boosting the internationalisation process of education and facilitating excellent opportunities of obtaining international academic qualifications without moving abroad. This paper discusses the UNIGIS online distance learning programmes in Geographical Information Science and Systems as an alternative and cost effective model for obtaining widely recognised and highly regarded international academic qualifications. Local academic institutions can offer such opportunities by establishing joint study programmes in cooperation with worldwide UNIGIS member universities

Transforming a Traditional School Counseling Graduate Program to Distance Learning: The Student Experience

This study used a qualitative descriptive approach to explore student experiences in the process of converting a traditional classroom graduate program to an online distance learning program. The study participants are graduate students enrolled in a school counseling program that is transitioning from the traditional face to face setting to online distance learning. Open-ended questions were administered using the discussion section of Blackboard to students enrolled in an online school counseling course. Inductive content analysis was used until all data had been systematically coded, analyzed, and data saturation achieved. This process was followed by the development of patterns and themes. Findings: Analysis of the qualitative data resulted in a description of the students’ view and learning experiences in online course delivery including the strengths and weaknesses.Conclusions: Overall, the strengths of online delivery outweigh the weaknesses. There is a need for improvement in technology systems, and the personal interaction in online learning.Clinical Relevance: This study is relevant because there is not enough research exploring the learning experiences of graduate students in an online school counseling program.

Transforming a Traditional School Counseling GraduateProgram to Distance Learning: the Student Experience

This study used a qualitative descriptive approach to explore student experiences in the process of converting a traditional classroom graduate program to an online distance learning program. The study participants are graduate students enrolled in a school counseling program that is transitioning from the traditional face to face setting to online distance learning. Open-ended questions were administered using the discussion section of Blackboard to students enrolled in an online school counseling course. Inductive content analysis was used until all data had been systematically coded, analyzed, and data saturation achieved. This process was followed by the development of patterns and themes. Findings: Analysis of the qualitative data resulted in a description of the students' view and learning experiences in online course delivery including the strengths and weaknesses. Conclusions: Overall, the strengths of online delivery outweigh the weaknesses. There is a need for improvement in tech- nology systems, and the personal interaction in online learning. Clinical Relevance: This study is relevant because there is not enough research exploring the learning experiences of graduate students in an online school counseling program.

Loss of faith in the origins of information literacy in e-environments: Proposal of a holistic approach

The original concept of information literacy (IL) identifies it as an enabler for lifelong learning and learning-to-learn, adaptable and transferable in any learning environment and context. However, practices of IL in electronic information and learning environments (e-environments) tend to question the origins, and workability, of IL on the grounds that the generic models of IL are inadequate for the complex and evolving context of e-environments. Conducting an analytical review of the literature on the approaches taken to adapt IL in e-environments, we discuss how a failure in understanding the dynamic context and components of e-environments and IL have resulted in the emergence of a marginalised way of viewing and practicing IL in these environments. Drawing on Nazari’s (2011) contextual study of IL in an online distance learning programme, we propose a holistic way of viewing and practicing IL in EL environments which is aligned with IL origins; it enables the e-learner to conceptualise IL and customise it to their actual learning style and needs. This study can be of value to IL scholars and practitioners who are interested in the concept and practice of IL in e-environments.

Exploring Tutor and Student Experiences in Online Synchronous Learning Environments in the Performing Arts

High levels of student dissatisfaction and attrition persist in blended and online distance learning programmes. As students and tutors become more geographically dispersed with fewer opportunities for face-to-face contact emergent technologies like Online Synchronous Learning Environments (OSLEs) may provide an interactive, connected learning environment. OSLEs, such as Blackboard Collaborate and Adobe Connect, are web-based, computer-mediated communication programs typically using video and audio. This article reports the findings of an exploratory, nine-month study in the performing arts in which tutors used an OSLE for dissertation supervision, pastoral support and performance feedback. Garrison & Anderson’s (2003) Community of Inquiry (COI) framework was used as the basis for evaluation of student and tutor experiences to explore in what ways learning could be supported when using the OSLE. Our findings indicate significant benefits of OSLEs including convenience, immediacy of communication and empowerment of learners, even for our rehearsal-based case study. For students, it was important to see and talk with each other (peers and tutors), share and discuss developing ideas and check understanding through the video and audio media. Tutors reported that OSLEs required them to re-think the design of the learning environment, re-visit how they facilitated discourse and re-examine their communication skills especially with regard to feedback on student performance. Technical limitations such as poor quality audio and video, lack of system robustness, and the need for turn-taking did impact on learning; however, it was accepted that OSLE-technology was improving, and rapidly so. Despite the limitations of the study, the evaluation using the COI framework demonstrated that learning had been supported and that use of an OSLE could support all three elements of the framework: social, cognitive and tutor presence. Also, it was apparent that the tutors and most of the students were extremely committed to using the OSLE believing it offered a lively, personal and dynamic learning space.