Online Distance Research Articles

Student Adoption of Asynchronous Learning

The educational process has been reorganized due to the epidemic, requiring educators to adopt new approaches to remote and virtual learning techniques. Future educators will employ strategies based on the use of social media, the production of videos, and the usage of virtual platforms. To develop learning videos that support online learning practicum activities or distance learning in Introduction to Databases Practicum courses, this research aims to investigate student acceptance of asynchronous learning video recordings of online learning practicum of introduction to databases in the COVID-19 pandemic. This study adopted the DeLone and McLean’s Information System Success Model (DL&ML model), the Technology Acceptance Model (TAM), and the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) theories as the conceptual framework for examining the student adoption of video recordings in the context Introduction to Databases Practicum course. Using SmartPLS 4 software, the data were modeled and evaluated utilizing the Partial Least Square Structural Equation Model (PLS-SEM). According to the 126-sample data, Perceived Ease of Use, Perceived Usefulness, Video Quality, and Information Quality affected behavioral intention to use Video Recordings during the Introduction to Databases Practicum when Covid-19 was a pandemic. The behavioral intention influences the use behavior of Video Recordings. It is suggested that the government create an adequate infrastructure to support online learning and help lecturers gain more knowledge and expertise in using technology, particularly when developing, implementing, and conducting evaluations of online learning.

Gamification in Online Education: A Visual Bibliometric Network Analysis

This study applies bibliometric and network analysis methods to map the literature-based landscape of gamification in online distance learning. Two thousand four hundred and nineteen publications between 2000 and 2023 from the Scopus database were analyzed. Leading journals, influential articles, and the most critical topics on gamification in online training were identified. The co-authors’ analysis demonstrates a considerable rise in the number of nations evaluating research subjects, indicating increasing international cooperation. The main contributors are the United States, the United Kingdom, China, Spain, and Canada. The co-occurrence network analysis of keywords revealed six distinct research clusters: (i) the implementation of gamification in various learning contexts, (ii) investigating the application of gamification in student education to promote the use of electronic learning, (iii) utilizing artificial intelligence tools in online learning, (iv) exploring educational technologies, (v) developing strategies for creating a playful learning environment, and (vi) understanding children’s learning processes. Finally, an analysis of the most cited articles identified three research themes: (a) gamification-based learning platforms, (b) measurement of users’ appreciation and satisfaction, and (c) 3D virtual immersive learning environments. This study contributes to the subject discipline by informing researchers about the latest research trends in online education gamification and identifying promising research directions.

ACADEMICIANS' VIEWS ON FOREIGN LANGUAGE TEACHING: ONLINE DISTANCE-LEARNING VERSUS FACE-TO-FACE INSTRUCTION

The objectives of this study are to examine the challenges faced by academics teaching foreign languages (Arabic and English) via distance education, in comparison with face-to-face instruction; and to suggest strategies and solutions for managing the challenges and difficulties encountered in an online-teaching platform. The recent Covid-19 pandemic provided a real life lab experiment from which to glean information and draw lessons from, given that online distance learning was primarily utilized during the pandemic to facilitate uninterrupted education. Accordingly, 77 academics providing foreign language education remotely during the pandemic were interviewed. These interviews were conducted in the fall semester of the 2022-2023 academic year. The survey questions were developed by the authors, based on established methods. Open-ended questions were developed as an online data collection tool, and data were obtained with a semi-structured interview form (aptly named "The problems faced by instructors teaching foreign languages in Arabic and English during the Covid-19 pandemic"). This study employed a qualitative research method and utilized a phenomenological design that was structured based on this research method. This technique is based on the idea that teaching should be functional, and that the degree of efficacy with which specific learning functions are achieved should be observable and subject to evaluation. The findings of this study suggest that face-to-face education is more effective than distance education, with regard to learning functionality. However, the study also finds that combining online distance learning with face-to-face instruction (i.e. hybrid teaching) appears to elevate learning functionality to an even greater extent. With regard to distance learning alone, the most common problem experienced and thus the greatest perceived challenge to educators was a lack of student interest and motivation. Additionally, assessment and evaluation of student performance in online environments were found to be not sufficiently accurate. The consensus opinion of the survey respondents is that hybrid teaching approaches offer greater effectiveness with regard to both the stimulation of student-interest and more accurate assessment of student performance.

Barriers hindering Effective Engagement in Online Assessment for Teacher Education in Tanzania: Perspectives from two Teachers’ Colleges

The recent shift to online distance learning in education institutions has prompted the implementation of online assessment. However, the effectiveness of online assessment in most countries, particularly sub-Saharan Teacher Colleges, remains in a critical dilemma as their adoption of technology is still at an infancy stage. Evidence about tutors and student-teachers from sub-Saharan Africa using available virtual platforms such as Learning Management System (LMS) to conduct effective online assessment is scarcely available. This paper addresses how tutors and student-teachers face challenges of integrating online assessment into their teaching through LMS as well as how they benefit from it. The paper is based on a study that employed a qualitative approach where the phenomenological design was adopted to gain lived experiences from participants on the use of LMS for online assessment. 15 tutors from two colleges were interviewed with the expectation that they would have rich information about the implementation of online assessment through LMS. Findings indicated that both tutors and student-teachers faced multiple barriers which compromised their ability to engage in online assessment. Such barriers are categorized into policy issues, resource-related challenges, online teaching and learning services and instructor-related challenges. Despite the challenges, participants perceived online assessment to have significant impact towards learning. Participants also expressed that online assessment is essential for learning in the digital age and thus, suggested the need to strengthen their capacity to improve their engagement. This study recommends that Teacher Colleges should invest in technological systems that enhance online assessment. To accelerate learning transformation in Teacher Colleges, awareness in online learning is vital. To increase student-teachers’ engagement in online assessment through LMS, it is necessary to make curriculum reforms to ensure effective e-learning. Future research may focus on generating evidence about practices in different contexts.

Continuance Intention to Study Using the Online Distance Learning System in the Context of Online Distance Learners: Malaysian Context

Continuance Intention to Study Using the Online Distance Learning System in the Context of Online Distance Learners: Malaysian Context

The policy development and current situation of information technology education in Taiwan

With the development of science and technology, almost everyone uses 3C (Computer, Communication, and Consumer Electronics) products and can search for information online, play games, chat with others, etc. at any time. Coupled with the impact of the pandemic, school teachers and students cannot go to school and can only use online teaching and distance learning. This requires teachers to quickly learn the relevant knowledge of using information technology for teaching, such as the operation of equipment, online teaching, etc. Establishment of meeting rooms. To this day, the Ministry of Education actively promotes digital teaching in primary and secondary schools based on international trends and domestic policy developments. The paper introduced the policy and current state of the application of educational technology in Taiwan.

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

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

Exploring the Dark Side of Online Distance Learning: Cheating Behaviours, Contributing Factors, and Strategies to Enhance the Integrity of Online Assessment

AbstractThis study investigated cheating behaviours, contributing factors, and strategies to enhance the integrity of assessment in an online learning context. The researchers conducted an analysis of the literature on students’ motivation to cheat in online modules and noted that there is limited research on the specific reasons why students cheat in online learning contexts. To contribute to this knowledge gap, this study set out to understand cheating in two English modules with first-year second language students, in an open distance and e-learning institution in South Africa. The purpose of this study is (1) to investigate why students cheat in their online assessments, (2) to explore the contributing factors of cheating behaviours, and (3) to determine strategies to minimise cheating. Using qualitative methods such as focus group discussions with students, evaluation questions with markers, and one-on-one interviews with lecturers, the study found that cheating is a significant issue in distance education, with students admitting to various forms of cheating in online assessments. Using the social cognitive theory of moral disengagement, the study found that cognitive mechanisms motivate students to engage in unethical behaviour such as cheating. The study recommends implementing an interactive module design, lecturer training on student support, and stringent academic integrity policies to minimise cheating. There is a need for studies that explore the impact of cheating and the effectiveness of different strategies for minimising cheating and enhancing integrity in online assessment.

Implementation of Joint Delivery Voucher Program Through Blended Reinforcement Activity for Competency Enhancement (Project BRACE)

The world was severely affected by the Covid-19 pandemic which brings chaos and uncertainty to everyone in society including the Education Sector. With the ongoing lockdowns and restrictions in different parts of the country, the education sector never stops pursuing to deliver the best kind of training and enhancement activities to the learners especially the Senior High School of the Technical Vocational Livelihood Track of Mataas na Paaralang Neptali A. Gonzales through Project BRACE (Blended Reinforcement Activity for Competency Enhancement). The researchers anchor this study on the selected Joint Delivery Voucher Program (JDVP) scholars as to the basis for the development of knowledge, skills, and attitudes in enhancing their competencies in Cookery. The purpose of this study is to use blended reinforcement activities through Online Distance Learning and Modular Distance Learning Approaches to assist those students who were not able to catch up on lessons due to some work, poor internet connection, and struggling students. This is in support of our School Division Mantra: “Batang Mandunong Walang Maiiwan, Lahat Kabahagi ng Bilang”. The effectiveness of the program is being measured by getting the level of performance of the respondents as revealed by their mean grades before and after the implementation of Project BRACE. The researchers collected the TVL final grades of the 32 beneficiaries of Cookery from their respective advisers and the grade given by their Work Immersion TechVoc Institution during the JDVP Program. Consolidated grades of each competency were recorded and computed to get the Mean grades in both sources to determine the level of performance of the learners before and after Project BRACE. Based on the overall interpretation of the Mean having the mean average of 4.67, the respondents’ level of acceptability of JDVP through Project BRACE is “Strongly Agree”. Therefore, the objective of the program was met. As a result of the Focused Group Discussion, most of the learner-beneficiaries mastered those given competencies set by the work immersion partner institution which are closely related to the TESDA Training Rules and Regulations.

Coping Through the Unforeseen: Comparison of Adaptive Strategies on Learning Modalities of Students in Public and Private Educational Institutions

The COVID-19 pandemic prompted numerous studies on students’ challenges; however, relatively little attention has been given to their coping mechanisms. This study qualitatively compared the adaptive strategies employed by students from public and private institutions during Online Distance, Blended, and Face-to-Face Learning. Grounded on Kolb’s Learning Style Theory, this phenomenological research examined the various coping mechanisms utilized by Grade 10 students from public and private schools in the Philippines who were selected using convenience and snowball sampling methods. Data were analyzed following Colaizzi’s method, providing a rigorous framework for interpreting the findings. Results revealed that private school students encountered significant academic difficulties due to isolation, relying primarily on self-driven coping strategies. In contrast, public school students faced challenges related to workload and socioeconomic factors, turning to hobbies, family, and peer support to manage their stresses. These findings highlighted the distinct differences in how students from various educational settings cope with pressures brought on by the pandemic. Future studies are strongly recommended to encompass broader parameters, extend over longer periods, and include more mature subjects to capture a broader range of experiences with different learning modalities. A comprehensive approach would provide deeper insights into students’ coping mechanisms and adaptive strategies across educational contexts. This study underscores the importance of understanding the diverse coping mechanisms employed by students. It highlights the need for supportive measures tailored to students’ unique challenges in different educational settings. Addressing these needs is crucial in developing effective strategies to support students' well-being and academic success in the face of ongoing and future educational disruptions.

THE DETERMINATION OF THE SENSE OF COMMUNITY LEVELS OF UNIVERSITY STUDENTS IN ONLINE DISTANCE EDUCATION ENVIRONMENTS IN TERMS OF DIFFERENT VARIABLES

Online education has been implemented in Turkiye as well as in many countries of the world in recent years and is becoming more widespread day by day. Being able to take place anytime and anywhere, eliminating the limitations of time and space, and providing lifelong learning can be described as the most basic factors in the spread of online education. In addition, due to the rapid increase in the number of learners who have to take online education due to the Covid-19 global epidemic, which has affected the whole world recently, it has become an important issue for learners to acquire knowledge and skills in online distance learning environments. Also, it is necessary to determine the level of developing a sense of community in order to ensure the learners' self-expression in the relevant environments, their active participation and the continuity of the learning action. In this study, it was aimed to determine the level of sense of community of learners studying at Turkish-German University in the 2021-2022 academic year in online distance education environments in terms of different variables like gender, level of education, and their ability to use computer programs and applications.The research was carried out in the cross-sectional scanning model. The obtained data are analyzed with the help of SPSS package program. The findings are evaluated at the 95% confidence interval and at the 5% significance level. Sub-factor averages, factor correlations are examined and diagnostic statistics related to the study group are included. In addition, t-test is used for variables with two sublevels and one-way Anova is used for variables with more than two sublevels. If there is a difference in the Anova test, Post-Hoc tests are used to determine the pairwise differences. As a result, in order to make education more efficient in online learning environments, it is concluded that in order to strengthen the sense of community, learners can be given tasks that they can discuss and negotiate, learners can be made to work in groups in related environments, etc. In adddition, considering the stress, anxiety and uncertainty that learners and educators face with the global epidemic, it is thought that social presence should take priority for learning to take place. It is recommended that the study be developed by applying it to larger regions and samples.

Attention-Based AdaptSepCX Network for Effective Student Action Recognition in Online Learning

In the realm of online learning and distance education, the issue of inadequate supervision looms large, posing a significant obstacle. This paper delves into the challenges posed by the lack of supervision in online learning environments and proposes an innovative solution to understand and recognize students’ behaviors. This study's primary objective is to detect and recognize students’ actions in images captured through webcam. This task distinguishes itself from the well-established video-based student action recognition domain, which relies on temporal cues. Recognizing student actions from images intensifies the complexity of the problem. To meet this challenge, a novel deep learning model named AdaptSepCX Attention, specifically designed for student action recognition in online learning environments, is introduced. The proposed method exhibits exceptional performance with 92.73% validation accuracy on the Student Online Action Image dataset (SOAId), a carefully curated collection comprising 2029 student-centric images. The proposed model outperforms well-established models such as DenseNet121, NASNet Mobile, Con-vXNet, DELVS1 and MobileNetV2 in student action recognition. Action recognition for students has broader implications beyond the online classroom. It has the potential to revolutionize educational technology, making online learning more interactive and engaging. Enabling machines to understand and respond to student actions enhances education, personalizes learning, and supports students’ academic success and well-being. This research enhances the understanding of student involvement in online learning and offers an effective solution for recognizing actions from images.

Advanced training as a component of continuous education

The article examines the process of professional development as an important component of continuous education, especially in the context of modern Ukrainian research and publications. Analysis of modern research shows that Ukraine pays great attention to professional development. Ukrainian scientists emphasize the need to adapt educational programs to modern challenges, and online learning and distance courses are becoming important tools that ensure the accessibility of education. Examples of successful professional development programs include the activities of the National Academy of Pedagogical Sciences of Ukraine and Taras Shevchenko Kyiv National University. Government support plays an important role by providing financing and building the necessary infrastructure. These efforts contribute to the improvement of the quality of education and professional training of specialists, which improves the competitiveness of the Ukrainian economy at the global level.

Predicting Academic Performance in Mathematics through Online Learning Constructs and Content Proficiencies

This study explores the evaluation of online distance learning as a significant alternative to traditional education, specifically focusing on its application in Grade 11 mathematics education. The research, conducted in six public senior high schools in Quezon City District IV, employs a descriptive-correlational design and involves 873 Grade 11 students attending online classes. Constructs of online learning, including motivation, access and use of technology, perception, self-directed learning, and online teaching approaches, were examined to understand their impact on mathematics academic performance. The findings revealed that students strongly embraced self-directed learning in the online environment, demonstrating high motivation. Positive feedback was observed towards technology use, online teaching approaches, and the overall perception of online learning. Academic performance was generally satisfactory, with diverse achievements in content-based competencies like Functions and Their Graphs, Mathematics of Investment, and Math Logic. Significant low positive relationships were identified between mathematics academic performance and online learning constructs, as well as content-based competencies. Key predictors of mathematics academic performance included motivation, technology access and use, and online teaching approaches. However, the perception of online learning and self-directed learning did not significantly predict academic performance. These findings contribute to a multiple linear regression model explaining 24% of the variance, highlighting the need to optimize online learning for enhanced mathematics academic performance. Recommendations include students enhancing technology skills and self-directed learning, considering specialized mathematics classes, teachers intensifying instruction in crucial areas, and the Department of Education sustaining the Open High School program while simplifying essential learning competencies in General Mathematics. Future research should explore additional online learning factors for a comprehensive understanding of the subject.

Investigating Student Strategy in Online Learning: The Role of Student Interaction and Engagement in Online Distance Learning among UiTM Students

Investigating Student Strategy in Online Learning: The Role of Student Interaction and Engagement in Online Distance Learning among UiTM Students

АНАЛИЗ ИНТЕГРАЦИИ ИНФОРМАЦИОННЫХ ТЕХНОЛОГИЙ И ДИСТАНЦИОННОГО ОБУЧЕНИЯ

The concept of “Internet + Education” has attracted wide attention of the educational community since its inception, as well as accelerated the integration of information technology and education. With regard to distance and open education, the scientific application of information technology in teaching and effective integration with various courses can effectively improve the overall quality of teaching and increase the effectiveness of student learning. This is an important way and means for educational institutions to develop applied talents. To this end, the characteristics and advantages of current online distance education are analyzed and two specific methods are proposed for the full use of infrastructure and the active popularization of modern information technologies to provide a basis for the integration of information technology and distance education.

Lived Experiences of University Students with Limited Internet Connectivity in Online Distance Learning

The pandemic brought by the coronavirus has had a notable impact on people's lives. In this regard, a new educational norm was pushed as a learning continuity plan that compelled Higher Educational Institutions (HEls) to engage in Online Distance Learning (ODL). However, there were problems that university students experienced due to the sudden transition of the learning modality; specifically, students faced difficulty accessing the internet. Hence, the current study explored and described the lived experiences of university students with limited internet connectivity in the ODL through qualitative research using a descriptive phenomenological approach. An in-depth interview with the participants using a researcher-made semi-structured interview guide was utilized. The study revealed that most students with limited internet connectivity experienced problematic access to online classes and defined that a student with limited access to the internet struggled hard in adapting to the new normal education. The study also perceived looking for good space and time as the major coping strategy of the students to ease their difficulty in accessing the internet. The findings also implied that students hoped for appropriate interventions to aid their need for a stable internet connection to provide them a better chance of survival in the new normal education. The study recommended further improvement of the current system for online distance learning, instructors' attitudes toward students, and replication of the study in other educational institutions.

The Influence of Online Distance Learning and Digital Skills on Digital Literacy Among University Students Post Covid-19

The Influence of Online Distance Learning and Digital Skills on Digital Literacy Among University Students Post Covid-19

Transitioning to a Bichronous (Synchronous+Asynchronous) ODL Set-Up in High School Education: An Autoethnographic Study

Within the framework of Autoethnography, this study answered the research question: How did a high school teacher transition from a full face-to-face instruction to a Bichronous (Synchronous +Asynchronous) Online Distance Learning (ODL) Set-up in High School Education during the Covid 19 Pandemic? The autoethnographic genre of qualitative research enabled the researcher to craft a narrative and arrive with a deeper analysis of this narrative. After analyzing different data set and examination of artifacts such as email, curricular documents, discussion posts, video recordings, a workplace calendar, a personal journal, professional development logs, and personal experience; the study revealed, as reflected by several periods in the findings, that the author’s transition includes: (a) structuring the course (designing pedagogy in ODL) – designing the Leanring Contiuity Plan, In-service Training for Teachers, and Designing the Theresian Learner’s Study Guide (TLSG); (b) effectively using the ODL technologies to implement a Bichronous ODL set-up – structuring the course in the Learning Management System for the asynchronous mode and conducting real-time teaching using video conferencing tools for the synchronous mode; (c) establishing teacher presence in the asynchronous and synchronous modes; and (d) providing student-support mechanism – cognitive, affective, and systemic. The importance of designing a school’s ODL set-up for future remote teaching and learning scenario should be looked into and teachers should receive proper training on ODL Pedagogy and Technologies.

The role of the state in digitalization of education

The article examines the dynamics of digitalization of public administration in Ukraine and its impact on the efficiency and availability of services. It is noted that the creation of the Ministry of Digital Transformation reflects a significant step in the direction of modernization of public administration through the introduction of modern digital technologies. The Ministry’s plans for the period up to 2024 are considered ambitious and strategically important for the country’s digital transformation. The article also points to the challenges facing the digitalization of education in Ukraine, such as the lack of concept, funding and infrastructural problems. It is recommended to study the European experience to improve the Ukrainian system.The article analyzes in detail the main aspects of digitalization of education, in particular, the use of digital technologies in educational programs, the development of online courses and distance learning, the creation of interactive media resources, and the introduction of virtual reality into the educational process. It is noted that digitalization of education is a key stage in the development of modern education, preparing students for life and work in the digital era. The article highlights the importance of government support for providing adequate inf rastructure for digital learning and the development of software and digital learning platforms.The role of the state in ensuring the successful digitization of education is considered in detail, including the creation of a favorable environment for the introduction of digital technologies into the educational process, providing financial support and improving the qualifications of teaching staff. The article emphasizes the need to create standards and methods for effective implementation of digital technologies and control of their implementation. In general, the article identifies the role of the state as key to the successful digitization of education and supporting the education sector as a whole.