Distance Learning Opportunities Research Articles

Teaching and learning high-school mathematics via WhatsApp: teachers’ perspectives

AbstractWe investigated teachers’ perspectives about what opportunities for learning and teaching could be created using WhatsApp as a social network to help students prepare for the final secondary-school Bagrut (matriculation) exam in mathematics. Launched by the Ministry of Education and the Center for Educational Technology three months before the Bagrut examination, the “WhatsApp Bagroup” project was initiated to serve as an additional environment for learning mathematics. The formation of these WhatsApp groups was meant to provide an online review project during which teachers integrated blended learning, and students presented problems with which they were having difficulties. During this initiative, we applied a quantitative and qualitative research model to analyze the teachers’ points of view about what learning and teaching opportunities were created. The study used a mixed method, sequential explanatory procedure to acquire a complete understanding of the factors that constitute teachers’ perceptions of learning and teaching via the Bagroup project. Quantitative and qualitative data were collected using three tools: a questionnaire with Likert-type statements and open questions, informal semi-structured interviews, and observations of four Bagroup study groups conducted during the three-month period. Factor analysis revealed three categories regarding the Bagroup environment: factors that contribute to learner’s emotional needs, factors that promote learning, and factors that inhibit learning. The findings may have implications for distance and remote learning and teaching opportunities.

International exchanges and cooperation in art education in Ukraine: challenges and opportunities

The purpose of the article is to study international exchanges and cooperation in art education in Ukraine, to identify challenges and opportunities in the development of these areas in the future. to achieve this goal, the article uses general scientific methods of analysis and synthesis. The methods of abstraction, comparison, content analysis, and the prognostic method were also used, which made it possible to formulate some comments for the future development of international cooperation in art education in Ukraine. The results of the study highlight the importance of international cooperation, which is becoming an increasingly important aspect of modern art education. The analysis of the legislative framework has shown that Ukraine has created favourable conditions for academic exchange, and joining the Bologna system contributes to the internationalisation of higher education in the arts. These trends are also reflected in the development strategies of art universities in different regions of Ukraine, such as Kharkiv, Lviv and Kyiv, where establishing international exchanges is considered an important priority for educational institutions. In addition, the Kyiv National University of Culture and Arts actively uses digital channels to transmit information, especially in remote locations. Although distance learning has its limitations in art education, the conditions of modern reality, such as Russian aggression, create an opportunity to organise international cooperation with foreign partners without physical risk. It is important to note that there are common challenges to the successful implementation of international exchanges and cooperation in art education, such as cultural and language barriers, financial support, visa and administrative restrictions, as well as academic requirements and potential global threats. However, a possible way to overcome these difficulties is to use the international experience of involving NGOs or special state structures that would coordinate the provision of grants for academic mobility of arts students. The conclusions emphasise that it is also worth considering the possibility of special digital platforms that provide opportunities for internships and distance learning, which can be an effective solution for organising international cooperation in the current situation.

Retraction: Evidence on the development of education in ex‐Soviet states special issue retraction statement

The journal's Lead Editors, the British Educational Research Association and John Wiley and Sons Ltd have retracted the articles below.Following publication, concerns were raised by a third party. Further investigation by the publisher revealed concerns about guest editorship, authorship and peer review. The retractions have been agreed due to evidence indicating that the peer review of these articles was compromised. The authors have been informed of this decision. The authors of https://doi.org/10.1002/rev3.3320 disagree with the retraction of this paper. Mashtaler, L., & Gorard, S. (2022). Special Issue: The development of education research in ex‐Soviet states. Review of Education, 10, e3329. https://doi.org/10.1002/rev3.3329 Zavaruieva, I., Bondarenko, L., & Fedko, O. (2022). The role of colour coding of educational materials when studying grammatical categories of the Ukrainian language by foreign students. Review of Education, 10, e3312. https://doi.org/10.1002/rev3.3312 Bulakh, V. P., & Shandruk, S. I. (2022). The future of Ukrainian EFL professional education: Certificates of excellence or certificates of attendance. Review of Education, 10, e3315. https://doi.org/10.1002/rev3.3315 Demchenko, I. V., & Demchenko, O. N. (2022). Dynamics of professional motivation of technical university students. Review of Education, 10, e3316. https://doi.org/10.1002/rev3.3316 Osodlo, V., Rakhmanov, V., Krykun, V., Tarasenko, N., & Aristarkhova, M. (2022). Officers' foreign language training in educational and information environment of the Higher Military Educational Institution. Review of Education, 10, e3317. https://doi.org/10.1002/rev3.3317 Grytsenko, I., Borysenko, N., Sydorenko, N., Vashchuk, V., & Valuieva, I. (2022). Higher education institution: Distance learning and modern communicative opportunities. Review of Education, 10, e3318. https://doi.org/10.1002/rev3.3318 Goncharova, O., Maslova, A., Kirsanova, S., Rutkovska, A., & Yehorova, Y. (2022). Virtual learning anxiety: A case study of Pedagogical University (Ukraine). Review of Education, 10, e3320. https://doi.org/10.1002/rev3.3320 Krymets, L. V., Saienko, O. H., Bilyakovska, O. O., Zakharov, O. Y., & Ivanova, D. H. (2022). Quality management in higher education: Developing the methodology on the basis of total quality management. Review of Education, 10, e3322. https://doi.org/10.1002/rev3.3322 Kuleshova, V., Aksakova, N., Malazoniia, S., & Kovalenko, S. (2022). Professional training of future engineers‐teachers: The societal needs of modern educational technologies introduction. Review of Education, 10, e3323. https://doi.org/10.1002/rev3.3323 Kalinina, T. S., Karnaukhova, A. V., Mashovets, M. A., Shvaliuk, T. M., & Telna, O. A. (2022). Practical implementation of inclusive preschool education in Ukraine. Review of Education, 10, e3311. https://doi.org/10.1002/rev3.3311

Factors Impacting Professional Accounting Students' Satisfaction with Distance Learning: Evidence from a Malaysian Public University

Distance learning is a means for delivering teaching through the internet, with the use of various technologies and resources to provide material and engage students. This study examined students' perceptions of the opportunities and difficulties of distance learning, as well as their satisfaction with a distance learning experience. The data was gathered from a public university in Malaysia and analyzed using Partial Least Squares (PLS) structural equation modeling. The results revealed in terms of the students' perceived opportunities for distance learning, ICT skills and lifelong learning had a significant effect on how satisfied students are with distance learning, while the educational structure hadno significant effect. In terms of perceived challenges, students saw plagiarism and deviation from the primary goal as having a major impact on their satisfaction, but not the educational expenses. The findings aid institutions in providing better knowledge for the development of future distance learning programs for accounting qualification and provide a better understanding of the success of distance learning towards academic performance for students. Limitations and recommendations for future studies are also discussed. Keywords: distance learning, opportunities, challenges, satisfaction

Impact of COVID-19 on Mothers Raising Children with Special Needs: Insights from a Survey Study.

Home confinement during the COVID-19 outbreak had psychological effects that continue to be explored by researchers. This study investigated factors influencing the mental health of mothers caring for special needs children in Italy's first lockdown. Specifically, we investigated the relationships between emotional states of depression, anxiety, stress, perceived distress related to home confinement, coping strategies, and other contextual variables (such as opportunities for distance learning and remote working) in a group of 68 mothers of children with special needs and 68 matched mothers of typically developing children. Data from an online survey showed no significant difference between the two groups. However, the research revealed that being a remote worker was a significant predictor of reduced stress in mothers of children with special needs, while distance learning was a significant predictor of reduced stress in mothers of typically developing children. In addition, the study found that hyperarousal symptoms were predictive of stress in mothers of children with special needs, while intrusive thoughts and avoidance coping were predictive of stress in mothers of typically developing children. In conclusion, further research is needed to develop effective support and intervention strategies for families with children with special needs and to deeply investigate the impact of flexible work arrangements and social aid on the mental health of mothers in non-emergency settings.

A Narrative Case History of Distance Education Before, During, and After COVID-19 in China and Iran

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

The Attitude of Russian University Teachers Towards the Digital Educational Environment

The attitude of teachers towards the digital educational environment (DEE) and the use of information technologies in teaching largely determines the attitude of students towards the educational process, the effectiveness of learning and emotional involvement in learning. Therefore, the purpose of this work was to analyze the attitude of university teachers towards the DEE and distance learning opportunities, as well as to determine the psychological components of the acceptance of new information technologies. The survey involved 308 teachers (females - 71%) aged 23 to 77 (average age = 46 ± 11 years) from various universities of the Russian Federation. In addition to measuring the attitudes towards learning in the DEE (AUDEE Scale Questionnaire), the authors analyzed the personality traits (Big Five Inventory - 2), self-regulation resources and activity-related experiences in teaching (AREA). The results showed that the majority of the respondents were familiar with and use various elements of the DEE; 81% expressed a desire to move to blended learning as a combination of DEE resources and face-to-face classes. The main psychological prerequisites for the acceptance of the DEE are experiences in professional activity: the stronger the experience of meaning and the weaker the experiences of effort and void, the more positive attitude towards work in the digital environment a teacher has. Other key elements are various aspects of self-regulation (goal planning and independence) and personality traits such as openness to experience and agreeableness.

Effects of the Teachers’ Personality Traits and Job Satisfaction on Their Attitude Towards Distance Learning in Turkey

The COVID-19 pandemic caused an alteration in many industries. The utilisation of distance learning opportunities has rapidly increased. This study aimed to evaluate teacher attitudes towards distance learning and demonstrate the effects of their personality traits and job satisfaction on their attitudes and the relationship among these factors. This cross-sectional study was conducted through an online questionnaire. Four hundred sixty-four teachers from several schools, different units and fields of study attended the research. The data was collected via the Introductory Information Form, Attitude Scale Towards Distance Learning (ATDL), Big Five Personality Traits Scale (BFPTs), and Job Satisfaction Scale (JSS). When the total points from the attitude scale towards distance learning are compared, there is no significant difference in gender, branch, institution, or working at the weekends, but age, educational background, having a child, and income satisfaction have a significant effect. There was no relation between any personality trait and attitude towards distance learning. Because variables such as age and income satisfaction affect the attitude towards distance learning, changeable variables emerge. It is essential to support older teachers in technology use. Making necessary alterations in teachers’ incomes should be considered an essential factor. The reasons for the fact that teachers still prefer in-person education should be investigated. Physical condition sufficiency can be related to the perception of distance education qualification, and a sufficient technological structure can contribute positively.

COVID-19 prevention at institutions of higher education, United States, 2020–2021: implementation of nonpharmaceutical interventions

BackgroundIn early 2020, following the start of the coronavirus disease 2019 (COVID-19) pandemic, institutions of higher education (IHEs) across the United States rapidly pivoted to online learning to reduce the risk of on-campus virus transmission. We explored IHEs’ use of this and other nonpharmaceutical interventions (NPIs) during the subsequent pandemic-affected academic year 2020–2021.MethodsFrom December 2020 to June 2021, we collected publicly available data from official webpages of 847 IHEs, including all public (n = 547) and a stratified random sample of private four-year institutions (n = 300). ed data included NPIs deployed during the academic year such as changes to the calendar, learning environment, housing, common areas, and dining; COVID-19 testing; and facemask protocols. We performed weighted analysis to assess congruence with the October 29, 2020, US Centers for Disease Control and Prevention (CDC) guidance for IHEs. For IHEs offering ≥50% of courses in person, we used weighted multivariable linear regression to explore the association between IHE characteristics and the summated number of implemented NPIs.ResultsOverall, 20% of IHEs implemented all CDC-recommended NPIs. The most frequently utilized NPI was learning environment changes (91%), practiced as one or more of the following modalities: distance or hybrid learning opportunities (98%), 6-ft spacing (60%), and reduced class sizes (51%). Additionally, 88% of IHEs specified facemask protocols, 78% physically changed common areas, and 67% offered COVID-19 testing. Among the 33% of IHEs offering ≥50% of courses in person, having < 1000 students was associated with having implemented fewer NPIs than IHEs with ≥1000 students.ConclusionsOnly 1 in 5 IHEs implemented all CDC recommendations, while a majority implemented a subset, most commonly changes to the classroom, facemask protocols, and COVID-19 testing. IHE enrollment size and location were associated with degree of NPI implementation. Additional research is needed to assess adherence to NPI implementation in IHE settings.

Цифровизация обучения: восприятие студентами дистанционного обучения и рисков

An important component of the interdisciplinary discussion of the technological transformation of society is the digitalization of university students learning, which has accelerated during the pandemic and caused a variety of assessments due to the numerous problems of its implementation. So far, there has not been a consensus on the relationship between distance learning opportunities and the associated socio-humanitarian risks that affect the identity and world outlook of modern students – generation of digital natives. The article deals with the stu­dents perception of the pros and cons of digital technologies, awareness of the impact of new technical means on an individual student and society as a whole. The analysis is carried out through methodological reflection of the so­ciological data of student surveys conducted in Belarus in 2021–2022. This anal­ysis revealed the different cognitive potential of using the online survey and free interview methods: in the second case, students could comment on the ques­tions themselves, while when using the online survey, in case of difficulties, stu­dents simply preferred not to answer. The identified trends raise the question of finding new methods of working with students that will allow them to be aware of the problems of digitalization.

EFFECTS OF INFORMATION QUALITY AND SERVICE QUALITY ON SAUDI ARABIA’S HIGHER EDUCATION INSTITUTION E-LEARNERS’ SATISFACTION

Electronic learning, or e-learning as it is more frequently known, is a type of interactive learning that uses information and communication technology to provide a learning experience with enough freedom. During the COVID-19 pandemic, e-learning has attracted much attention in the education sector because it offers learners several advantages, such as flexible learning opportunities, distance learning opportunities, consistency in learning, time savings, tracking capabilities, minimal cost facilities, quick response, and interactive learning facilities. This study evaluated the effects of service and information quality on e-learner satisfaction in Saudi Arabian higher education institutions. A quantitative approach was used to conduct the study. Information was gathered from Saudi Arabian higher education institutions. 350 questionnaires were examined. Structural equation modeling (AMOS SEM) was used to analyze the effects of the relationship between information quality and service quality in terms of e-learners' satisfaction. The study findings showed that information quality and service quality have a significant effect on e-learners’ satisfaction. Therefore, this paper suggests that concerned authorities pay particular attention to ensuring quality and current policies and standards to address the issues that may affect e-learners' satisfaction with e-learning in higher education institutions in Saudi Arabia. Keywords: E-Learners’ Satisfaction, Electronic Learning, Information Quality, Service Quality, Higher Education Institutions DOI： https://doi.org/10.35741/issn.0258-2724.58.3.60

Professional education of specialists in customs affairs in higher education institutions of the Russian Federation: trends, quality and partnership

The article considers tendencies and trends in higher education of specialists in customs affairs in higher institutions of the Russian Federation. The authors analyzed and described the international experience of professional education of customs specialists, defined similarities and differences between international and Russian education strategies, indicated unfolding trends in education of local customs specialists such as job-oriented learning methods at all levels of education, e-learning and distance learning opportunities with reference to the digital customs system, counseling and mentoring programs. The future prospects of customs education in Russia are bound to its further integration in the global system to avoid isolated professional education of customs specialists, creating attractive opportunities for foreign students to offer a wide range of skills and competences in customs programs based on platforms of Russian academic institutions as well as taking part in the membership programs in collaboration with the International Network of Customs Universities (INCU). The network approach to the international scientific and educational system integration is based on the growing collaboration between universities providing professional education as well as development of information and telecommunication technologies.

Twinning in Maritime English Teaching – Preparing Future Seafarers for Signing On

The interrelation between the higher education sector and the labour market should be more intensive and intertwined, not least because of the growing demands of professional profiles. Furthermore, the educational process and its designers have recently been challenged by the Covid-19 pandemic restrictions on the one hand and distance learning and technological opportunities on the other. The paper aims to present examples of coping with the various requirements of enhancing professional and language competencies in English for Maritime Purposes and meeting both the individual needs of the students and the demanding standards of the international seafaring market. In particular, we share our valuable experience as the liaison between the teachers of English for Specific Purposes, professionals from the maritime sector and experienced seafarers at the Faculty of Maritime Studies in Kotor. In that regard, we present the twinning activities conducted with the second and third-year students, which seek to prepare our future seafarers for both job interviews and the mandatory paperwork required by recruitment agencies for their first experience of signing on as a member of a ship’s crew.

A review of GISc education, its value and use in the mining and exploration industries

The purpose of this paper is to investigate the geographical information science (GISc) competencies, knowledge, and skills required by practitioners working in the mining and exploration industries. The paper promotes the appropriate design of education programs including short learning programs (SLP) as well as emerging delivery mechanisms such as distance learning opportunities. Programs are submitted for quality control through certification and accreditation at quality control councils such as the Council for Higher Education (CHE), South African Qualifications Authority (SAQA) and the South African Geomatics Council (SAGC). The paper concludes with a proposed module composition that is still subject to further consultation and input from the mining industry.

ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model

Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence.&#x0D; &#x0D; Received: 8 February 2022 / Accepted: 29 March 2022 / Published: 5 May 2022

Pandemia a transformacja cyfrowa. Wyzwania dla szkolnictwa wyższego

The article considers the consequences of the COVID-19 pandemic for higher education in Ukraine and in the world. The results of research by the International Association of Universities, the European University Association, the European Association for International Education are analyzed. The impact of the pandemic on teaching and learning is determined. International academic mobility and cooperation, as well as the financial situation of higher education are described. In addition, diffculties, fears and challenges faced by higher education institutions around the world during the corona crisis, which require swift and adequate action, are presented. The main part of the article shows the results of a survey of teachers and students of higher education institutions of Ukraine, devoted to the analysis of problems and challenges faced by students in the transition to distance learning, as well as new productive opportunities created by the online format. The main problems faced by the main participants in the educational process include the quality of teaching and organization of the distance learning process, the growth of the workload of teachers and students, technical and fiancial problems. The results of the survey show both the assessment and satisfaction with the measures already taken by higher education institutions to ensure quality and effective distance learning, and help to understand the next productive steps to be taken to expand teaching and distance learning opportunities and access to learning opportunities during life. Educators’ assessment of the opportunities and benefis created by the distance learning format demonstrates the motivation of teachers to improve their own skills and abilities, mastering the new tools required by the distance learning format. In the case of students, such advantages become first of all economical ones, e.g. expansion of opportunities for a combination of study and work as well as economy of time and means.

“English for special purposes” for non-linguistic specialties: experience of distance learning

The article is devoted to one of the most pressing problems of Ukrainian education in current conditions - the transition to distance learning at all levels of the educational process. The authors analyze the effectiveness of distance learning to improve the quality of teaching the discipline “English for Special Purposes” for non-linguistic specialties online. The study identifies some common advantages and disadvantages of distance learning, highlighted by Ukrainian and foreign researchers. Data and conclusions of experiments on the effectiveness of educational institutions in connection with the mass transition to distance learning in 2020 are presented. A separate period of learning foreign languages in a distanceformat is studied. In order to analyze the effectiveness of distance learning, questionnaires are developed, the questions of which allowed giving an overall assessment of the distance learning process, its technical capabilities, and the peculiarities of learning a foreign language online. A general analysis of the success of the discipline “English for Special Purposes” in the period of full-time and distance learning is performed, being reflected in the charts and graphs. This study allowed us to analyze some features of distance learning a foreign language, evaluate its effectiveness in general, and identify significant advantages and disadvantages from the student’s point of view. The questionnaire results served as a basis for the development of recommendations to the teaching staff to study the difficulties that arise when learning a foreign language in a remote format. The authors concluded that it is necessary to further improve the educational process by using innovative learning technologies and expanding educational opportunities for distance learning.

Distance learning opportunities in History teaching: ideas, technologies, methods and tools

The modern information society requires from both the teacher and the student the ability to adapt to changing conditions, not just freely navigate the information field, but freely work on any platforms, work in an online format. Distance learning forced us to reconsider the format of material presentation and the format of the survey, required a quick transition from tradition to innovation, the ability to motivate the student who is on the other side of the screen. But at the same time, it was very important not to devastate yourself at online work, not to burn out the teacher himself. This article examines the methods and techniques brought about by the need to introduce distance learning. The possibility of using products developed by senior students — programmers, the formation of general competencies and universal educational actions when working remotely is shown.

Retracted: Higher education institution: Distance learning and modern communicative opportunities

AbstractNew technologies significantly influence the increase in the range of methods and techniques in distance learning. The quality, efficiency and potential of modern communication channels are relevant issues in the current educational paradigm. The authors aimed to evaluate the educational potential of high‐tech means of communication and applications, to reveal their impact on modern communication opportunities during distance learning in the free economic zone. The main methods used during the study were analysis, questionnaire, systematisation and generalisation. The preliminary tests and experiment post‐tests were introduced to determine the technological and communicative readiness of the respondents (42 student‐volunteers). All student‐volunteers passed a test to assess the quantity and quality of high‐tech means of communication in the educational process and a survey on assessing the quality and effectiveness of distance education compared to full‐time education. Questionnaires with the same questions were taken by the students after their training, which involved high‐tech educational tools. The need to attract high‐tech means of communication in the process of distance learning was shown and students’ attitude towards it was improved. It was found that the level of communication skills development during distance learning directly depends on the use of high‐tech technical means. The study proved that high‐tech communication tools that were used in the experimental group should be used in the learning process in terms of distance learning. The effectiveness of the use of communicative opportunities in distance learning in order to identify the frequency of their use was described.

The Paradigm Shift in Medical Imaging Education and Training in Europe

The main goal of this literature review is to discuss the emerging trends, challenges and opportunities in the field of medical imaging education in Europe due to the Covid-19 pandemic scenario that forced the remodeling of the teaching and learning process. A bibliographic search was carried out in the main databases and from resources available in scientific and professional associations in Europe. Exclusion criteria included articles without contributions on distance learning or active learning. Education and training in medical imaging field had to readapt and the usual opportunities for medical imaging and radiotherapy (MIR) students to learn in person in the classroom, lab and clinical settings, had to be quickly transformed into distance learning opportunities. Thus, online education became a pedagogical shift from traditional method to the modern approach of teaching and learning from classroom to Zoom, from personal to virtual and from seminars to webinars, leading to the emergence of innovative teaching models. Moreover, student-centered strategies such as flipped classroom and game-based learning have been recently applied in health professions education with positive and very promising results. In conclusion, due to the pandemic crisis, MIR educators and students find themselves in the situation where they felt compelled to embrace the digital academic experience, allowing the progressive innovation of e-learning. In this context, game-based learning appears to be effective for improving knowledge, skills, attitudes and satisfaction and should be considered as a potential systematic tool in the field of medical imaging education. Therefore, preparedness of radiographers depends on the application of effective training and education methodologies that allows excellent clinical performance and maintaining high quality and safety standards, both through undergraduate course and continuous professional development.