Participation In Distance Education Research Articles

Expansion of Distance Education in higher education: Trajectories in Argentina, Brazil, Chile and Colombia

During the first two decades of the 21st century, higher education has had an accentuated expansion in South America. To be able to handle this increase in demand, international organizations have encouraged the region’s countries to turn to distance education. Therefore, it is important to understand how this mode of education has been incorporated into higher education policies in different South American countries. The aim of this article is to compare the reality of four South American countries with respect to the level of participation in distance education in higher education, namely in Argentina, Brazil, Chile and Colombia. Regarding the methodology, we analyzed official and research data about the latest evolution of distance education in higher education in the four countries studied. The analysis reveals that distance education has experienced a significant expansion in these countries since 2010, with the greatest increase occurring in Brazil. We concluded that, despite external factors in favor of distance education, internal environments in each country influence the manner and tempo with which this pressure is reflected in their respective higher education policies.

An Artificial Intelligent Virtual Reality Interactive Model for Distance Education

Information and communication technologies play an important role in education. This fact was emphasized even more due to the significant upheavals, globally, caused by the pandemic of COVID-19 and because distance education uses tools of modern technology that prove to be significantly important. Particularly, virtual reality immersion systems, which may include 3D spatial representations, multisensory interaction channels, and real-time intuitive physical interaction, can extend the learning process by providing learners with stimuli that represent a real advanced training environment. In the present work, based on the most modern technologies of computational intelligence, virtual and augmented reality, wireless communications, and space-sensitive positioning applications, an Artificial Intelligent Virtual Reality (AI-VR) interactive model for distance education is presented. This is a case study of escape-room-type educational application, wherewith appropriate practices and methodologies promote individual and collective participation, enhance the active role of the learner, personalize the educational experience, and upgrade the process of participation in distance education, strengthening and assisting role of the educator. Specifically, a Newton polynomial is used for max-polynomials arising from the stereoscopic problem of augmented reality used to indirectly indicate the number of linear regions in order to optimize the problem. The proposed application is related to the training course of agricultural education and methods of modernization of crops, including additional sound, 3D graphics, and short film projection. The history-space-objects relationship takes and evolves with various versions such as the parts of the story to be unlocked as the trainee moves from one tool to the next or the story to guide the trainee to explore the space-time continuum, giving a new dimension to the technological development of agricultural education and the methods of modernization of crops. This finding shows that they learn best when they receive information in a style that incorporates visual, auditory, and kinetic stimuli so that learning improves when learners can examine an idea or concept using a multidimensional approach.

Education for the disabled in accordance with the quality of inclusive education in the distance education process

The aim of this research is to evaluate the disabled education in accordance with the quality of inclusive education in the distance education process in line with the opinions of special education teachers. The research was conducted with 10 special education teachers who were teaching special education and general education in schools with special needs students in Kazakhstan and who agreed to participate in the research voluntarily. The research was designed in accordance with the case study, one of the qualitative research designs. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was revealed that the teachers used online lessons, video sharing, homework control, online activities and mobile applications in the teaching of the lessons in the distance education process; they preferred formal education to distance education; and they found distance education insufficient to meet the individual needs of students in learning. In addition, teachers stated that they found family participation in distance education and teacher–student peer interaction insufficient. The results obtained from the research revealed the necessity of eliminating the obstacles in the education of the disabled in accordance with the quality of inclusive education.
 Keywords; Inclusive education, students with disabilities, special education, special education students

DISTANCE EDUCATION OF PRE-SCHOOL STUDENTS DURING THE COVID-19 PANDEMIC: AN ACTION RESEARCH

Switching to distance education due to the COVID-19 pandemic occurring worldwide and throughout the country has left us with the negative effects of the use of technology, which has been the subject of research for many years, with the increased use of technology recently. Preschool students' continuing their education online creates various concerns and this situation requires effective distance education planning. In this context, distance education in the preschool period has been designed as child-centered within the framework of the teacher's guidance role and family participation. The research is in the action research design. The study group of the research consists of 9 students and their parents. With this study, students' maximum participation in distance education was ensured by ensuring teacher-family communication continuity.

Covid-19 Salgınının Olumsuz Etkileriyle Mücadelede Türkiye Ulusal Destekleme Programı (TUDEP)

The Covid-19 pandemic has led unique negative consequences in education. Due to the closure of schools, educational services have been carried out through distance education in many countries. Physical restrictions and staying away from the schools have negative consequences both on the physiological and psychological attributes of the students. Therefore, international institutions such as UNESCO and OECD advise countries to reopen schools as soon as possible and implement remedial programs. Due to the school closures, all educational services have been provided by distance education for nearly a year in Turkey. After the reopening of schools as of March 2021, Ministry of National Education (MoNE) has initiated Turkish National Remedial Program (TNRP) to support the students' academic skills as a two-stage program. The first phase of the project is designed as an emergency action plan, and the students in regions with the lowest participation in distance education were prioritized. The second phase of the project is designed as a large-scale support program that will cover all students and will be implemented during the summer months. The purpose of this study is to evaluate the second stage of TNRP by taking into consideration the international criteria for remedial programs and best practices around the world. It is concluded that the second phase of TNRP is in coherence with international standards in terms of targeting all students from primary school to the end of secondary education, providing academic support with compressed content with critical outcomes, assessing the level of student achievement, prioritizing students who need special education, and making flexible programming to maximize participation.

Readiness of individuals with visual impairments for participation in distance education

Individuals with visual impairments (VI) may face difficulties fitting in a distance education (DE) program mainly because of accessibility issues and a pervading lack of readiness. The main question was which difficulties and, specifically, which specific aspects of participants’ readiness could jeopardize their attendance in a DE program. The aims of this study were to examine the readiness of individuals with VI for participation in DE and the possible relationships between participants’ readiness for participation and their personal characteristics. A 42-item questionnaire has been developed to examine readiness for participation through five sub-scales referring to motivation, skills, self-management, interaction, and access to technological means (including means of assistive technology). The findings revealed a slightly positive degree of readiness as far as participants’ motivation, perception of their skills, and self-management are concerned and an approximate neutral degree of readiness regarding the aspects of interaction and access to technological means in the context of a DE program. The greater the educational level and the frequency of computer usage, the more positive the readiness for participation.

Application of Online Survey during Pandemic

Covid-19 pandemisi nedeniyle Üniversitemizde alt yapı imkânları nispetinde ve paydaşların etkin katılımı ile 23 Mart 2020 tarihinde uzaktan eğitime geçilmiştir. Elektrik ve Elektronik Mühendisliği Bölümünde Devre Analizi Laboratuvar dersi, dönem başından pandemi kısıtlamalarının başladığı tarihe kadar (ilk 5 hafta) normal yüz yüze laboratuvar uygulamaları olarak gerçekleştirildi. Pandemi kısıtlarından itibaren uzaktan eğitim, Öğretim Yönetim Sistemleri (ÖYS) üzerinden asenkron videolar, ders notları ve canlı ders uygulamaları ile yapılmıştır. Eğitimin değerlendirilmesinde, ara sınav ve final sınavları yerine, her bir öğrenciye farklı bir çalışma içeren ödev uygulaması tercih edilmiştir. Kamuoyunda uzaktan eğitim ve sınavları hakkında yapılan tartışmaların öğrencilerde bir karşılığının olup olmadığını araştırmak üzere 28 soru içeren bir anket hazırlanmıştır. Ankette öğrencilerin uzaktan eğitime katılım, eğitimin değerlendirilmesi ve derslerdeki uygulamaları içeren sorular yer aldı. Anket, ara sınavdan hemen sonra dersin ÖYS sayfalarında ilan edildi. Dersi alan öğrencilerin sayısı 115 ve ankete katılan öğrenci sayısı 42 olup ankete katılım oranı %36,5 olarak gerçekleşmiştir. Anket sorularına ait temel istatistikler ve bazı yorumlar çalışmanın sonuna eklenmiştir.

Distance Sustainable Education. Incentives and Expectations

The present study investigates the motivation for adult participation in distance education on sustainability and specializes in a population group with specific characteristics, that of the Agronomists (Higher Education Graduates). In a global community with shifting conditions, environmental problems and geometrically increasing demands regarding the qualifications of workers and especially the scientists dealing with these problems, this issue is considered of major importance while exploring the incentives that lead to participation – after acquiring the first degree – continuing education and learning, and in particular distance education on sustainable development, is essential. The result so that Agronomists feel a strong need to extend their knowledge mainly through distance education.

Research of Teaching Optimization Strategy for Students Participation in Distance Education

In view of the problem that many countryside schools open not neat, bad lessons, many rural areas broadcast the high-quality teaching content in the city schools to the surrounding countryside schools through the information technologies, solving the problem of rural teaching resources, especially for music and art. In order to organize distance education better in rural school and improve the rural school students' participation, this paper takes hubei xianning center school and some of rural schools using synchronous interaction mixed classrooms and synchronous interaction delivery classrooms as examples, to collect predominantly video teaching material through field observation and interview, then has them coded qualitatively. Combined with the flow of basic elements of teaching process and teaching information among each element, this study analyzes the participation of students in synchronous interactive hybrid classroom and synchronous interactive delivery classroom. Finally, for the problems found, some Suggestions are put forward for the improvement of some process of the existing teaching mode, so as to provide practical and effective help for the subsequent development and promote the early realization of the goal of good class.

Using Mobile Learning to Enhance Pre-Service Teachers’ Participation in Distance Education English Tutoring Sessions

This article is the result of a small-scale research study aimed to enhance pre-service teachers’ participation in distance education tutoring sessions at the Universidad Santo Tomas, CAU (University Assistance Centre) in Chiquinquirá. The study was carried out by implementing mobile learning, specifically a mobile learning application called Kahoot. When carrying out online activities, in particular grammar games and oral discussions that involved the use of smart phones in tutorial sessions, the pre- service students were more engaged, and their participation increased greatly. Moreover, it is meaningful for students to improve their English language competence by activating their use of digital skills. Some of the benefits of mobile learning are flexibility and personalized learning activities, which try to address the needs of individual learners. This study showed that mobile learning promotes active participation, as well as knowledge construction and collaborative learning. It also creates a positive atmosphere and exposes students to innovative learning environments.

Staying Active

Staying Active

Professional development and the university casual academic: integration and support strategies for distance education

Professional development is imperative for the currency and relevancy of a proficient teaching workforce in distance education, and in turn, the quality of programs being delivered. As participation in distance education within Australian universities is growing, with increasing numbers of academics being required to teach, casual employment of academic staff is often undertaken. As a consequence, casual academics now undertake significant amounts of university teaching loads. In addition, although employed on a casual basis, casual academics often have ongoing relationships with the university, spanning more than one teaching period and in some cases, even years. Professional development is crucial to ensure the replenishment and vivacity of the university, its academics and students. Consequently, the goal of this constructivist grounded theoretical study was to explore the experiences of casual distance education academics, from which professional development emerged as a key theme. Twelve casual academics from a regional university discussed their work experiences through an in-depth semistructured interview. The findings revealed that distance education casual academics accessed a range of formal and informal professional development opportunities. Informal professional development included mentoring, which casual academics highly valued. Formal professional development activities provided by the university were also noted; however, casual academics were sometimes unaware that these existed. Finally, recommendations regarding successful professional development programs for casual academics are given, with particular emphasis on an Early Career Education Research group that operates at the university and is open to all staff.

COSTES Y BENEFICIOS SOCIALES DE LA ENSEÑANZA UNIVERSITARIA A DISTANCIA

Most research and publication on the costs of distance education at University level have focussed on the costs incurred by the institutions providing programmes. Indeed much of this research has centred on an interesting, but relatively narrow, topic - the unit costs incurred by open universities relative to those of traditional universities in the same country. Given the stated social mission of most open (and many distance teaching) universities, surprisingly little attention has been directed to the wider social costs and benefits of university distance teaching. This paper raises a number of these issues: the social demand for distance education; state support; comparative cost; who pays?; the private and social benefits of participation in distance education; the role of distance education in developing human capital; and 'social mission' of this mode of education. It is hoped that the paper will serve to stimulate interest in the analysis of social costs and benefits and in particular encourage the compilation of trans-national data to support a more comprehensive and in-depth comparative analysis.

African American Students’ Participation in Online Distance Education in STEM Disciplines

Despite the increase in online distant learning initiatives at many of the nation’s colleges and universities, collectively, Historically Black Colleges and Universities (HBCUs) continue to lag behind non-HBCUs in the development and implementation of online courses and programs. Data produced by the National Center for Education Statistics show that African American students are enrolled in significantly less distance education courses when compared with White students. In addition, there is a substantial disparity in the number of online science, technology, engineering, and mathematics (STEM) courses and programs when compared with online courses and programs in education, business, or the social sciences at HBCUs. The primary aim of this article is to examine data that explore African American students’ participation in distance education in STEM disciplines. Recommendations for future research are also discussed in this article.

Motivations for older adults’ participation in distance education: A study at the National Open University of Taiwan

This study investigated the factor structure of motivational constructs as expressed by older adult learners and examined how these constructs correlated with selected socio‐demographic characteristics at the National Open University of Taiwan (NOUT). Results were based on the responses of 371 elders to the 32‐item Reasons for Participation Scale (Steele 1984). Factor analysis yielded four aspects of motivation that described themes of keeping up and fulfillment, intellectual stimulation, escape and social contact, and adjustment. Among them, intellectual stimulation appeared to be the strongest attractor while escape and social contact was least important. Meanwhile, it is suggested that gender, age, level of formal education, and employment status had no significant difference on participants’ motivational disposition at NOUT. Similarities and differences between this study and past research were discussed in detail.

The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation

Distance education plays an important role in broadening educational access and increasing higher educational opportunities. The success, however, for any distance education initiative relies on a critical and core resource, namely having participating faculty who provide quality instruction. This study uses survey design and diffusion of innovation theory to examine faculty participation in relation to their technology use, their attitudes toward technology and distance education, and their adoption of innovations at a public postsecondary 10-campus system. Ordinal regression analysis identified 20 significant variables (16 predictors representing the four latent dimensions of the conceptual model and four demographic characteristics) that explain faculty participation in distance education. The findings identify a number of core issues underlying faculty participation and non-participation in distance education which pose implications for policy and practice relevant to technology use and skills, training and development, course design and technical support, quality issues, and workload and compensation.

ILAE President's midterm report

ILAE President's midterm report

A Survey of Horticulture Graduate Programs and Faculty Salaries at North American Universities

Surveys were sent to 53 North American universities offering horticulture curricula to characterize the types of degrees offered, student demographics, participation in distance education, remuneration and assistance available for graduate students, and faculty rank and salary distributions. Twenty-five institutions responded. This represented 10 PhD, 14 MS, and 12 M. Agr. or MS non-thesis professional degree programs in horticulture and 13 PhD, 13 MS, 12 M. Agr. or M. non-thesis degree programs in plant sciences or a closely related area. On average, graduate students were predominantly Caucasian (70.7%), followed by Asian (16.1%), Black (3.2%), Hispanic (2.6%), and Native American (0.2%). Most were supported by research assistantships (56.3%), with the second largest group being self-supported (13.8%). Teaching assistantships were a small source of support (4.6%). Stipends (12-month equivalent) where variable among fellowships ($2000 to $30,000), teaching ($6600 to $25,000), research ($2000 to $25,239), extension ($12,000 to $17,000), or combination assistantships ($900 to $26,000). Most assistantships included a stipend plus in-state and out-of-state tuition waivers: about half included medical insurance. Mean full-time in-state tuition and fees was $6,535, while out-of-state was $13,876. Participation in distance courses was greatest for non-degree students (18.3%), and low for all others (9.2% to 6.4%). The average academic unit had 15.1 professors, 8.9 associate professors, 6.8 assistant professors, 0.3 senior lecturers, and 1.6 lecturers with mean reported average salaries of $85,142; $70,132; $58,918; $55,608; and $37,887, respectively.

Factors That Motivate and Deter Rehabilitation Educators From Participating in Distance Education

The major purpose of the study was to conduct exploratory research on the motivational levels of rehabilitation educators whose programs have Comprehensive Service Personnel Development (CSPD; Department of Education grant) grants targeted toward distance education. Additionally, the study attempted to identify whether significant factors existed that would inhibit faculty participation in distance education. There were three research questions to examine: (a) Do distance educators and non–distance educators differ significantly in intrinsic motivational factors? (b) Do distance educators and non–distance educators differ significantly in extrinsic motivational factors? and (c) Do distance educators and non–distance educators differ significantly in inhibiting factors? The results showed that rehabilitation faculty with CSPD grants who are distance educators are more extrinsically motivated (such as increase in salary, monetary support for participation, job security, working conditions, technical support, and requirement by department) than non–distance educators. There were no significant differences in levels between distance educators and non–distance educators that are intrinsically motivated (scholarly pursuit, personal research tool, and job satisfaction). There was no significant difference between distance educators and non–distance educators in inhibiting factors.

UniFlex - Collaborative on-line learning environment tool

<p>Første gang publiceret i UNEV nr. 2: E-læringsplatforme - muligheder og potentialer, januar - marts 2004, red. Tom Nyvand og Michael Pedersen. ISSN 1603-5518.</p><p>Increasing demands for remote on-line education are changing the way teaching and learning is performed. New behavior in using pedagogy and supporting technology is needed to drive the learning process. To facilitate the use of services for selected activities to participants in distance education, a web site named UniFlex (University Flexible learning) has been developed and brought into use. The site is a comprehensive set of bookmarks including course taking, upload/download, and - of special significance - collaborative on-line project work. UniFlex has been developed to meet the requirement for a simple and cheap personalized interactive site, supporting problem oriented and project organized study form, which has characterized Aalborg University for more than 27 years.</p>