Teaching In Distance Education Research Articles

Research on the Reform of Modern Distance Education Teaching Model from the Perspective of Digital Economy

Research on the Reform of Modern Distance Education Teaching Model from the Perspective of Digital Economy

Determining the roles and competencies of social studies teachers in online distance education

This study was carried out to determine the online role and competence levels of social studies teachers who carried out distance education activities for the first time with the pandemic. For this purpose, the distance education role and competence levels of social studies teachers were examined according to the variables of gender, age, education level, previous training in using computer or internet technology, and previous distance education. The research was designed with the survey model, one of the quantitative research methods. The sample of the research consists of 68 social studies teachers working in 30 secondary schools determined in Izmir province in the 2021-2022 academic year. "Personal Information Form" created by the researcher and "Teacher Competencies Scale in Online Distance Education" developed by Kavrat and Türel (2013) were used as data collection tools. “Teacher Competencies Scale in Online Distance Education” consists of 20 items, and four factors, namely communicative role, technical role, social role and pedagogical role. As a result of the research, it was seen that the online distance education roles and competence levels of social studies teachers did not differ significantly according to gender, age or education level variables. While there is no difference in their pedagogical and technical roles depending on whether they have previously received training in using computer or internet technology; It has been observed that social studies teachers who have previously received training in using computer or internet technology have better proficiency in social and communicator roles. There was no significant difference in the values of social studies teachers regarding their pedagogical, technical and communicator roles depending on whether they had previously received distance education. However, it was concluded that social studies teachers who had previously received distance education had higher proficiency in their social roles. (Extended English summary is at the end of this document) Özet Bu çalışma Pandemi ile beraber ilk defa uzaktan eğitim faaliyetleri gerçekleştiren sosyal bilgiler öğretmenlerinin çevrim içi rol ve yeterlilik düzeylerini belirleyebilmek amacıyla gerçekleştirilmiştir. Bu genel amaç kapsamında sosyal bilgiler öğretmenlerinin uzaktan eğitim rol ve yeterlilik düzeyleri cinsiyet, yaş, öğrenim düzeyi, önceden bilgisayar veya internet teknolojisi kullanmaya yönelik eğitim almış olma ve önceden uzaktan eğitim almış olma değişkenlerine göre incelenmiştir. Araştırma nicel araştırma yöntemlerinden tarama modeliyle tasarlanmıştır. Araştırmanın örneklemini ise 2021-2022 eğitim-öğretim yılında İzmir ili içerisinde belirlenmiş 30 ortaokulda görevli, 59 sosyal bilgiler öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacının oluşturduğu “Kişisel Bilgi Formu” ve Kavrat ve Türel (2013)’in geliştirmiş olduğu “Çevrim içi Uzaktan Eğitimde Öğretmen Yeterlikleri Ölçeği” kullanılmıştır. “Çevrim içi Uzaktan Eğitimde Öğretmen Yeterlikleri Ölçeği” 20 madde ve adları iletişimci rol, teknik rol, sosyal rol ve pedagojik rol olan dört faktörden oluşmaktadır. Araştırma sonucunda sosyal bilgiler öğretmenlerinin çevrim içi uzaktan eğitim rol ve yeterlilik düzeylerinin cinsiyet, yaş ve öğrenim düzeyi değişkenlerine göre anlamlı bir farklılık göstermediği görülmüştür. Önceden bilgisayar veya internet teknolojisi kullanmaya yönelik eğitim almış olma durumlarına göre pedagojik ve teknik rollerinde farklılık görülmezken; Önceden bilgisayar veya internet teknolojisi kullanmaya yönelik eğitim almış olan sosyal bilgiler öğretmenlerinin sosyal ve iletişimci rollerine ilişkin yeterliliklerinin daha iyi olduğu görülmüştür. Sosyal bilgiler öğretmenlerinin önceden uzaktan eğitim almış olma durumlarına göre pedagojik, teknik ve iletişimci rollerine ilişkin değerlerinde de anlamlı bir farklılık görülmemiştir. Ancak önceden uzaktan eğitim almış olan sosyal bilgiler öğretmenlerinin sosyal rollerine ilişkin yeterliliklerinin daha yüksek olduğu sonuçlarına ulaşılmıştır.

Factors Affecting Readiness of Teachers in Distance Education and its Effect on the Learner's Performance


 
 
 
 The main thrust of this study was to determine factors affecting teachers' readiness in distance education and its effect on the learners’ learning performance. This study utilized a descriptive-correlational approach in determining perceptions of the factors affecting teachers’ readiness for distance education. Moreover, the instrument utilized to gather data was a modified survey questionnaire. It was found that there is a significant relationship between learners’ learning performance and the perceived factors affecting teachers’ readiness for distance learning. Among the factors affecting teachers' readiness for distance learning, only the management of learning greatly influences learners’ learning performance. The researcher recommended that DepEd should boost the teachers’ attitude towards modular distance learning delivery modality by providing the needs of the teachers; school administrators should come- up with adequate training courses, webinars, seminars, and/or workshops should be provided to the teachers considering their teaching-learning needs in the new normal; teachers must be supported and guided to boost their varied teaching styles and weaknesses as they adjust into the new normal and should uplift their attitude more towards distance learning modality since they play a more significant part in its success and parents should also have to take part during this time of crisis, they should provide assistance and support to their child as they have this significant role to fill in as replacements to their teachers.
 
 
 
 

The problem of distance learning of future physical education teachers during the COVID-19 pandemic

The article presents the historical development of physical education and culture. The impact of the COVID-19 pandemic on the education process in Ukraine has been studied. The goals and expectations of the distance learning program are described. The use of distance learning during the COVID-19 pandemic is analyzed. Proposals for conducting online physical education classes in educational institutions have been identified. The problem of training future physical education teachers in distance education has been updated. Comparatively traditional and distance education in the preparation of future physical education teachers. Positive and negative phenomena are characterized when using only one form of training - either traditional or distance learning. The need for health-saving activities among students in secondary schools is indicated. The growth of the problem of childhood injuries in the modern innovative and technological world has been revealed. It is proposed to train future physical education teachers using a mixed form of education, combining the positive qualities of traditional and distance learning.

Students' Opinions on Distance Education: Pandemic and Before

In this study, it was aimed to examine the opinions of university students regarding distance education before and during the pandemic. This research was designed as a qualitative case study. The participants in the research included 64 students, 37 of whom were enrolled before the pandemic, and 27 during the pandemic period. They were all students at the Faculty of Education of a state university in Turkey and were enrolled in the "Open and Distance Learning" course during the fall and spring semesters of the 2019-2020 academic year. To collect data for this study, researchers used a form consisting of open-ended questions. The study found that university students experienced a greater lack of a social environment during the pandemic period. They also encountered more technical problems and faced shortages of digital tools compared to the pre-pandemic period. Furthermore, unlike the previous period, university students reported that they had less personal time, experienced issues with measurement and evaluation, had prolonged screen time, experienced unplanned distance education, lacked active participation, did not receive immediate feedback, and had difficulty managing their studies. As a result of the research, it was determined that there were more positive opinions about distance education before the pandemic and more negative opinions during the pandemic period. Additionally, this study highlights the differences between distance education and emergency remote teaching

Designing Online Learning Content: A Practical Guide with a Variety of Tools for Distance Education Pedagogy

In this article, you will find helpful tips for creating personalized online learning content tailored for distance education. We explore the foundations of content personalization to create unique educational experiences, emphasizing relevance, adaptability, and flexibility. Innovative methods like interactive surveys and individual interviews are used to examine learner needs. We present a variety of design tools, highlighting their advantages and adaptability. A new pedagogical approach based on gamification and peer collaboration is proposed. We discuss the importance of adaptive evaluation and feedback, and concrete scenarios and examples illustrate personalized design. Finally, we encourage readers to embrace innovative approaches in shaping the future of education.

Negotiations on Subjective Interactions between Teaching and Learning in Remote Education

With the development of science and technology, the gradually developed self-media and various learning platforms provide people with a variety of learning methods and ways to contact other cultures and exchange ideas, which makes people's lives more convenient. Because on the one hand, online learning makes learners lack opportunities for offline interaction and real-time communication, and thus lacks self-motivation. Remote education has gradually become a common way of learning, especially after the outbreak of the new crown epidemic, distance education has become an important way for many learners to acquire knowledge. If technology and culture are regarded as two subjects in a complex system, or two interactive symbols, there are many conceivable research points for the research on teaching and learning in distance education.

Adult Students’ Perceptions of a Synchronous Distance Education Teacher Training Programme Using Microsoft Teams

This qualitative survey studies the perceptions of adult students enrolled in a teacher training programme in Greece. It examines synchronous distance education, the Microsoft Teams platform, and the prospect of strengthening and establishing this type of education after the COVID-19 pandemic. The survey used the semi-structured interview as a basic tool to gather students’ perceptions of the teacher training programme, “EPPAIK”. The results show that the benefits to the user of synchronous distance education, and the possibilities provided by the Microsoft Teams platform, are many. Most respondents consider it necessary to evaluate contemporary education, to establish a combination of both traditional and contemporary educational practices (hybrid learning/education), to achieve the best results in the future.

Developing the Instructor Satisfaction Scale for Emergency Remote Teaching

The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the evaluation of the items through expert opinion. . As a result of the exploratory factor analysis made with the data obtained from 400 instructors, a scale containing 28 items in 5 factors was obtained. These factors are named as “the instructor's belief in distance education”, “the instructor's competence in distance education”, “ICT infrastructure”, “the student-instructor interaction”, “flexibility and opportunities”. The structure of the scale, which consists of 5 dimensions and 27 items, was confirmed by the confirmatory factor analysis verified with the data obtained from 453 instructors. The reliability of the scale was calculated as .93 with the 2022-2023 fall and spring semester data obtained from 340 instructors.

An empirical review of a hybrid teacher education programme: Lessons from South Africa

Scholars have recommended hybrid learning to combat education problems in emerging economies due to their challenging contexts. It potentially offers a means to address growing demand without sacrificing quality or increasing costs. In this article we report on a new “hybrid” distance teacher education programme in which we sought to address the requirements of new policies (both institutional and national) by combining the blended and distance education approach. We adopted a pragmatic qualitative approach, rooted in a communitarian perspective and distance education theory. Although progressing slower than expected, the programme’s implementation to date has provided lessons that bolster the value of blended learning theory and practice in a hybrid model. The study also highlighted the critical role that the mode adopted for teacher training can play in shaping teachers’ practice. However, to work more effectively in an emerging economy, a more substantial teaching presence is suggested, coupled with modularised and ongoing information and communication technology (ICT) training and support for staff and students as areas for further research.

AN OVERVIEW OF DISTANCE EDUCATION PROGRAMS: TÜRKİYE EXAMPLE

The idea of «using digital opportunities effectively» began to be considered as a need in the field of education and training long ago, and has turned into a mandatory practice in the COVID-19 Pandemic. In this process, the advantages of distance education methods that can be integrated into formal or face-to-face education have been seen once again. Distance education is a multidimensional process involving education conducted over long distances and mediated by instructional technology. Distance learning, one of the virtual environments, has eliminated the time and place dependence for the individuals and appealed learning style of each individual. Web-based distance education has been made possible in recent times because of the convergence of the growing interest in life long learning and unprecedented rapid developments in information and communication technology. These developments have had great impact on teaching and learning in general and distance education in particular. When the distance education is planning, it should be taken decisions that affect all aspects of the education system. In this study is to explain destance education programs.

Memorizing Vocabulary in Multilingual Classrooms: Strategies Adopted by Teachers in Distance Education

The aim of this research is to investigate the usage and assessment of vocabulary memorization strategies adopted by teachers of Greek as a second/foreign language (L2) in multilingual classrooms. In particular, it investigates which vocabulary memorization strategies are adopted in distance education and whether or not there are differences in the frequency of their usage within face-to-face education, as well as how effective teachers consider them to be. Research results show that the most popular strategies in distance education are the strategies of reading aloud (92%), linking the new word to students’ previous personal experiences (89%), and using synonyms–antonyms (87%), although there is no significant difference among the strategies that teachers adopt in face-to-face and distance education with some minor variations in statistics. Furthermore, it was shown that the frequency of a strategy’s usage is related to how important teachers consider it to be. Regarding the assessment of memorization strategies, it is of particular interest that in most cases the frequency of usage of a strategy is proportionate to the effectiveness attributed to it by teachers. After the teachers’ assessment, the strategies of reading aloud (89%), picture making (87%) and using synonyms–antonyms (86%) are in the top three.

Challenges Faced by Teachers during the Covid-19 Pandemic

This research aims to develop a perception scale for the challenges faced by teachers in distance education applied during the Covid-19 pandemic outbreak and by using that scale to propound the perceptions of teachers about the challenges they face in this process, both in general and in terms of age, gender, branch, teaching level, and settlement variables. A descriptive survey, one of the quantitative research designs, was used in the research. First, a semi-structured interview form was applied to 40 teachers from different branches and age groups, who were determined voluntarily to create an item pool. The draft measurement form thus obtained was applied to 955 teachers who were working in public schools in Turkey, giving live lessons from all levels and branches, and selected by the convenience sampling method. The data were collected over the internet with the "Perceptions Scale towards the Challenges Faced by Teachers in Distance Education (DE)" prepared by the researcher, and validity and reliability analyzes of the scale were made. The scale was examined in terms of suitability and content validity by three field experts who have a Ph.D. in Computer Education and Instructional Technologies and a Turkish Language expert. According to the results of the pilot scheme, the scale has a two-factor and valid structure. According to the results of the research, it was determined that teachers' perceptions towards the challenges they faced in distance education applied during the pandemic period were at a high level. This study is important in that it will open the door to research on the challenges faced by teachers in distance education in the future.

University lecturers’ conceptions of online teaching in distance education courses in Vietnamese higher education

This study aimed to characterise academics’ conceptions of teaching in fully online undergraduate distance education courses with no on-campus component. The study aimed to fill a gap in the literature, as previous research had examined conceptions of teaching in face-to-face courses, with a few studies of blended teaching via the Internet in on-campus courses. Fourteen academics from five faculties in a Vietnamese regional university were interviewed, with the study taking place shortly after the outbreak of Covid-19. Grounded theory was used for data analysis. The results revealed four categories of conceptions of online teaching, namely online teaching (1) as transmitting structured knowledge and skills, (2) as guiding students to acquire knowledge and skills, (3) as facilitating students’ understanding via interaction and (4) as developing students’ understanding and capabilities. The four categories of conceptions were defined and distinguished by a set of six dimensions, which included e-Learning/LMS. The set of categories had some similarities to those found for face-to-face teaching, but also some distinctions which could be explained by the nature of online teaching and learning. The study, therefore, makes a major contribution by establishing a category scheme for conceptions of teaching in online distance education, with detailed characterisation of the four categories of conceptions. The descriptors of the conceptions showed cultural influences, particularly from a Confucian heritage, which is of significance as research into face-to-face conceptions had not found cultural variations.

Undefined Socio-Affective Scenarios in a Virtual Learning Environment

There is a growing number of virtual courses being offered by Brazilian educational institutions, requiring the development of technological resources and research to assist in the teaching and learning processes in Distance Education (DE). The analysis of the students’ socio-affective profiles in Virtual Learning Environments (VLE) enables possibilities to develop methodologies and/or resources to better understand them. The Social Map (SM) and Affective Map (AM), both features of the Cooperative Learning Network (ROODA in Portuguese), provide inferences and graphic presentations of students' socio-affective profiles. Thus, this article aims to identify students with Undefined Socio-affective Scenarios in a VLE, based on Learning Analytics (LA). LA is defined as the measurement, collection, and analysis of data. This qualitative and quantitative research approach was carried out based on 10 case studies. The target audience was divided between 77 undergraduate students, 29 graduate students, 27 elderly people, and 86 professors who participated in teaching activities at a Brazilian public university. Data collected from the SM and AM were extracted in order to identify the relationship between these two aspects. The result was 18 Socio-affective Scenarios using LA and the identification of 108 Pedagogical Strategies to contribute to the analysis of students’ learning profiles.

Conducting Social Studies Course with Distance Education: Reviewing the Literature and Experiences of Classroom Teachers

Due to the COVID-19 pandemic affecting all over the world, the social studies course, like all other courses, has started to be given via distance education. Although there are many studies aiming to reveal classroom teachers’ distance education experiences in other disciplines (i.e., sciences mathematics, physical education), no study has been encountered on distance social studies teaching. Therefore, in the present study it was both aimed to examine the experiences of classroom teachers’ on conducting social studies courses in distance education and review the relevant studies systematically. In this way, the research findings will be interpreted in a more comprehensive way. The case study design and systematic review were utilized to conduct the present study. Data were collected through literature review and semi-structured interview form. Interviews were held with seven classroom teachers who conducted the social studies courses with distance education during the COVID-19 pandemic period. Both criterion sampling and convenience sampling techniques were utilized to determine the participants. The data were analysed via content analysis technique. To ensure inter-rater reliability, inter-coder reliability was calculated and a detail description on the research stages was provided to increase the credibility of the study. The findings addressing the problems and the benefits classroom teachers experienced while conducting social studies courses in distance education substantially overlap with literature review findings. The challenges experienced by classroom teachers in distance education are more than the benefits. Classroom management, interaction and assessment and evaluation were the most complained issues by classroom teachers. It was also determined that advanced technology literacy skill, positive attitude towards distance education and dedication are crucial to success in distance education.

The Use of Knowledge Correlation for Classification and Evaluation of a Distance Education Teaching Resource Database


 Teaching information resource database is an important part of distance education in schools. Understanding the classification and characteristics of teaching resources in teaching information resource database can help teachers to search teaching resources more pertinently and make better use of these resources in actual teaching. Therefore, this article studies the classification and evaluation of distance education teaching resource database based on knowledge network. Combining the LSTM model and the conditional random field model, the resource entities that the target resource design knowledge points refer to are extracted from the resource text string of the teaching resource database. The resource entities that the extracted knowledge point refer to are matched and correlated with other resource entities related to the knowledge point in the teaching resource database, so as to realize the link of resource entities in the teaching resource database based on the concept of knowledge points. Starting with the feature extraction of resource text, this article innovates the resource classification algorithm of teaching resource database, and shows the new algorithm flow of feature extraction of resource text. Experimental results verify the effectiveness of the model.

Examination of Primary Teacher Candidates' Experiences in Distance Education Teaching Practices

In this research, we aimed to examine and understand the experiences of the participants regarding the teaching practice courses held with distance education during the pandemic. The participants of the research are all eight students who took teaching practice courses in the primary school education program of a university in Turkey in the 2020-2021 academic year. The research was designed as basic qualitative research. Research data were obtained from semi-structured interviews conducted via video call individually with the participants. Content analysis was used for data analysis. Results show that participants experienced problems due to the lack of interaction with the primary school students and practice teachers. In the problems that arise in the distance education process; we can say that the lack of infrastructure, knowledge and experience of the stakeholders are effective. It is necessary to eliminate the infrastructure problems related to distance education and to provide information and experience to the stakeholders by integrating distance education into formal education processes. In this way, we can be prepared for the next pandemics or similar extraordinary situations.

One Step Closer to Becoming a Teacher in the Shadow of the Pandemic: A Narrative Research

This study examines how prospective teachers experience school practice at a distance through the stories they tell. One of the standard qualitative research methods, narrative research was conducted in this study, and the purposive sampling method was used to determine the participants. At the first stage of this analysis, thematic analysis was used; then, a holistic story was created using the Analysis of Barkhuizen and the Analysis of Clandinin and Connelly, and the story titled "being a prospective teacher in the shadow of the pandemic" was produced. These findings reveal four consistent dimensions in the participants' narratives. These dimensions are as follows: Being a prospective teacher in the process of distance teacher education, school practice experience at a distance; Professional development, the challenges faced and coping with the challenges, the implications of school practice at a distance, and preparation for the teaching profession. As a conclusion, it is recommended in this study to conduct studies promoting teaching competencies of prospective teachers who completed their school practice entirely by distance education and to offer them the opportunity to gain practical experience in real learning environments before starting their profession.

A systematic review study on online distance teacher education

Academic research on the use of technology and distance learning to facilitate teacher education has generated various insights and knowledge, which are the contributions of research on online distance teacher education. This research has explored topics such as teaching strategies and learners, distance education and information technologies, prospective teachers and collaboration, science, mathematics, and teacher education. The main purpose of this study is to examine the contributions of research on online distance teacher education and to conduct a bibliometric mapping analysis. Ninety-eight articles published from 1998 to 2021 were included in the Web of Science (WOS) database, which was accessed from a total of 178 publications. These articles underwent text-based mapping and bibliometric data-based analysis for the study. The results indicate that universities on the African continent have conducted more research on this topic. Van Wyk, Barquero, and Blignaut emerged as the most impactful authors in the field, while Garrison, Anderson, Darling-Hammond, Moore, and Perraton garnered the highest number of citations. The findings of this study provide guidance for those who want to conduct research in this field.