Teaching In Distance Education Research Articles

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.

PODCASTING THROUGH THE PANDEMIC: STUDENTS’ PERCEPTIONS AND PERFORMANCE AT AN ODL INSTITUTION

Abstract: The pandemic has prompted the use of supplemental learning tools such as podcasts to become increasingly used to bridge the gap between lecturers and students. This paper argues that podcasting not only sharpens students’ listening skills but also enables them to engage with content more efficiently. This paper is underpinned by the transactional distance theory and the community of inquiry theory to understand the role of podcasting in teaching and learning in distance education. In an attempt to decrease transactional distance, this case study evaluates students’ perceptions of the implementation of podcasts in one South African ODL university, as an example, and investigates the effectiveness of using podcasts as a supplemental teaching tool in an English language module. The findings suggest that supplemental learning does decrease the transactional distance between lecturers-students and students-content. Moreover, the study found that podcasts tend to foster a teaching, social and cognitive presence that forms a community of inquiry. This paper concludes by providing pedagogical recommendations for teacher and student development in distance education contexts.

From principles to practice: an oline learning experience on designing at brazilian university

The Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2) virus affected the year 2020 causing the migration of educational curricula developed in the face-to-face mode for Emergency Remote Education (ERE). `public university in the State of São Paulo (Brazil), in two periods in 2020: June 22 to July 31; September 3 to October 14, for about 260 graduate students. The course aimed to contribute to improving the training of graduate students with a focus on teaching in higher distance education, supported by digital information and communication tools that enable pedagogical mediation. This paper aims to present the pedagogical project of the developed course, as well as the experience of using methodologies and pedagogies focused on remote education in higher education. The collected data shows that the course allowed for a growth in the academic training of future teaching trainees at the University of São Paulo.

Assessing the Innovation of Mobile Pedagogy from Teacher Perspective

This paper focuses on the use of mobile technology to assist teaching and learning in distance education. It aims to investigate teaching behaviour in mobile pedagogy and examine the impact of technology on current education. A case study was conducted through semi-structured interviews with a cohort of 30 Chinese lecturers who taught English through online tutoring. Thematic analysis was used to analyse the interview data and the assessment was based on teacher perceptions of mobile pedagogy. The impact of technology on the current educational environment is discussed through an analysis of mobile pedagogy and teacher perceptions. The findings show that mobile pedagogy is highly regional in practice and nature and features in-country software applications and social communication tools. Despite the attributes of connectivity and flexibility, mobile pedagogy only disrupted traditional teaching methods, leading to minimal changes to the education system. This study provides recommendations for the sustainable development of mobile pedagogy for future education systems in the digital age.

Integrating Design-Based Learning and Mentoring Strategies into a Professional Development Program for Distance Education Instructors

This study evaluates the effectiveness of the professional development program designed for distance education instructors, in which design-based learning and mentoring strategies are implemented consecutively. Eight university instructors from the same university in Turkey with one year of experience in online teaching participated in the study. The study first conducted a needs analysis, that revealed that the instructors were not accustomed to student-centered instructional methods, and they maintained direct instruction in their online courses. Moreover, the instructors’ technology integration understanding was inadequate, and they were generally concerned about the students’ low participation in online classes. Considering these findings, the professional development program was designed for the instructors who first joined a one-week design-based learning training and then attended mentorship for two weeks. The findings indicated that this approach was effective for the instructors’ professional development. The implications of this approach and suggestions for professional development programs were discussed based on the findings.

Reducing Isolation in an Online Teacher Preparation Program: Reflections From STRIDE Scholars

The significant shortages of special educators across the United States, particularly in our rural communities, can negatively affect the delivery of high-quality services that enable young children and families to flourish (National Coalition on Personnel Shortages in Special Education and Related Services, 2019). We present our Project STRIDE (STrengthening Rural Inclusive Diverse Early Educators) program description along with longitudinal and reflective data collected from a cohort of graduate students working in rural communities in a southwestern U.S. state who were completing their degrees in Early Childhood Special Education (ECSE). Twenty STRIDE Scholars demonstrated significant growth in self-ratings from midpoint to end of program. Evaluative data obtained on program components revealed overall program satisfaction. We discuss how characteristics of learners potentially contribute to the self-reflection process and the value of purposeful embedding of self-reflection in distance teacher education programs.

Evaluation of The Significance Grades of The Problems Experienced by Mathematics Teachers in Distance Education in The Covid-19 Pandemic by The Entropy Method

The entropy formula, created by Claude E. Shannon using probability calculations, is an essential and objective measurement method used in multi-criteria decision-making. The purpose this study was to evaluate the problems experienced by mathematics teachers during the Covid-19 and the degree of importance of these problems were determined. Expert opinions were used to identify the problems. In the study, the ‘Entropy’ method was used to determine the degree of importance of the problems. After determining the problems, a questionnaire was applied to 22 teachers working in different geographical regions of Turkey and with different service lengths. According to the entropy results, it has been determined that the most critical problem faced by mathematics teachers in the distance education process is the ‘communication problem’ between students and teachers. In conclusion, mathematics teachers must find the right learning method to overcome communication problems so that in the future, distance learning will not experience obstacles.

Perceptions of Middle School Turkish Language Teachers on Using e-Learning Tools in Grammar Teaching

By determining the perceptions of Turkish language teachers about using e-learning tools, it is possible to identify the obstacles to the use of e-learning tools in grammar teaching. The study aims to evaluate the Turkish language teachers’ perceptions about using e-learning tools in grammar teaching in the distance education process. The research was designed as a qualitative case study. The data collection process of the research was carried out in the 2021-2022 academic year. The study group consists of 22 Turkish language teachers working in public middle schools in Turkey who participated in the research voluntarily. Within the scope of the research, the opinions of Turkish language teachers were taken via semi-structured interview forms. According to the results, the majority of Turkish language teachers stated that e-learning tools should be used in grammar teaching. Teachers of Turkish stated that they benefited from EBA as an education portal in this context. Moreover, Turkish language teachers receive help from programs such as Zoom, Kahoot, Wordwall and Teams in grammar teaching during the distance education process. The majority of Turkish language teachers emphasised that they benefit from traditional measurement tools in the measurement and evaluation process of grammar teaching in distance education. Most of the Turkish language teachers participating in the research stated that they did not know Web 2.0 tools. Based on the findings of the research, it may be argued that Turkish language teachers should be introduced to technology and overcome their fears of using instructional technologies. This would enable the teachers to benefit more from e-learning tools in their lessons.

How Did the Teachers in Turkey Cope with the Problems During the Pandemic Period?

The aim of this study is to explore the problems faced by secondary school teachers in distance education during the pandemic (COVID-19) period. The research has been carried out with phenomenological model which is one of the qualitative research methods aimed at determining the experiences of individuals as a result of their lives. The participants of this research consist of 15 teachers working in different branches in the 2020-2021 academic year and providing distance education during the pandemic period. Their ages range from 33 to 44. Working periods range from 8 to 21 years. Nine of the participants were female and six were male. The data obtained from the teachers participated in the study were collected using a semi-structured interview form. Content analysis showed some problems teachers faced such as low participation of the students in the lesson, insufficient equipment or lack of technical equipment, internet connection problems, low motivation among the students. It has been revealed that teachers try to overcome this situation by using messaging app, video conferencing software, email, portal of the ministry of education and video content.

Effective ways of teaching in distance education

The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
 Keywords: Distance education, teacher opinions, primary school teachers;

Current Situation of The Digital Transformation of The Mongolian Education Sector

Digital learning is a comprehensive, innovative approach to the provision and management of education. In order to incorporate this approach into our education system, there is a need for the capacity building of human resources, incorporate distance education resources, adapt curricula and teaching methodologies to distance education, enhance students’ and instructors’ digital capacities, plan and develop a comprehensive open University system and diligently research the potential risks that are posed to our students’ and instructors’ wellbeing, privacy and security as a result of the digital transformation. 
 Policies and programs such as Mongolia’s “Sustainable Development Goals”, “Vision 2050 – Mongolia’s long-term development policy”, “Digital Society medium-term program 2022-2027”, “2020 – 2024 Mongolian Government operational program”. “Medium-term Education Sector Development Plan” have established the legal environment for the incorporation of digital technologies into the education sector. 
 As a result of the Covid-19 pandemic that has ravaged the world since 2019 a dire need to transform the development strategies, plans and education arose in countries across the world. Attempts to prevent and minimize the spread of Covid-19 further necessitated the development and conduct of online and hybrid classes and we have been using digital technologies to maximize the effectiveness of education in the New Normal. 
 The purpose of this paper is to determine the issues facing the digital transformation of education in terms of management, organization, curriculum, content, methodology, digital competencies of specialists, infrastructure, online resources, as well as education financing and propose solutions to some of the key issues.

Disadvantaged Students in the Distance Education: An Analysis Specific to Science Lesson

In this study, it was aimed to reveal the situation of disadvantaged students in the science lesson of the COVID-19 pandemic distance education period in Turkey. For this purpose, the experiences of science and primary school teachers in distance education were examined. The research was a case study, which is one of the qualitative research methods. Participants comprised 58 science and primary school teachers. The data collected via a semi-structured interview form was subjected to content analysis. The results show that the disadvantaged groups most affected by distance education are poor students, inclusive students, students without parental care, gifted students, and immigrant students. Teachers stated that disadvantaged students have experienced deep learning losses in science, their interest in science has decreased, and multiple disadvantages have made science teaching difficult. Also, it has been concluded that in science teaching with disadvantaged students, teachers show individual attention to students, cooperate with stakeholders, and create an inclusive education environment. Another important result is that many students could not receive science education in distance education.

OBSTACLES TO DISTANCE EDUCATION DURING THE CORONA EPIDEMIC FROM THE POINT OF VIEW OF TEACHERS OF THE FIRST EPISODE IN THE SULTANATE OF OMAN

The research aimed to reveal the obstacles to distance education during the Corona epidemic from the point of view of the teachers of the first episode in the Sultanate of Oman, and to reveal the differences in the sample responses according to the years of experience, and the number of training courses in distance learning, The research sample consisted of (198) A teacher. To achieve the objectives of the research, the two researchers adopted the descriptive analytical approach. The results showed a high level of obstacles facing distance education during the Corona epidemic from the point of view of the first episode teachers. The research recommended the need to intensify training courses for teachers in distance education, and to address the obstacles they face.

원격교원연수에서 교사의 자기주도성과 교수실재감, 사회적실재감, 인지된 학업성취도의 관계

The purpose of the study is to explore the effect of self-direction on academic achievement in distance training program mediated by teaching presence and social presence and examine the structural relationship between those factors. To achieve the research purpose, path structure of the research model were analyzed through confirmatory factor analysis of the structural equation model with 379 samples collected from the teachers who had participated in the program. As a result, this study found that first, the self-direction of the learners in distance education showed a positive effect to academic achievement. Second, their self-direction showed a positive effect to academic achievement by partially being mediated by the teaching presence and social presence. This study is meaningful in terms of broadening the understanding of factors affecting academic achievement in a distance education environment and the relationship by investigating the structural relationship between self-direction, teaching & social presence, and academic achievement for learners. Significant implications are followed to support and design teaching and learning practices in distance education.

Promoting Prospective Mathematics Teachers’ Professional Vision on a Whole-class Reflective Discussion: Contributions of Digital Resources

The present study aims to understand how the professional vision of prospective teachers (PTs) regarding whole-class reflective discussion develops as they explore a multimedia case (MC) in a mathematics teacher education course. The data come from the written productions of seven groups of PTs (N=15) related to whole-class discussion of one 6th grade lesson in two sections of the MC: first, they have focused on the teacher’s lesson plan and on her intentions for the whole-class discussion aiming at the students’ algebraic thinking; and in the second, they have analysed two video episodes of that lesson phase. The results show an integrated development of two processes of PTs’ professional vision – noticed events and the nature of the reasoning about them – with significant evolution from one section to another as they explore the MC. The study shows PTs’ alternative ways of accessing and making sense of the complexity of both ambitious and authentic teaching practices that can also be employed in at distance teacher education and mitigate the consequences of the impossibility to access the classrooms, such as that resulting from the recent COVID-19 pandemic.

Kırgızistan’da Uzaktan Eğitime Yönelik Öğretmen Tutumlarının İncelenmesi

Bu araştırmada Kırgızistan’da uzaktan eğitime yönelik öğretmen tutumlarının incelenmesi amaçlanmıştır. Betimsel tarama modelindeki araştırmanın örnekleminde 3818 öğretmen bulunmaktadır. Çalışmanın verileri 2021-2022 eğitim öğretim yılında “Uzaktan Eğitim Tutum Ölçeği” ile toplanmıştır. Ölçek, Uzaktan Eğitimin Avantajları ve Uzaktan Eğitimin Sınırlılıkları adlı iki faktörden oluşmaktadır. Verilerin analizinde betimsel istatistikler, t-testi ve ANOVA analizleri kullanılmıştır. Elde edilen bulgulara göre, araştırmaya katılan öğretmenler uzaktan eğitimin sınırlılıklarının, avantajlarına göre daha fazla olduğunu düşünmektedir. Katılımcıların uzaktan eğitimin avantajları ile ilgili tutumları cinsiyete, kıdeme ve eğitim durumuna göre farklılaşmamakta; ancak branşa, kendine ait bilgisayar sahibi olma durumuna, internet bağlantısı sahibi olma durumuna, günlük internet kullanma süresine, uzaktan eğitim uygulamalarına katılma durumuna ve zorluk yaşama durumuna göre farklılaşmaktadır. Öğretmenlerin uzaktan eğitimin sınırlılıkları ile ilgili tutumları branşa, kıdeme, eğitim durumuna, kendine ait bilgisayar sahibi olma durumuna, internet bağlantısı sahibi olma durumuna, günlük internet kullanma süresine ve uzaktan eğitim uygulamalarına katılma durumuna göre farklılaşmamakta; cinsiyete ve zorluk yaşama durumuna göre farklılaşmaktadır. Enformatik öğretmenleri, Kendine ait bilgisayarı olan öğretmenler, internet bağlantısı sahibi olan öğretmenler, interneti günlük 5-10 saat kullanan öğretmenler, uzaktan eğitim uygulamalarına katılan öğretmenler ve uzaktan eğitim sürecinde zorluk yaşamayan öğretmenler uzaktan eğitimin avantajları konusunda daha olumlu tutuma sahiptir. Kadın öğretmenler ve uzaktan eğitim sürecinde zorluk yaşayan öğretmenler uzaktan eğitimin sınırlılıkları konusunda daha olumsuz tutuma sahiptirler. Yukarıdaki sonuçlar dikkate alındığında, öğretmenlere yönelik uzaktan eğitim sürecinde gerçekleştirilen etkinliklerin öğretmenlerin gelişimlerine yönelik olumlu etkilerinin de olduğu görülmektedir. Bundan dolayı uzaktan eğitim etkinliklerinin ve öğretmenlerin bilgi ve iletişim teknolojilerini daha fazla kullanacakları ortamların oluşturulması önerilebilir.

О роли и важности эмоций во время дистанционного обучения в период пандемии COVID-19

People all over the world continue to adjust to the new reality we had to face with the COVID-19 pandemic outbreak, when some social restrictions have been enforced. These restrictions severely limited face-to-face interactions and included in particular work-from-home and study-from-home. The shift from face-to-face lessons to entirely virtual model resulted in implementing distance education technologies, students and teachers had to get used to using different online platforms, which caused many emotional reactions in the education process mostly because of omission of high-quality interaction and increase of individual work. Students, as well as teachers, had to adapt to these changes in a short period of time, which turned out to be extremely stressful for all members of studying-teaching process. 
 The purpose of this practice-based paper is to explore how teachers and students got adjusted to the situation and present the authors’ ideas on some problems they came across when working distantly during the period of Covid-19 pandemic. Emotions seem to be a pivotal point in education, so the authors mostly concentrate on general overview of connection between emotions on the whole and the emotional state of both parties of communication – teachers and students – and their role in successful teaching-learning process.