Distance Learning In Education Research Articles

Distance learning in higher education: positive and negative aspects

Distance learning in higher education: positive and negative aspects

Big Data-Based Behavior Analysis of Autonomous English Learning in Distance Education

Distance English education platforms like ABC360 and Rocky English provides a new learning model, which facilitates the autonomous English learning. This study aims to clarify the relationship between learning process and learning efficiency of distance English education, and provide personalized services for distance English teaching. To this end, we carried out a big data analysis on the behavior of autonomous English learning in distance education, in a bid to reveal the learning law and behavior pattern of the learners. Section 2 provides the research strategy for the motivation and behavior of autonomous English learning in distance education, and establishes a research model for such motivation and behavior. Section 3 constructs a behavior analysis model for autonomous English learning in distance education, computes the correlation between the target autonomous learning resources (ALRs) and the series of clicked ALRs, and calculates the probability for autonomous English learners in distance education to click on new resources. The proposed network model can handle a massive amount of learning behavior data, i.e., boast a certain ability to process the big data. The three parts of the model were introduced in details. The effectiveness of the model was demonstrated through experiments.

Visible Learning and synchronous online lesson in higher education: a study in engineering education

ABSTRACT The Visible Learning (VL) approach to learning processes stems from Hattie’s work based on synthesising meta-analyses regarding achievement in education. Although the model is used at many levels of instruction, its performance has been less studied in higher education, engineering education, and in the context of synchronous online learning in distance education. This study implements VL features and analyzes their ability to improve learning outcomes and teaching quality. To this end, a synchronous online lesson in a Fluid Dynamics course was implemented with 39 mechanical engineering students. The research method is a one-group pretest-posttest design and data were collected through a test and a 5-point Likert scale questionnaire. The learning achievement is measured using Cohen's d. The relevant effect size value obtained (d = 2.32) stands out from those in the literature where meta-meta-analyses report an impact on learning close to that of a traditional lecture (d = 0.08). Regarding the learning experience, students’ ratings of both the lesson and the teacher's teaching quality are clearly positive. It can be concluded that the VL approach can produce significant learning gains and positive perceptions of instructional quality among students in the context of synchronous online instruction in engineering education.

Challenges Faced by Classroom Teachers in Distance Learning for Students with Attention Deficit Hyperactivity During COVID-19 Pandemic

Remote and virtual classrooms could negatively affect the academics of students, especially in case of a child suffering from attention deficit hyperactivity disorder (ADHD). The aim of the present study was to understand the obstacles and differences between the teachers regarding their use of teaching methods, tasks and assignments, tests and evaluation methods and communication between teacher and parents of students with ADHD, during distance learning in COVID-19 pandemic. Data were collected through a questionnaire which was reviewed by some experts in the field of this study from several KSA universities. The result showed that there were statistically significant differences among responses of classroom teachers regarding all the dimensions. Furthermore, there were statistically significant differences between participants in their opinion toward all dimensions according to their specialization and years of experience which was not in the case of age and academic qualifications of the participants. Thus, it was concluded that teachers were willing to co-operate with the students having ADHD during online classes, but they face difficulties in handling them as ADHD students lacks concentration and can be distracted easily.

Building bridges to advance the Community of Inquiry framework for online learning

The COVID-19 pandemic forced institutions of higher education around the world to quickly transition to forms of distance education, including synchronous and asynchronous online learning. Often lacking conceptual, empirical, and practical understanding of online pedagogy, many institutions have met this endeavor with mixed success. It seems inevitable that online learning will continue to play a key role in all sectors of education and, accordingly, that online pedagogy deserves a more mainstream focus. To help build a joint understanding of foundational knowledge between the online learning, educational technology, and educational psychology communities, in this article, we summarize the most frequently cited conceptual model that shapes research and practice in the field of higher education online learning: the Community of Inquiry (CoI) framework. We describe the original CoI model and its foundational components (i.e., cognitive, social, and teaching presence) and highlight opportunities for improvement of the model by incorporating the educational psychology and learning sciences research base to inform: (1) conceptualizations of the social dimensions of collaborative learning and (2) understanding of learner contributions to online collaborative education including self-, co-, and shared regulation of learning. We propose that a new, more comprehensive conceptualization of the regulation of collaborative online learning be integrated into the existing CoI framework and that a new “presence” be referenced going forward—“Learning Presence.” Through this work, we strive to develop a more nuanced, generative, and informed vision of the future of online learning informed by relevant contemporary conceptualizations in educational psychology.

Digitally augmented learning: a qualitative study on the perception of nurses and midwives in the Master's degree during the SARS-CoV-2 pandemic in Italy.

The SARS-CoV-2 pandemic has necessitated a rapid transition to digitally augmented education, generating a phenomenon that is unprecedented in the history of university education of healthcare professionals. The purpose of this study is to understand the effects of online teaching on the learning of students of the Master's Degree, to collect the significant elements of their experience and stimulate reflection on teaching practices. To describe perceptions and experiences of nurses and midwives in the Master's degree on digitally augmented learning during the SARS-CoV-2 pandemic. A descriptive qualitative study was performed on a proactive sample of 34 nurse practitioners, pediatric nurses and midwives. The data was collected in January-February 2021 through an online form, built ad hoc. The answers were analyzed with deductive content analysis. 4 main categories emerge from the analysis of the texts: educational impact, time management, disadvantages of online teaching, distance learning-teaching. The results partly confirm what is reported in the literature about virtual learning, with better time management and the usefulness of video recordings. However, learning is strongly conditioned by the difficulties of interaction and communication between the students and between the teachers and the students. The digitally augmented learning allowed the continuation of the training course of health professionals engaged during the SARS-CoV-2 emergency. However, distance learning if used exclusively for a long time is a limited tool as it modifies the didactic processes preventing the development of meaningful relationships, dialogue and educational relationships which are important and essential outcomes in the master's course.

Prospects for the use of remote technologies in the course of graduation design

This article discusses topical issues on the possibilities of distance education when conducting diploma design and subsequent diploma defense in technical schools and colleges. Definitions of such terms as distance education and distance educational technologies are given. The principles of structuring the material in distance learning, psychological features of contacts between teachers and students in the conditions of distance learning, the application of distance education technologies and distance learning models used today are also considered. The method of calculating the strategy by the teacher in the remote preparation of the diploma project for students is also considered. In addition, several models of distance learning are identified when considering the process of preparing a diploma project by students, namely: a consulting model, a “case technology” model, a model of regulated self-learning. The effectiveness of these models is revealed in the aspect of their application in distance learning at the stage of diploma design and diploma defense by students. Distance learning technologies are a good help in the work of the teaching staff of any educational institution, because they allow students to quickly and with a high degree of quality to provide all the necessary information in a form convenient for them, as well as to exercise effective control over its assimilation by the student.

Assessment fairness in freedom of learning in open and distance education

This research aims to analyze or obtain a comprehensive overview of fairness in independent campus programs in open and distance education by looking at the conformity of the concept of assessment fairness themes in the practice of assessment on the program. This research is conducted using a qualitative research design, and the data obtained is analyzed descriptively. Data collection is carried out by conducting in-depth interviews with seven sources with competencies related to independent campus programs and their policies at the Universitas Terbuka as organizers of open and distance education systems, using interview guides and documentation studies. Data is transcribed and encoded according to its category. The results showed that the conformity of the concept of assessment fairness in assessment practices on independent campus programs in open and distance education has largely been met. The theme of transparency, consistency, and justification; doing no harm to and constructive classroom environment, and avoiding score pollution is the most prominent in the fulfillment of indicators.

Sustainability of early childhood education inspired by the Reggio Emilia Approach during the emergency times: A phenomenographic research

Distance/online education has been an important solution to ensure the continuity of education during the pandemic. The current research utilized the phenomenographic analysis to explore experiences of 260 Reggio Emilia-inspired early childhood educators in Turkey on their online/distance educational practices during the lockdown. The findings showed that only %35 of the educators was able to do either synchronous online education or distance education inspired by Reggio Emilia philosophy. Some of them tried to do distance education more similar to the Reggio Emilia preschools in Italy while some could not do anything at all. While they were asked about what online/distance education inspired by Reggio Emilia should include, they stated the following features: Hands-on, inquiry-based, parent-involved, rich home environment, nature/outdoor-involved, small group work, interactive, interest-based, need-based, and homework-based. However, it is understood from their experiences that they do more synchronized online education instead of other ways of distance education or distance learning, which is emphasized more in Reggio Emilia's philosophy. The results show how dramatic the situation is for the sustainability of early childhood education inspired by Reggio Emilia during the pandemic, as only 91 participants out of 260 Reggio Emilia-inspired educators remained inspired by Reggio Emilia during the closure. They stated on which subject they should receive in-service training.

Students' physical well-being in physical education distance learning

Background and Study Aim. Students’ physical well-being is highly affected throughout the quarantine period. The effects of it towards the performance in Physical Education is examined due to the sudden shift of educational setting. More specifically, it sought to determine the impact of physical activity performed during the quarantine period based on the FITT (Frequency, Intensity, Time, Type) principle of exercise on the physical well-being of the students as well as the relationship of the two variables.
 Materials and Methods. The study was participated by 1,648 students at Cebu Normal University who, used an online survey, answered a 34-items questionnaire with dichotomous questions. Pearson Product Moment Correlation was utilized.
 Results. The study yielded 5 major results. The students' smoking habits have no impact on their engagement to physical activity when applying the FITT principle to distant learning. The students' dietary habits do not influence their engagement in physical activity related to distant learning when the FITT principle is used. When the FITT principle is utilized, students' BMI has nothing to do with their engagement in physical activity associated with distant learning. Students who engaged in physical activity spent less time engaging in these sedentary pursuits. University students were more likely to follow a normal eating routine, and aware more likely not to engage in unhealthy behaviors like smoking cigarettes, and were more active in other physical activities like doing household chores during the quarantine period.
 Conclusions. The study found out that physical well-being has a considerable negative impact on undergraduates' physical education achievement. Thus, the FITT principle has no impact on any participation in physical activities during distance learning.

Promoting Voluntary Use Behavior of Learning Management Systems Among Tutors for Blended Learning in Distance Higher Education

Contemporary distance higher education is hinged on modern technologies to deliver purely online and blended modes of learning mostly through learning management system (LMS). This is to bridge the transactional gap between students and instructors as well as among students themselves. However, the use of technologies such as LMS for dispensing distance tertiary education is at a cross-road of mandatoriness or voluntariness of use. Nonetheless, current literature supports the voluntary use of LMS by instructors in order to foster positive attitudes and personalization among instructors. Based on this, there is the need to unravel the determining facts that promote voluntary usage of LMS among tutors. This study thus, employs a quantitative approach based on a survey design to purposively collect data from 267 tutors in a blended distance education setting using a questionnaire. Generalized structural component analysis technique was adopted for structural equation modelling. Results from a structural equation modelling revealed that performance expectancy, effort expectancy, facilitating conditions, and social influence, all determine tutors’ voluntariness of use of LMS for blended learning in distance education. Additionally, voluntariness of use predicted actual LMS use behavior among tutors. On the basis of the results, recommendations were made to reflect theory, policy and practice of voluntary integration of LMS by tutors for blended learning in distance education.

Smart technologies in the personal digital educational environment of a teacher

The article is devoted to topical issues related to the digitalization of the system of higher professional education. The authors consider and clarify the concepts of “Smart technologies”, “digital educational environment”, and “personal digital educational environment of a teacher”. Based on the analysis of theoretical literature, the essence of the key concepts under consideration and their role in the organization and implementation of distance learning in higher education as a mechanism for ensuring the quality of education in digital format are determined. As a result of the intensive development of information technologies, smart education is gradually replacing “classical” e-learning, with which a number of concepts are associated, many of which do not have an unambiguous interpretation. Such concepts rightfully include “digitalization of education”, “smart technologies”, “digital educational environment”, and “personal digital educational environment of a teacher”. In the conditions of digitalization of education, the digital competencies of a modern teacher, which characterize his ability to use specific knowledge and modern ICT in the professional sphere, communication and software products in practice, become important for his further development as a specialist. This research is funded by the Science Committee of the Ministry of Education and Science of the Republic of Kazakhstan (Grant No. AP13068185).

Specificity of physical activity of students in the conditions of distance learning

The recent changes in the Ukrainian education system related to the forced transition to distance learning have caused an urgent need and provided an opportunity to analyze the effectiveness of distance learning. The transition of students to distance learning technology has already caused adverse changes in the functional state of students due to low motor component and significant mental stress. This situation requires improving the rational organization of motor activity of students in distance learning. Due to two complex factors - the long pandemic and the full-scale war currently being waged by Russia in Ukraine, all disciplines taught by the Department of Physical Culture (both lectures ("Physical Culture and Sports") and practical (elective physical culture)) are held in a remote format. The article analyzes the features of physical education of students in distance learning. There is a tendency to reduce the motor activity of students, as most of the time students spend on gadgets. The ways and methods of involving student youth in physical exercises in the conditions of distance learning are offered. The role, place and opportunities of distance learning in physical education for students and teachers are determined. It is established that the optimal type of physical activity at home - various types of fitness, which involve performing general developmental exercises that do not require special inventory and equipment, can be performed in a limited space, allow individual dosing. In addition, such classes are attractive to young people.

Using E-Portfolios for Meaningful Teaching and Learning in Distance Education in Developing Countries: A Systematic Review

Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the COVID-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This article seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking, and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

The Abandoned Agenda: The Issue of Quality in Private Distance Education Colleges in Mertulemariam Town

This case study explores the status of quality in private distance education colleges in Mertulemariam town, Ethiopia. Employing qualitative case study design, data were collected from 13 distance education learners, and four college coordinators were selected using snowball sampling and convenience sampling, respectively. Semi-structured interview guides, observation, documents, and informal discussion/conversation were data collecting tools. The findings revealed that there was a positive perception of DE. Modules (below the expected quality) were the only instruments used to provide education. There were no sufficient support systems provided to students. The education process faced different problems, and the expected outcome was found at a lower level. The role of the government in controlling the quality of education was found low. Consequently, the private college owners were working for profit than contributing to producing qualified human resources in the world of work. In addressing these problems, the government can establish strong support and control system to assure the quality of education. The private owners of the colleges also need to provide due attention to the quality of education beyond the profit gained from the system.

An exploration of applicability of social constructivism approach in distance learning amid the COVID-19 pandemic; the case study of Hail University (UOH)

PurposeThe study aimed to explore and understand the perceptions of students, teachers and management about the distance learning and student learning at University of Hail (UOH) amid the COVID-19 pandemic, to identify whether student learning needs are being addressed in (UOH). This is facilitated through the use of interaction of distance learner with their peer groups, faculty members and assistants using different modes of interactions such as computers, internets such as chats and yahoo groups and mobile phones. These features of UOH approach toward learning are among the constructivist approach.Design/methodology/approach A qualitative research methodology was used to attain the objectives of this study. Looking into the nature, aim and objectives of the research study, semi-structured interviews were suitable and case studies, in total 11 interviews were conducted; five interviews were conducted from the students, three from the faculty members and three from the university administration. An interview guide was developed to conduct the interviews on the basis of themes such as training and development, performance management and firm performance. The data analysis suggests that UOH adopts quite a lot of main features of social constructivist approach of learning and teaching. This study finds that UOH adopts student-centered approach and provides the students opportunities to learn from real-life scenarios through case studies and projects.FindingsThis study has certain important theoretical contributions and implications for policy makers and managers; this study contributes to the distance learning education literature by exploring and understanding the perceptions of students, faculty members and management about the learning at UOH. The results of this study may be used by teachers and other instructional designers to improve materials for emergency distance learning.Research limitations/implicationsThis study contains certain limitations. One key limitation is the limited number of interviews originating from lack of time and problems in accessing the university. Hence, more interviews would have provided a more detailed picture of the learning at UOH. Another limitation is the context based nature of this study, not allowing generalization of the results. Nevertheless, generalizations were not amongst the purposes of this study and hence were never intended. Due to this limitation findings can be argued as applicable and meaningful to a certain degree as determined by other researchers and practitioners.Originality/valueThis research also focuses on the social constructivist approach to distance learning by examining and analyzing how learning at UOH appears to align with the constructivist approach's learning values.

ДИСТАНЦІЙНА ФОРМА НАВЧАННЯ В КЛАСІ ОСНОВНОГО МУЗИЧНОГО ІНСТРУМЕНТУ (ФОРТЕПІАНО)

Given the specification of music as the most abstract of the arts, and music disciplines as disciplines mostly practical, the possibility of inclusion or full transition of music students to distance learning in higher education seems problematic and ambiguous. The article is devoted to the specifics of teaching music students in the classroom of the main musical instrument (piano) in terms of distance learning in higher education. The author proposes to consider distance learning as an active way of carrying out cognitive activities, ie as a method of teaching music students. For all the shortcomings and imperfections of distance innovation, the positive aspects are highlighted, which will allow teachers to partially use the distance method to achieve certain learning objectives. The process of teaching music students in the classroom of the main musical instrument (piano) is based primarily on the individual approach of the teacher to the student. Professional growth, raising the performance level of each student depends on the system of rational pedagogical methods and teaching methods that the teacher uses throughout the educational process. Until recently, the use of a remote approach to learning to play the piano, which consists of conducting a lesson with the help of multimedia technologies, has hardly been used by practicing teachers. However, the emergency transition to distance learning, forces to adjust, adapt existing traditional methods, forms of learning in the classroom of the main musical instrument (piano) to new realities. In such a situation, the attention of teachers is often focused on distance learning as the only opportunity to carry out the educational process. On the one hand, not being habitual and natural, this form of learning to play an instrument becomes an educational organizational innovation. On the other hand, it can be considered as a method of learning, ie, an active way of carrying out cognitive activity. This method, in which telecommunications are a mandatory mediator in teacher-student interaction, requires serious study instruments (piano).

Vodcasting (Video Podcast) as a Tool for Enhancing Modular Students’ Performance in Science

This study focused on determining the effect of using Vodcast as supplementary material in science among the selected grade nine Modular Distance Learning students of Majada In Integrated School during the school year 2021-2022 and it specifically sought to answer the following questions: (1) What is the mean level of acceptability of the Video Podcast evaluated by experts in terms of suitability, instructional design, technical resources, and flow experience?; (2) What is the level of student's performance in terms of Pre-Test and Post-Test?; (3) What is the mean level of students' perceptions of Vodcast as supplementary material in Science in terms of content and satisfaction in learning?; and (4) Is there a significant difference in the level of performance of the students between pre-test and post-test? The study employed both descriptive and experimental design. Percentage and independent t-tests were used to determine the acceptability of vodcasting evaluated by the experts which are participated by Science Teachers and IT experts. Instruments employed in the study were researcher-made survey questionnaires for the experts and the selected Grade 9 modular distance learning students of MIIS. Thus, the study found that using Vodcast as a supplement to the printed Self-Learning Module (SLM) can improve students' performance during the Modular Distance Learning (MDL) in the new normal education. Moreover, the study suggests that Science teachers may use video podcasting as supplementary material in remote learning since it can improve learning outcomes. Because vodcasting has been found to have a significant positive impact on Modular Distance Learning students, teachers of other areas, as well as science teachers, may use this material or technology to achieve positive learning outcomes. Although making a video podcast takes time and work, the benefits to students can be significant. Future researchers may examine selecting respondents based on their learning styles and whether they are low or high-performing students in class. A similar study with a larger group of respondents may be conducted to see if the same results can be established.

Distance Learning in Cameroon: Case Study of Private Nursery School Children's Experiences and Challenges Amidst COVID-19 Lockdown

This article analyses data from a study that explored distance learning teaching and nursery school children's experiences in response to the COVID-19 pandemic in Douala, Cameroon. Following the spread of COVID-19 to Africa, the Cameroon Government placed emphasis on the impact of the pandemic on the socio-economic sector and actions to support this sector. There has been no reported research on the effects of the pandemic on the early childhood education sector and how children have experienced it. This article discusses distance learning techniques employed by teachers from a private nursery school and the views and feelings of young children whose teacher encouraged them to draw and tell stories about their experiences. Engaging in such conversations empowered and encouraged children to verbalise their COVID-19 Lockdown experiences. These conversations can help the teacher rethink and seek new ways to understand and guide children through challenging situations. In addition, the insights gained from the study can be helpful for policymakers concerned with maximising the capacity for schools and families to ensure continuous learning for all children in the event of a crisis.

Overview of learning activities in vocational high schools during the covid-19 pandemic

The emergence of the Covid-19 outbreak caused the educational aspect to need adjustments in carrying out learning. Vocational schools are the objects most affected by the COVID-19 outbreak, as a result the learning process that should be based on practice must be temporarily suspended and replaced with tasks. Therefore, this study aimed to describe learning activities in Vocational High Schools during the COVID-19 pandemic, such as lesson plan, students’ practicum implementation and how technology are used to support learning activities. This type of research is qualitative, with the research subject being a vocational school teacher. The results showed that the lesson plans that are commonly used are now changed by giving assignments, during distance learning teachers deliver materials using various media. This research can be an illustration for teachers and policy makers in developing models, media and learning strategies to improve the quality of learning in vocational school.
 
 Keywords: vocational, pandemic, learning, technology, learning strategy;