Distance Learning In Education Research Articles

Особенности дистанционного обучения в вузе как вектор развития современного образования

We analyze the possibility of distance learning in modern conditions. The concept of distance learning, its organizational forms and means, interaction of a teacher and a student using digital technologies are given. We discuss such concepts as “independent learning activity” and “independent work”. We used theoretical methods of analysis and synthesis, as well as empirical methods, that allowed identifying the advantages and disadvantages of distance learning in higher education. The research provides examples of a conducted survey among students without single opinion on this teaching method. During its testing, revealed challenging aspects will allow considering the existing difficulties of a different nature and direct efforts to solve the identified issues in the future. Distance learning a foreign language at the Ural State University of Railway Transport is considered. The research is the base for further work on the issue in theoretical and practical terms. It helps direct the interest of both parties of interaction in education to testing various technologies in a distance-learning format with constant updates and improvements of Internet services. Distance learning brings a certain novelty to modern education and encourages each participant in the educational process to master digital competencies.

Efficacy of the digital textbook for the autonomous work of physical therapy students

The evolution of technologies and the health context have favored the development of distance education and autonomous learning. The digital textbook (DTB) is a flexible and accessible teaching resource that favors autonomous work and equity in learning. To evaluate the perception of quality and efficacy of the DTB for the achievement of learning outcomes (LO) in the autonomous work of physical therapy students. A non-experimental, cross-sectional study. A DTB was designed for the Intervention i

Distance Learning with Virtual Case-Based Collaborative Learning: Adaptation and Acceptability of Clinical Cases from an American Academic Medical Center for Education at an African Medical School

We aimed to determine whether a Case-Based Collaborative Learning (CBCL) curriculum, developed from the clinical experience of U.S.-based clinicians in collaboration with Rwandan medical faculty, is acceptable, feasible to implement, and effective as a virtual educational tool for medical students in a resource-limited, global health setting. In this CBCL distance learning education, students were actively engaged and understood the case material and asked probing and insightful questions. Course evaluations showed that 106 of the 120 total student responses (88.3%) said that the difficulty level was “about right”, while only 11/120 (9.2%) said it was “too easy” and 3/120 (2.5%) said it was “too hard” providing evidence that even though the cases were largely based on clinical encounters at an American academic medical center, they are understandable, and at the appropriate level of difficulty for Rwanda-based medical students. Qualitative analysis from student comments found the CBCL method most helpful for students to develop diagnostic frameworks, and the practice of clinical reasoning using CBCL was engaging and interactive. This method of a virtual, international CBCL approach, was feasible, effective, and acceptable for students. A large majority of students found the sessions to be of appropriate difficulty and engaging. From the global health and inter-cultural exchange perspective, this collaboration demonstrates feasibility and acceptability of international partnerships. Using virtual, video conferencing technology, similar future collaborations can improve capacity building in lower-resource settings.

FORMATION OF STUDENTS' SELF-ORGANIZATION COMPETENCIES AS THE BASIS OF UNIVERSITY EDUCATION

The article defines the place of videoconferencing in the Internet learning environment, discusses the means of supporting the interactivity of the learning process, specific competencies for a distance learning teacher. The problem areas arising in a modern university with the use of innovative technologies are identified, the stages of video conferencing preparation are proposed.

Online Learning Contract: A Way Disciplining Students

The contract between teacher and student or what is often called as teacher-student agreement is one of the class management in applying student discipline. Good class management, especially in student discipline, is considered important in creating a conducive learning atmosphere. In conventional learning, teacher and student contracts regarding student discipline are related to how students' attitudes in participating in learning, such as students not being allowed to go around the class while learning is taking place, students are not allowed to be busy with other things besides those related to learning and others. At this time, when online learning or distance learning is applied, of course this contract is also undergoing changes. There is a disciplinary agreement between the teacher and students that adapts to distance learning conditions. This study aims to identify the learning discipline contract between students and teachers in distance learning. Questionnaires and interviews were used to collect data. The data were analysed descriptively to get a description of the agreement between teachers and students in online learning and the type of agreement that commonly used. The findings show that the most widely regulation is related to student’s obedience in following teacher’s instruction in online class. This study also revealed that learning contract is an effective way to create a successful online learning based on teacher’s perspectives.

Online Learning Contract: A Way Disciplining Students

The contract between teacher and student or what is often called as teacher-student agreement is one of the class management in applying student discipline. Good class management, especially in student discipline, is considered important in creating a conducive learning atmosphere. In conventional learning, teacher and student contracts regarding student discipline are related to how students' attitudes in participating in learning, such as students not being allowed to go around the class while learning is taking place, students are not allowed to be busy with other things besides those related to learning and others. At this time, when online learning or distance learning is applied, of course this contract is also undergoing changes. There is a disciplinary agreement between the teacher and students that adapts to distance learning conditions. This study aims to identify the learning discipline contract between students and teachers in distance learning. Questionnaires and interviews were used to collect data. The data were analysed descriptively to get a description of the agreement between teachers and students in online learning and the type of agreement that commonly used. The findings show that the most widely regulation is related to student’s obedience in following teacher’s instruction in online class. This study also revealed that learning contract is an effective way to create a successful online learning based on teacher’s perspectives.

The Face of Digital Inequality: Attitudes to Distance Learning in Formal Education during the COVID Pandemic

With formal education moving online during the COVID-19 pandemic in Lithuania, issues related to digital literacy and digital exclusion have become more visible. Especially concerning is the growing digital exclusion of those social groups in the society which before the pandemic were already affected by social and economic problems, or other special needs. Further, the shift of formal education online created new challenges around digital exclusion. Recent literature dealing with the subject of digital exclusion, such as the study by Beaunoyer et. al. (2020), suggests that digital exclusion can be caused by a lack of digital literacy skills. Thus, even people with good technological equipment might experience difficulties to fully partake in online education, correctly understand information, or make full use of technologies involved in the online learning process because of a lack of knowledge, missing competencies, or motivation. Other scholars involved in researching digital exclusion argue that this binary approach in understanding the phenomenon is not sufficient (i.e., when the causes for it are seen only in insufficient technical equipment or missing skills). A third aspect of the social, cultural and economic context has to be added. In this article, digital exclusion will be analysed according to the three levels classification as suggested by Scheerder et al. (2017, 2019): (1) lack of technical equipment, (2) missing digital literacy skills, and (3) differences caused by sociodemographic and socioeconomic factors.During the months of June to December 2020, qualitative research was conducted in which pupils from 5th–8th grades, their parents, the teachers of the primary and secondary schools, and the school administration have been interviewed. The research consisted of two stages: the first one in relation to the first COVID-19 wave in Lithuania in June–July 2020, the second one – in relation to the second COVID-19 wave in October–December 2020. The data was collected via focus groups, both during face-to-face meetings and online. Research has shown that at the beginning of the online education process, the main focus of the schools was to tackle the first level difficulties (technical equipment), but the main challenges were related to the third level (sociodemographic and socioeconomic differences). In solving problems related to technical equipment, both school communities and parents have been mobilized. This depended on parents being able to ensure that their children had a proper enough computer and sufficient internet connection to ensure appropriate online learning at home. The teachers sometimes also felt individually responsible for tackling technical equipment and internet connection problems related to single pupils or their own classes. Many more difficulties were caused by the challenges related to the second level of problems involving digital literacy for all participants in online learning. Since there was not a sufficient level of open and coordinated communication during the period of distance learning, some groups within the school communities (including teachers) felt “left out” or accused of not having the necessary digital skills.The accumulated experience led to a realisation that the emerging problems here should not be seen and dealt with individually (i.e., only as the issues and responsibilities of separate pupils or teachers) but could be much more effectively tackled with the involvement of the whole school community (including the school administration and parents). During the first COVID-19 wave, school communities struggled most with the third-level difficulties of digital exclusion: it was very challenging to appropriately integrate pupils with special needs or at-risk children into the distance learning process. This was already the case before the pandemic, but distant learning created an additional edge to the existing problem of social exclusion for those groups. The lack of special needs professionals in formal school education, missing expertise and skills for working online with special needs pupils, insufficient collaboration between educational specialists and social work professionals – these problems became significant factors in the social exclusion of certain pupils during the periods of distance learning.Therefore, an understanding of digital exclusion as a complex, multi-layered phenomenon is significant in creating effective systemic strategies for tackling it, in which all participants of the school community are included and collaborate with each other.

DEVELOPMENT OF DIGITAL COMPETENCE OF PEDAGOGICAL STAFF IN DISTANCE LEARNING BASED ON CLOUD SERVICES

The article analyzes the experience of implementing forms and methods of development of digital competence of educators in distance education using Google Workspace for Education cloud services, based on real experience of teacher training at the university. This article discusses the concepts of competence, digital competence and distance education. The experience of the Department of Open Educational Systems and Information and Communication Technologies of the Central Institute of Postgraduate Education (Kyiv, Ukraine) in the organization of distance learning in postgraduate education is revealed, the results of research on the impact of distance technologies on the quality of education are presented. Specificity of digital competence development among pedagogical staff in the process of organizing distance education on the basis of Google Workspace for Education cloud services is determined. The article also provides an overview of the opportunities provided by digital tools and cloud services in Google Workspace for Education for distance education and highlights the effective forms and methods of developing digital competence in distance learning on the example of advanced training of university teachers. The article presents a description of effective forms of teacher training in the educational environment of Google Class, analysis of learning outcomes and identifies the benefits of joint activities of participants in the learning process. The article features the results of research on the development of teachers’ digital competence measured on the basis of selected criteria for assessing the development of digital competence of research and teaching staff. The article highlights the promising trends in the development of digital competence of pedagogical staff in terms of distance education.

INFORMATION AND COMMUNICATION TECHNOLOGIES IN PREPARING FUTURE TEACHERS TO WORK WITH GIFTED CHILDREN

The article substantiates the importance of organizing special training of future specialists of psychological and pedagogical profile to work with gifted children. It is emphasized that such children belong to the modern «Alpha generation», whose personal development from the first years of life takes place in the digital space, as well as that the use of information and communication technologies is an important factor in the successful organization of distance learning in higher education in solving the problem of forming innovative, creative, competent teachers of gifted children in particular. It was found out that the communication potential and interactivity of ICT provides the subjects of the educational process opportunities for creative communication, exchange of information, cooperation in performing common tasks, increase interest, deepen knowledge about the phenomenon of giftedness and development of non-cognitive qualities needed for future educators with gifted children. The methodical features of conducting lectures-visualizations on pedagogical disciplines with the use of electronic presentations aimed at forming in future educators components of readiness to work with gifted children are presented. The importance of electronic educational resources in expanding students' knowledge about various aspects of working with gifted children is shown. The experience of creating a virtual teacher's site «Teaching creatively» is presented, in which it is integrated the capabilities of online services in accordance with the didactic purpose, taking into account the age and individual characteristics of gifted children. The teacher's virtual website «Teaching creatively» has a clear structure, its creation involves the use of online services that allow you to design interactive tasks, provide feedback, record educational videos and conduct research. The main conclusion of the study is that the use of information and communication technologies, electronic educational resources in terms of distance / blended learning significantly improves the quality of training of future teachers to work with gifted children.

Geography and math teachers in distance learning education amid COVID-19 pandemic in Albania

The Coronavirus 2019 pandemic (COVID-19) brought a rapid change in the professional routine of in-service teachers worldwide. The study presents an assessment of challenges of online distance learning where a sample group of 155 geography and mathematics teachers, in pre-university system in Albania were involved during the first periods of the COVID-19 pandemic. The research found that lack of prior preparation has significantly affected the selection and usage of platforms, suitable for distance learning. Teachers face more difficulties in cartographic, graphic and symbolic semantic and less in verbal one. At the beginning of the pandemic, teaching was done mostly through WhatsApp and further on with the RTSH TV channels, followed by Google Classroom and Zoom. Teachers have fulfilled the needs for technological training through cooperation with colleagues and self-training and through various tutorials. The study emphasizes that teachers need professional development especially in software systems and online teaching methodologies.

The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

ORGANIZATION OF INDEPENDENT WORK IN THE PROCESS OF STUDYING THE DISCIPLINE “UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES” IN THE CONDITIONS OF DISTANCE LEARNING

The article analyzes the role of distance learning in higher education, identifies its benefits, ways and tools. The essence of the concept of independent work of higher education seekers is revealed; its types, conditions and principles of effective organization of independent work in an institution of higher education are defined. The purpose of the article is to study the possibilities of using independent work in the process of studying the discipline “Ukrainian language for professional purposes” in terms of distance learning. Possibilities of independent work in an institution of higher education in the conditions of distance learning by means of special educational platforms are considered. The prospects of the Moodle educational platform for creating a learning environment (online courses, distance learning, remote access to learning files), which provide a wide range of tools and environments for group and individual learning, are outlined. Competences aimed at developing skills of optimal language behavior in the professional sphere and types of educational independent tasks aimed at their formation are identified. The author emphasises the role of the Internet resources that can be used by students for self-study. Types of independent work of students with educational texts, in particular professional (scientific and business), are described. It is emphasized that properly organized independent work contributes to the formation of speech and communication competencies of higher education students, activates their cognitive interest, encourages them to self-process information obtained from various sources for further use in future professional activities.
 Keywords: distance education; distance learning; independent work; Ukrainian language for professional purposes; Moodle platform; Internet resources; language and speech competence; work with text.

Distance Learning Approach in Interprofessional Higher Education

Literature seeks to provide a new methodological education approach in health professions, but none consider evaluate student’s ideal preferences. The aim of this study is to understand what the preferences of distance learning in higher education are. The study has assessed online resources, the primary objective was to provide information about the types of teaching tools. The secondary objective was to integrate technological advances in the Medical School of Speech Therapy. The outcomes have been further discussed under measurements of an observational protocol, testing the effectiveness of these resources on the qualifications of undergraduate Orthodontics students at Federal University of Rio de Janeiro. Summarizing the preferences, an online form was applied in Brazilian Institutions. Based on the 533 evaluations, a distance learning platform was developed to assist the daily study process, containing educational videos, a discussion forum, questionnaires for the increased learning activity, and individual feedback reports. Overall, 88 undergraduate Speech Therapy students at Federal University of Rio de Janeiro were recruited, eventually, 34 fully participated. They were randomly allocated into two groups to perform a face-to-face test: (A) without and (B) with access to the platform. The data were analyzed using the t-test, Chi-square, and Fisher's exact test. The parameter of educational videos had the highest frequency of all responses. After the interactive experience of a platform, group B had a higher average (6.45) beyond group A (5.44). At the end of the research, it was possible to state that the distance learning approach was effective as a method to enhance teaching and gain technological knowledge.

Проблемы реализации дистанционного обучения в среднем профессиональном образовании в РФ

The article deals with various organizational issues of distance learning in vocational education. The authors applied the theory of distance learning to vocational education in Russia. The research featured teachers of more than 40 educational institutions, who mentioned such problems as the lack of equipment, personal computers, software, and Internet access. Most respondents believed that the quality of vocational education deteriorated during distance learning mostly as a result of poor technical support. Another problem is the absence of personal contact between teaching staff and students. The authors analyzed the current situation and propose various means of improvement, e.g. asynchronous teaching methods.

Predicting students at risk of academic failure using ensemble model during pandemic in a distance learning system

Predicting students at risk of academic failure is valuable for higher education institutions to improve student performance. During the pandemic, with the transition to compulsory distance learning in higher education, it has become even more important to identify these students and make instructional interventions to avoid leaving them behind. This goal can be achieved by new data mining techniques and machine learning methods. This study took both the synchronous and asynchronous activity characteristics of students into account to identify students at risk of academic failure during the pandemic. Additionally, this study proposes an optimal ensemble model predicting students at risk using a combination of relevant machine learning algorithms. Performances of over two thousand university students were predicted with an ensemble model in terms of gender, degree, number of downloaded lecture notes and course materials, total time spent in online sessions, number of attendances, and quiz score. Asynchronous learning activities were found more determinant than synchronous ones. The proposed ensemble model made a good prediction with a specificity of 90.34%. Thus, practitioners are suggested to monitor and organize training activities accordingly.

Distance learning in Higher Education during the first pandemic lockdown: The point of view of students with special educational needs

The study investigates the perspective on distance learning (DL) of a sample of students with disability. Participants (N= 198; 62% females) completed an online questionnaire. The results highlight that students perceive both advantages and barriers, which vary as a function of the type of disability. This seems to suggest that DL potentials should be evaluated in relation to the specific vulnerabilities and educational needs associated with each type of disability, which might be accomplished by adopting the Universal Design for Learning framework. Also, it may be that the impact of DL depends on the discipline as well as on the teachers’ digital competences, which can make a great difference in the quality of the online lesson and in the overall didactic experience of students with SEN.

HAMBATAN PELAKSANAAN PROGRAM PEMBELAJARAN JARAK JAUH GURU DAN SISWA KELAS XI SMA NEGERI 1 CIMAHI MATA PELAJARAN PENJAS PADA MASA PANDEMI COVID-19

In the distance learning physical education subjects, obstacles consist of internal and external factors; these obstacles certainly make the distance learning process of physical education subjects hampered. The purpose of this study was to find out what obstacles were felt by both teachers and students in implementing distance learning programs for physical education subjects during the pandemic Covid-19 at SMA Negeri 1 Cimahi. This research is a mixed-method with an exploratory approach. Data on barriers to implementing distance learning programs for physical education subjects were obtained using online interviews, online observations, and online questionnaires. The sample used in this study consisted of 1 deputy principal, two physical education teachers who teach in class XI, and 379 students simplified by random sampling technique to become 79 students, data analysis using SPSS version 22 software with validity and reliability tests. Barriers that occur in implementing distance learning programs consist of factors such as unstable internet signals, limited internet quotas, lack of understanding of physical education learning movements carried out by students. So based on the results of the study, it can be concluded that the main factors in the barriers to the physical education distance learning process that are felt by both teachers and students of class XI at SMA Negeri 1 Cimahi consist of students' external factors, namely unstable internet signals and limited internet quotas.

Teaching CAD/CAM/CAE tools with project-based learning in virtual distance education

Computer-aided design, manufacturing and engineering technologies (CAD/CAM/CAE) are a mainstay in today’s industry and therefore they should be an important part in the current training plan of the graduate engineers. However, their implementation in the university environment presents certain barriers that make it difficult. In this work, we study the feasibility of the teaching proposal of the management of this type of tools through a Project-Based Learning method in a distance learning environment. The methodology has been implemented transversally in two Master’s degree subjects related to advanced design and manufacturing and has been carried out thanks to the operation of the product lifecycle management platform software by virtual machines. The practice has given very good pedagogical results in the work of skills related to the field of industrial design and manufacturing. The virtual system has demonstrated high efficiency and students have shown a satisfactory evolution in their professional training.

Distance Learning under the Covid-19 Conditions within Architectural Education

Distance learning is one of the means of education used in various levels, from primary school to college. However, distance learning in architectural education differs from other disciplines, as architectural education is design-based with predominantly applied courses. As the spring semester of the 2019/20 academic year had to continue online due to the Covid-19 pandemic and it remained uncertain whether or when face-to-face (FtF) education will start till the end of the term, the necessity to focus on online education suddenly raised in architectural faculties. This study aims to start a discussion on how to proceed with online architectural education, focusing on quality, defining the fundamentals, and proposing suggestions within this scope. In order to achieve this aim, research on the evaluation of the existing distance learning platforms of universities, the differences between the implementations of theoretical and applied courses, the advantages and disadvantages of the process are made. For this purpose, a comprehensive literature review on universities that provide fully online, hybrid and conventional (FtF) education throughout the world is conducted, given and discussed in the paper. After the research on ongoing processes, a case study to determine the experiences, opinions and approaches of students and academic staff with the scope of emergency remote teaching is designed and conducted. Together with the findings of the review and the case study, the challenges, strengths and opportunities of online architectural education are discussed and evaluated with a focus on maintaining and raising the quality of the education. In conclusion, suggestions and proposals are made and presented to be applied and developed in architecture faculties’ future online education experiences.

Characteristics of the working conditions of teachers in distance learning in the aspect of the development of emotional burnout

Researchers surveyed secondary school teachers characterizing the signs of emotional burnout during the educational process in a distance format. We considered preventive measures. The study aims to research the possible development of emotional burnout among teachers in the conditions of distance learning. We conducted a study with the participation of 72 teachers to identify signs of emotional burnout using the V.V. Boyko questionnaire and conducted statistical data processing using Statistica 13.0. The average age of teachers was 47.1 years; the majority were women. In addition, 70,0% of Teachers noted that they have chronic diseases. Based on the results obtained, we concluded that school teachers' lack of work experience in the conditions of distance learning and online classes was a traumatic circumstance for almost half of the teachers, which could serve as a triggering mechanism for the stages of development emotional burnout. Subjectively, teachers associated the formation of symptoms of emotional burnout and health disorders with two-thirds of all cases with working conditions, its intensity, and difficulties with maintaining a healthy lifestyle in self-isolation. The revealed indicators of the phases of the development of emotional burnout allow us to judge that 45.9% of teachers have a formed/dominant symptom of "experiencing traumatic circumstances" registered in the "tension" phase. 31.2% of teachers have a symptom of "anxiety and depression". There are high rates of symptoms of "inadequate selective emotional response" - 54.1% in the "resistance" phase, "emotional and moral disorientation" - 32.8%, "expansion of the sphere of saving emotions" - 31.1% and "reduction of professional responsibilities" - 50.8%. In the "exhaustion" phase, the symptom "psychosomatic and psychovegetative disorders" has a dominant value in 22.9% of teachers. Factors that, according to teachers, contribute to the formation of emotional burnout are: the intensity of work in the conditions of distance learning (61.1%); violation of lifestyle components (36.1%); lack of access to a doctor (29.2%). To prevent the formation of emotional burnout syndrome in the conditions of distance learning: it is necessary to observe for teachers the work and rest regime in compliance with the working time regulations within the framework of official duties and an employment contract, compliance with the rules of a healthy lifestyle, high-quality medical care, and mandatory professional development on online training.