Distance Education Tools Research Articles

Retraction Note: Distance education tool selection using novel spherical fuzzy AHP EDAS

Retraction Note: Distance education tool selection using novel spherical fuzzy AHP EDAS

DISTANCE EDUCATION IN UNDERGRADUATE PHYSIOTHERAPY PROGRAMS: A SYSTEMATIC REVIEW

Purpose: The use of distance education (DE) models and tools has become increasingly popular in health profession education, including physiotherapy (PT). However, there are few reviews focusing on DE in PT education, which could enable researchers to access comprehensive information, and reviews on various health profession groups often do not include physiotherapy studies. The aim of this study was to synthesize existing evidence and determine the effectiveness of DE systems in PT education. Methods: This study was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. PubMed, Scopus, EBSCO, Web of Science, and ERIC were searched from inception to July 2020. The initial search resulted in 689 studies. The risk of bias was assessed using the Cochrane risk of bias tool. Results: In this systematic review, 25 studies which included 2129 physiotherapy undergraduate students (11 DE models / 14 e-systems) were found suitable for review. Generally, outcome measures were students' knowledge, satisfaction, and skill. In 16 of the studies, the level of knowledge was investigated, and it was found that the knowledge increased. In 38% of these studies, the increase in the knowledge level of traditional education and DE was similar. It was found that 79% of the studies demonstrated an increase in satisfaction, 14% demonstrated a decrease in satisfaction, and satisfaction with traditional education and DE was similar in 7%. Skill was investigated in 12% of the studies, and all the studies showed the positive effects of DE. Conclusion: DE can promote learning in undergraduate PT education, even though its effectiveness in some areas, such as practical skill acquisition or cost, is controversial. Further high-quality studies with long follow-up periods are needed to investigate the various aspects of the PT curriculum, including both theoretical and practical courses.

Investigation of Microsoft Teams and Skype as Distance Education Tools ın Terms of Digital Forensics

necessity has disrupted traditional norms and has affected all aspects of life. Undoubtedly, the education sector is one of the most significant areas affected by technology. As the population rate increases, the importance and necessity of education also increase. In response to this need for education, new educational models emerge based on the contemporary conditions. One of the critical factors that lead to the emergence of these new models is the COVID-19 outbreak that affected the entire world in March 2020. As a result of this epidemic, countries have adopted various methods in the field of education and training. Some countries suspended their educational activities, while others have continued the process through distance education. Distance education is a teaching method that relies heavily on the active use of information and information tools. The extensive use of distance education tools can attract the attention of malicious individuals who may seek to access these services directly or indirectly. This study aims to present the data and information obtained from analyzing the traffic information stored by Microsoft Teams and Skype or incoming and outgoing traffic information over the network in an isolated environment. The study was conducted on computers with the Windows 10 operating system and web client applications installed. One of the primary goals of this study is to assist researchers who will study distance education tools in the future.

Observing double stars: integrating astronomy into extracurricular activities for gifted students

A study was conducted on the importance of observing double stars within the extracurricular activities of gifted students and the benefits of this activity on the intellectual development of students and their passion for astronomy. The research highlights how studying double stars using observational astronomy techniques can build investigative competence and knowledge of fundamental astronomy concepts. The study involved 55 students from the Republic of Moldova who participated in online extracurricular activities conducted at the Astronomical Observatory in Galați, using specific tools for distance education.

Attitudes of Dental Students Towards E-learning

Objective: In this digital technology era, we want to see the attitudes of dental students toward E-learning, what sort of resources are they using and their preference for e-learning. Study Design: Descriptive Cross-sectional study. Settings: University College of Medicine and Dentistry, University of Lahore, Lahore Pakistan. Duration: 17-09-22 to 15-12-22. Methods: This was a descriptive Cross-sectional study conducted at the University College of Medicine and Dentistry, University of Lahore, Lahore Pakistan. A pre-validated questionnaire was used to collect data. Data were analyzed using SPSS v25. Results: Most of the participants agreed that e-learning helped them complete the learning activities more quickly. Almost 62.90% of participants agreed that e-learning enhanced their studies. 54.70% agreed that e-learning is a useful tool for distance education and 63.50% agreed that e-learning encourages them to search for extra material and resources. 40.90% of participants agreed that e-learning improves their learning efficiency. 49.70% agreed that the e-learning content is informative. Conclusion: E-learning has revolutionized dental education by providing greater accessibility, convenience, engagement, cost-effectiveness, and continuing education opportunities. It has made learning more inclusive and has expanded the reach of dental education beyond traditional boundaries. E-learning is no doubt the future of dental education.

Using machine learning to analyze mental health in distance education during the COVID-19 pandemic: an opinion study from university students in Mexico.

In times of lockdown due to the COVID-19 pandemic, it has been detected that some students are unable to dedicate enough time to their education. They present signs of frustration and even apathy towards dropping out of school. In addition, feelings of fear, anxiety, desperation, and depression are now present because society has not yet been able to adapt to the new way of living. Therefore, this article analyzes the feelings that university students of the Instituto Tecnológico Superior de Misantla present when using long distance education tools during COVID-19 pandemic in Mexico. The results suggest that isolation, because of the pandemic situation, generated high levels of anxiety and depression. Moreover, there are connections between feelings generated by lockdown and school performance while using e-learning platforms. The findings of this research reflect the students' feelings, useful information that could lead to the development and implementation of pedagogical strategies that allow improving the students' academic performance results.

Contexts of Extraordinary Parental Involvement in Children’s Education During the First Wave of COVID-19: A Case Study of a Public Elementary School in Poland

Objectives of the research: The purpose of the study was to learn about parents’ experiences of participating in their children’s remote education during the first wave of the COVID-19 pandemic. The question posed in this article is about the circumstances under which parents took over tasks previously perceived as a teacher’s job.
 Research methods: The participatory, qualitative case study utilized data from the open-ended questions of an electronic survey to which 104 parents (from a public elementary school in a metropolitan area) responded, as well as data from the school’s electronic register. The qualitative analysis employed strategies of constructivist grounded theory.
 Brief description of the context of the problem: While national and international studies have shown that parents played a critical role in the challenging and stressful home-based education of their children during the COVID-19 pandemic, no research has explained how parents became this vital link of education. The aim of this article is to fill this gap.
 Research findings: The study revealed two interrelated contextual factors that led to parents’ activation in their children’s “schooling from home”: 1) technical/administrative, related to having inadequate tools for distance education and 2) pedagogical/didactic, related to the prevailing concepts of teaching and learning being anchored in the behavioral-transmission paradigm.
 Conclusions and/or recommendations: The results apply primarily to the school under study and represent an intrinsic case study. However, it is reasonable to assume that the events, phenomena, and processes identified in the study may serve to explain phenomena in other schools that have organized distance education similarly. The cautious recommendation, aiming to safeguard family resources (thereby protecting equal opportunities for all children to learn) in times of crisis, is to transform the pedagogical underpinnings that shape today’s educational practices from behaviorist to constructivist. However, this requires further research.

Effective Use of Distance Education Tools in Higher Education During Covid-19 Pandemic in Türkiye

Effective Use of Distance Education Tools in Higher Education During Covid-19 Pandemic in Türkiye

Examination of pre-service teachers' experiences in teaching practice with distance education

The COVID-19 epidemic, which affects the functioning of institutions in almost every field, has also affected pre-service teacher education. In this process, unlike the traditional practice, pre-service teachers carried out the teaching practice with distance education. However, since the application was sudden, urgent and new, it could not be adequately evaluated. In this research, it is aimed to examine the pre-service teachers’ experiences of teaching practice with distance education in the COVID-19 process. The research was designed as a case study. Research data were obtained by semi-structured interview and observation forms. The collected data were analyzed with descriptive, and content analysis methods. The participants are seven pre-service teachers and two practice teachers who guide these candidates. According to the results of the research, it has been revealed that pre-service teachers give distance education according to their own possibilities and adapt to the process in teaching practice. However, it was determined that they faced some problems in preparation, classroom management, teaching process and using technology. It is expected that future applications will be more effective if pre-service teachers receive training on distance education, are supported with distance education tools, and their infrastructure problems are resolved.

Modern tools for distance education: information and analytical prospectus

The article explores modern tools used in distance education, with the goal of reviewing their benefits and limitations. Relevant definitions of distance education are first discussed in the paper and after, the key provisions of the social constructivism theory in the context of education are presented. Various types of distance education tools, including communication, learning management, content creation, assessment, and artificial intelligence tools are identified in the article, and appropriate provisions of the social constructivism theory that allow for the implementation of these tools are explained. Using the theory of social constructivism as a basis, the article analyses modern distance education tools based on various parameters, including interactivity with peers, interactivity with teachers, engagement, problem-solving, and decision-making. In the article the advantages and disadvantages of using these tools are also examined, their potential to enhance communication, collaboration, and personalised learning, while also acknowledging challenges such as a lack of social interaction, technical difficulties, and pedagogical issues are highlighted. Overall, the article emphasises the need for careful design and regulation to reduce risks and overcome limitations, making distance education a valuable option for both learners and institutions. Teachers and students should work together in order to manage these challenges and take advantage of the benefits provided by these modern tools.

The Courses are Online, What about the Students? Did They Really Online? Using Kahoot! In the Emergency Remote Teaching Process

This study investigates the effectiveness of using Kahoot! as an educational tool for emergency remote teaching during the COVID-19 pandemic. The research follows a phenomenological approach, which is a qualitative research method. The study group consists of 83 university students who were taking the HIST-101 course on Ataturk's Principles and History of the Turkish Revolution. The sample was selected using easily accessible sampling due to the pandemic situation. The research utilized a semi-structured interview form developed by the researchers and LMS records as data collection tools. The study lasted for 15 weeks, and the interviews were conducted online via Google Forms and the LMS. The findings were analyzed using content analysis from a holistic perspective. The research concludes that Kahoot! sessions positively impacted the students' attitudes towards the lesson and enhanced their learning. Many students found Kahoot! to be a useful tool for learning, engaging with the lesson, and having an emotionally comfortable and enjoyable educational experience without stress. The study's results suggest that using such tools for distance education has numerous benefits.

The Effects of Distance Education Capabilities and Competencies on Learning Outcomes During COVID-19 in Higher Education Institutions

ABSTRACT This study aims to determine the relationships among students’ self-learning capability, lecturers’ teaching competencies, COVID-19 conditions, and students’ learning outcomes during online teaching in tourism higher education. This study also investigates the role of distance education tools on the relationship between behavioral factors and learning outcomes. The study adopted a mixed-methods approach, including an experimental design and a quantitative model. A qualitative experimental study to evaluate the students’ attitudes and behaviors during distance education was followed by quantitative research. A hypothesized conceptual model was tested using structural equation modeling to analyze the relationships among the factor groups and the mediating role of distance learning tools. As a result, while “students’ self-learning capabilities” and “lecturers’ teaching competencies” had a positive impact on “students’ learning outcomes”, “COVID-19 conditions” had a negative impact. All hypotheses were supported.

Integration of methods and means of distance learning of mathematics during the process of training future teachers of mathematics

The article aims to study the peculiarities of applying different distance education methods and tools in training future teachers of mathematics. The task of the article can be conditionally divided into two stages: differentiation of means and methods of distance education in the conditions of higher education institutions; searching for a model (combination of social, pedagogical, and other elements) of forming professional competence through a combination of distance education tools and methods. The methodological basis of the study was scientific and pedagogical methods. The results of the study highlight the elements of distance education, capable in their totality to provide full and high-quality training of future teachers of mathematics in the digital environment of universities.

Modern Tools for Increasing the Effectiveness of Distance Education in the Conditions of Digitalization

The current stage of developing digital technologies creates favorable conditions for intensifying the improvement of innovative distance education tools, the need for which is due to the intensification of the latest challenges and dangers. The research purpose is to substantiate the theoretical and applied principles of identifying the influence of modern tools for increasing the effectiveness of distance education in the conditions of digitalization. The methodological basis of the research includes general scientific and special methods of economic analysis and fundamental scientific investigation, in particular: system analysis, synthesis, scientific abstraction, comparison, analogy, statistical analysis, cluster analysis (k-means method), tabular, graphic, generalization, and systematization. The research results have revealed that the effectiveness of distance education in the conditions of digitalization significantly depends on the country’s development level. It has been found that three groups stand out among European countries, characterized by different levels of digitization and quality of distance education: highly developed countries (Denmark (MID: 0,90–1,00), Estonia (MID: 0,78–0,83), Ireland (MID: 0,76–0,80), Luxembourg (MID: 0,79–1,00), the Netherlands (MID: 0,91–0,95), Germany (MID: 0,81–0,88), Finland (MID: 0,88–0,90), Sweden (MID: 0,83–0,88); countries with an intermediate level of development (Bulgaria (MID: 0,58–0,62), Spain (MID: 0,62–0,64), Cyprus (MID: 0,64–0,67), Lithuania (MID: 0,63–0,66), Malta (MID: 0,64–0,70), Poland (MID: 0,54–0,64), Portugal (MID: 0,61–0,64), Romania (MID: 0,54–0,60), France (MID: 0,73–0,73), the Czech Republic (MID: 0,61–0,64), Slovenia (MID: 0,63–0,65), Azerbaijan (MID: 0,59–0,63) and countries with a low level of development (Greece (MID: 0,48–0,51), Italy (MID: 0,55–0,58), Latvia (MID: 0,55–0,59), Hungary (MID: 0,47–0,52), Slovakia (MID: 0,51–0,55), Croatia (MID: 0,46–0,50), Armenia (MID: 0,47–0,56), Georgia (MID: 0,48–0,50), Moldova (MID: 0,42–0,48), Ukraine (MID: 0,41–0,84). It has been proven that the most common digital tools for increasing the effectiveness of distance education are Viber (86,7%), an educational platform determined by the educational institution (60%), YouTube lessons (39,3%), Skype (13,3%) and Facebook (6%). It is proposed to increase the effectiveness of distance education by deepening society digitalization in countries with a low level of development and providing them with methodological assistance on the part of highly developed countries.

A New Model of Knowledge Acquisition: Distance Education

Taking into consideration the growing pace of globalization and the development of the technological sphere, it is significant to pay particular attention and use the ability of modern information technologies in order to significantly improve the quality and efficiency of education. Currently, the concept of distance education is gradually developing and spreading at all levels of the educational system. It involves the application of various technological achievements, such as: systems of synchronous, asynchronous, mixed acquisition of knowledge, the use of Internet platforms, multimedia solutions and the latest systems for organizing the educational process. Distance learning is the most flexible and affordable type of organization of classes. In addition, this type of learning meets the requirements of the new educational paradigm of the information society, namely: the support of open, person-oriented and continuous training of a person throughout his life; implementation of mass education of all strata of the population, regardless of their place of residence; diversifying and improving the process of acquiring knowledge by meeting the diverse needs of students from different social and demographic groups. The purpose of the article is to clarify the features of the use of distance education tools as a modern learning paradigm, their advantages and disadvantages, to study individual practical aspects of the use of distance education and to highlight the most promising directions for the development of this type of organization of the educational process. Methodology. In the course of writing the academic paper, an analytical method of working with materials was used on applying distance form of learning, as well as a questionnaire survey for practical clarification of certain aspects of distance learning from the viewpoint of its participants. Results. The viewpoint of scientists regarding the features of distance form of learning, its components, advantages and disadvantages was studied, as well as the standpoint of the participants of the educational process regarding the features of using distance education was clarified.

The Arabic version of the technostress scale for primary school teachers: Factorial validity and measurement invariance

Teachers generally understand technostress to represent the psychological distress resulting from problems associated with teaching in a virtual classroom context. This study has been conducted to develop a tool to measure the level of technostress of primary school teachers. The current study evaluated the psychometric properties of the Technostress Scale (10 items) using a sample of 829 (490 female and 339 male) primary school teachers from different geographical regions of Saudi Arabia. The average age of the participants was 38.22, with a standard deviation of 7.08. Exploratory factor analysis produced one factor with eigenvalues of 5.01. This explained 50% of the variance. Confirmatory factor analysis revealed good model fits for one correlated factor, with a comparative fit index of 0.968, a Tucker–Lewis Index of 0.959, a standardised root-mean-square residual of 0.051, and a root mean-square error of approximation of 0.094. Although these multi-group analyses demonstrate that the structure factor of the technostress scale is invariant with respect to gender and experience, no differences were observed for the impact of training. This is due to the efforts of the Saudi Ministry of Education to provide the necessary training for teachers to use distance education tools. Keywords: CFA, technostress, quantitative approach, teachers;

Students’ Views Studying in Arabic Preparatory Class on Distance Education During the Covid-19 Pandemic

Countries have taken some urgent decisions in order not to experience an irreparable loss in the field of education due to the Covid-19 pandemic that affected the world as of the end of 2019. In this process, the distance education decision was among the measures taken for the students to get through the education period with the least damage and without loss of time. Distance education tools, which were previously used at a limited level in many areas, have become widespread and used at all levels of education processes. In Turkey, distance education tools were used in all stages of education in this process and universities had to expand this education tool that they were familiar with. Due to the Covid-19 pandemic, the 2020-2021 academic year was carried out almost entirely with distance education tools. Due to the decision taken by the Higher Education Council (CoHE) and universities during the pandemic process, there were also students who had to take their foreign language learning with distance education tools. In this study, it is aimed to reveal the situation faced by students who had to take one year preparatory education through online programs before starting the Arabic Language Education undergraduate program. In this process, open-ended questions were asked with a semi-structured interview form to the students who continued their education. The answers given by the students to the questions posed were evaluated with descriptive analysis. While there are students who find distance education positive due to situations such as listening to lessons in a comfortable environment at home, being with the family, there are those who evaluate this process negatively due to situations such as the ineffectiveness of the lessons, the internet shortage, and the inability to take the exams in a reliable environment. Students stated that they generally see this education process negatively and that they don’t want to learn a foreign language with distance education tools if an option is offered.

Uzaktan Eğitim Sürecinde İşitme Engelli Öğrencilere Matematik Öğretimi İle İlgili Öğretmen Görüşleri: Türkiye & Romanya Örneği

As a result of the long-term restrictions due to the Covid 19 epidemic, face-to-face education has been switched to distance education. In distance education, some differences have been made in the course contents, teaching materials, and measurement and evaluation processes, and the process has been tried to be appropriately managed. However, it was found that most of these studies did not include students with special education needs, such as the deaf and hard of hearing. This research aims to examine teachers' opinions about teaching mathematics to deaf and hard-of-hearing students in the distance education period. The study was designed according to the case study, one of the qualitative research methods. The study group consisted of 17 teachers working in Turkey and Romania. Data were collected through semi-structured interview forms from teachers selected by the criterion sampling method and were subjected to content analysis. In the data obtained from the analysis, distance education tools are seen as a necessity of the age rather than a necessity. Nonetheless, some infrastructure deficiencies, digital materials increase motivation, and distance measurement and evaluation applications cause stress in students. In light of the findings, it is recommended to plan the Mathematics lessons according to the disability groups of the students and prepare the course materials with sign language and subtitles in a way that is suitable for the hearing impaired.

The Impact of COVID-19 on Pre-Service Teachers’ Teaching Practice

Teaching practice, which has a significant impact on the professional development of pre-service teachers, has been greatly affected by the COVID-19 pandemic. During the pandemic process, pre-service teachers have conducted teaching practice through distance education. The aim of this study is to determine whether the pre-service teachers have acquired the learning outcomes determined within the framework of the objectives of the teaching practice with distance education, which is a new format for teaching practice. To collect data, we used an open-ended questionnaires formatted on a Google-form responded by 246 pre-service teachers. The results of the study show that most of pre-service teachers could not acquire the learning outcomes determined within the framework of the objectives of teaching practice with teaching practice through distance education. Pre-service teachers attribute this to the lack of actual classroom environment and lack of communication and interaction with students. The findings of the study also indicate that teaching practice through distance education enabled pre-service teachers to gain knowledge about distance education tools and experience on how to use them.

An Investigation of the Quality of Grammar Instruction: Case of Education Informatics Network

Teaching grammar topics is a difficult and complex process. This process needs to be structured with functional activities that are appropriate for the objectives of the instruction, be it face-to-face or distance education. This study aims to investigate and evaluate the quality of grammar instruction in the Turkish lessons on the Education Informatics Network (EBA) used by the Ministry of National Education as a distance education tool. For this purpose, the data of the research were obtained through the investigation of 29 Turkish lessons at the elementary school level (5th-8th grades) between the dates 23.03.2020 and 19.06.2020 during which formal education was in a three-month hiatus. In designating these lessons, the criterion sampling technique was used and all lessons that included grammar topics were investigated by taking grammar topics as the criterion. The research used the case study as one of the qualitative research designs. The data obtained after the investigation were analyzed through the content analysis method. In the research, the analysis category was determined to be “Grammar Teaching” while the sub-categories were coded as “The State of Using the Sense and Induction Methods in Grammar Teaching”, “Structure of the Examples Used in Grammar Teaching”, and “The State of Supporting Grammar Teaching Activities with Comprehension and Expression Skills”. It was found that induction and intuition methods that have a vital place in teaching grammar in elementary school Turkish lessons were seldom used. On top of this, it was revealed that grammar was taught in a way far from text-based grammar teaching and was not associated with receptive and productive skills.