Relevant bibliographies by topics / Attitude Towards Distance Learning

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attitude Towards Distance Learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Attitude Towards Distance Learning"

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FARHAT, GHUFRANA. "Learner’s Attitude towards Self Learning Material in Distance Education." Global Journal For Research Analysis 3, no. 2 (June 15, 2012): 65–67. http://dx.doi.org/10.15373/22778160/february2014/21.

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Dikmen, Melih. "The Mediating Role of Medical Students’ Attitudes towards Distance Education in the Relationship between E-Learning Styles and Academic Achievements." Journal of Educational Issues 6, no. 2 (November 16, 2020): 351. http://dx.doi.org/10.5296/jei.v6i2.17789.

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The COVID-19 global outbreak is a growing concern for continuing medical education. The COVID-19 pandemic has led many medical education programs to be carried out online in the world. This research aims to examine the mediating effect of attitudes towards distance education in explaining the relationship between e-learning styles and academic achievements of students in medical education conducted online. The research was carried out on 148 students studying in a six-year medical program at a university. In the research, students completed the e-learning styles scale, attitude scale towards distance education, and online questionnaire include some demographic information via Moodle-based Learning Management System (LMS). In addition, end of year grade point averages of the students was also used within the scope of the research. In the research, the direct effect of e-learning styles on the grade point average and an indirect effect on attitude towards distance education were tested with the mediation model. It was determined that gender is not a significant variable on e-learning styles and attitudes towards distance education. It was observed that students with higher daily internet usage times had higher attitudes towards distance education. In the research, it was observed that the attitude towards distance education has a mediating effect on the relationship between e-learning style and academic success. It is important to consider e-learning styles and attitudes towards distance education to increase academic success in online medical courses and provide better learning outcomes.
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Isaias, Pedro, Francisco Reis, Clara Coutinho, and Jose Alberto Lencastre. "Empathic technologies for distance/mobile learning." Interactive Technology and Smart Education 14, no. 2 (June 19, 2017): 159–80. http://dx.doi.org/10.1108/itse-02-2017-0014.

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Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses. Findings The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant. Originality/value The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.
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Bautista Jr., Angelito Palma, Dianne Morta Balibrea, and Doris Gelvoligaya Bleza. "Filipino Teachers’ Attitudes towards Distance Learning during the Covid-19 Pandemic." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 232–50. http://dx.doi.org/10.26803/ijlter.21.2.13.

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Due to the impact of the COVID-19 pandemic, distance education has subsequently turned into the dominant mode of teaching, especially in the Philippines, where the majority of schools are still physically closed. Over a year since distance education was fully implemented in the country, it is essential to understand the general attitudes towards distance learning of Filipino teachers who have been teaching at various educational levels, including elementary, secondary, and tertiary levels, particularly in terms of student interaction, student performance, tool use, and availability, the support they have received from their schools, their willingness to handle distance and learning classes, as well as their experience in online teaching. The quantitative study was conducted with 151 respondents, using an online survey. Regarding their general attitude towards distance learning, the majority believe that distance education is not a viable alternative to face-to-face learning. In terms of student performance, a big majority believe that students learn less in distance-education classes; and academic dishonesty is more prevalent in such a setting. Teachers also had a more negative attitude towards the availability of an infrastructure for distance learning and the difficulty of managing the technology needed. Still, they have a more positive attitude regarding the support they receive from their schools. Overall, the study revealed that respondents have mixed attitudes towards distance learning, although there is a statistically significant difference between their gender and their attitudes towards distance learning. Moreover, the benefits of distance learning can be maximized, if appropriate training and support are provided to both teachers and students.
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Hamida, Souraya, Kamel Hazhazi, and Abdelhafid Kadri. "Attitudes of University Professors towards Distance Education during the COVID-19 Pandemic." Acta Educationis Generalis 12, no. 2 (June 1, 2022): 77–89. http://dx.doi.org/10.2478/atd-2022-0015.

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Abstract Introduction: With the spread of the COVID-19 pandemic, we wanted to study the attitudes of university professors towards distance education during the home-quarantine period. Methods: The sample of the study included 426 professors from 37 universities across the country. The study used the questionnaire as a tool to collect information, based on electronic distribution. Besides, the descriptive method was used to analyse the results. Results: Findings revealed positive trends among university professors towards distance learning during the home-quarantine period. In addition, the results indicated that distance learning can be adopted by both sexes without any additional special features. Moreover, the finding demonstrated positive attitudes towards distance learning with non-significant differences concerning their speciality. It means that professors’ speciality was not a hindrance in the distance learning process. Furthermore, the results suggested that distance learning could be one of the promising pedagogical technologies for higher education in Algeria. Discussion: We conclude that the distance learning is a good alternative to the classic traditional system. Also, it facilitates the training and qualification process for the student. Moreover, professors have a positive attitude towards the distance learning process. In addition, the gender and the academic speciality do not affect the attitude among professors towards the use of distance learning. Limitations: The study results are only regionally generalisable because the study data were only collected in Algeria. Conclusions: Distance learning is a good alternative in these current circumstances. In addition, professors have a positive attitude towards the distance learning process.
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Gordeeva, T. O., O. A. Sychev, and M. A. Stepanova. "Attitude of Schoolchildren Towards Emergency Distance Learning: Relations with Intrinsic Motivation and School Satisfaction." Психологическая наука и образование 27, no. 6 (2022): 46–56. http://dx.doi.org/10.17759/pse.2022270604.

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<p>The results of a study of retrospective attitudes towards distance learning during the COVID-19 pandemic among secondary school students are presented (N=439, grades 5-8th). Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards forced distance learning, school satisfaction, and academic performance. It is shown that intrinsically motivated schoolchildren who are interested in the educational process, in general, have a negative attitude towards the forced distance learning that took place during COVID-19 pandemic and would not want it to return.</p>
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Ajijola, Esther M., Oyeronke Olufunmilola Ogunlade, and Gboyega Ayodeji Aladesusi. "The attitude of Distance Learners towards the Utilization of Learning Management System (A case study of National Open University of Nigeria)." Indonesian Journal of Teaching in Science 1, no. 1 (April 22, 2021): 53–62. http://dx.doi.org/10.17509/ijotis.v1i1.39403.

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One significant innovative technology to expand teaching and learning mostly in Distance Education is Learning Management System (LMS). LMS allow learning institutions to offer a larger number of courses online whether full or blended, by providing institutions with a digital space for numerous purpose which includes documentation, tracking and online training. However, for the relevance of LMS within an education context, distance learners’ attitudes towards the use of LMS must be investigated. The study therefore aimed at examining the Attitude of Distance Learners towards the Utilization of LMS (A case study of the National Open University of Nigeria). Data were collected from 697 respondents using a research adapted questionnaire. Data collected for the study were analyzed using mean and standard deviation to answer research question one while hypotheses one and two were tested using independent t-test and ANOVA respectively. The findings indicated that there was a significant difference between male and female distance learners on their attitude toward the use of LMS. Thus, no significant difference existed among science, arts, and social science distance learners’ attitude towards the use of LMS. It was therefore recommended that efforts should be made to ensure that distance learners do not just have a positive attitude towards the use of LMS but should be taught the value of LMS to ensure its effective utilization.
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FARHAT, GHUFRANA. "Learner’s Attitude Towards Self Learning Material in Relation to Their Achievement in Distance Education." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 76–78. http://dx.doi.org/10.15373/22778179/march2014/25.

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DURDU, Elanur, and Mehmet ALBAYRAK. "Evaluation of students' perception and attitude towards distance learning." International Journal of Social Sciences and Education Research 6, no. 2 (June 30, 2020): 252–68. http://dx.doi.org/10.24289/ijsser.728184.

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Belousova, Alla, Yuliya Mochalova, and Yulya Tushnova. "Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages." Education Sciences 12, no. 1 (January 14, 2022): 46. http://dx.doi.org/10.3390/educsci12010046.

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Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students’ attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion φ*. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning.
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Dissertations / Theses on the topic "Attitude Towards Distance Learning"

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Scott, Benjamin G. "Faculty Attitudes Toward Residential and Distance Learning: A Case Study in Instructional Mode Preferences Among Theological Seminary Faculty." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4146/.

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Twenty-first century learners have bought into a cafeteria-style mentality for obtaining higher education that learning should be available at the student's convenience. Institutions that ignore this postmodern trend will likely find their applicant pools dwindling along with significant reductions in entering class sizes. Students will simply choose other schools able to provide respected, accredited, and useful learning which fits their busy lifestyles. Since 1987, Dallas Theological Seminary (Texas), a 76-year-old graduate school of theology in the conservative, evangelical, free-church movement, has offered distance learning classes in both extension and print-based delivery models. Because the faculty plays a pivotal role in the successful or unsuccessful implementation of online courses (McKenzie, Mims, Bennett, & Waugh, 2000), the present study uncovered the attitudes of full-time, graduate theological faculty at Dallas Theological Seminary (DTS) regarding distance learning and the likelihood of faculty to adopt this delivery innovation. Bruce Manning's (1976) Trouble-Shooting Checklist (TSC) for Higher Education Institutions was the instrument used in the study. The TSC is a nonparametric test designed to uncover differences between the observed and expected levels of acceptance that a department, program, or institution possesses regarding change toward distance learning in contrast to residential learning. The checklist's two major purposes are to provide an overall norm-referenced, predictive score estimating the organization's likelihood of adopting and implementing an innovation and to profile the strengths and weaknesses of an organization's environment (culture) relative to the adoption and implementation of innovations. Five scales provide a comprehensive understanding of the organizational climate, personality and leadership characteristics of participants, communication pathways within the organization, the degree of sophistication or expertise within the organization, and the receptivity of the students. An official administration of the instrument was conducted involving all full-time faculty at DTS. Frequency counts, percentage distributions, and the chi-square goodness-of-fit statistic were used to analyze the data at the .05 alpha level. A summary of findings from the questionnaire was prepared indicating that significant change must take place within the faculty culture of DTS before distance learning innovations can be implemented.
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2434.

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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
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Blum, Kathleen Mary. "Enhancement of student learning and attitude towards mathematics through authentic learning experiences." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14659.

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Research suggests that many high school students are not learning mathematics of value from a personal or an employment perspective. School mathematics often consists of applying memorised algorithms to exercises that do not meaningfully connect with the student's experience, and hence do not lead to the construction of meaningful mathematics concepts by the student. Moreover, most high school mathematics curricula give students a false idea of the essence of mathematics: Instead of understanding mathematics as another powerful lens through which to view the world, and a creative, enjoyable endeavour, it is seen as mere calculation or esoteric gobbledegook. Authentic learning experiences involve a different perspective on both what passes as mathematics and how students learn to mathematise. The study examined high school mathematics knowledge from several perspectives, and sought, through an empirical study, to enhance student learning and attitude towards mathematics through authentic learning. A class of Year 8 students learnt several units of mathematics primarily by authentic methods, using problems or interesting phenomena in the students' own experience, or otherwise meaningful to the student. Qualitative data was collected by multiple methods, including video recordings. Surveys were administered to five classes of Year 8 students and their parents at the beginning and at the end of the semester in which most of the empirical research took place. This allowed a comparison of attitudes towards mathematics between the experimental class and the other classes. A comparison of achievement was also made.
The results indicate that employing authentic learning experiences may enhance learning and attitude towards mathematics. However, prior transmission teaching methods presented a significant barrier to student acceptance of authentic learning. Furthermore, there remain grave problems with other aspects of current high school mathematics curricula, specifically the mathematics content and the assessment style, which act against the full implementation of authentic learning. These problems are investigated and possible future paths considered.
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Pinnaka, Sumanth. "Negative Attitude Towards AI and Its Relationship with the Cultural Dimension of Power Distance." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-420372.

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Earlier studies have focused on the relationship between negative attitudes towards AI and collective culture of the country (country of origin). These differences may be because of sizeable differences in the power distance index (PDI) on the population level between different countries. We investigated the relationship between power distance index (PDI) of individuals; and their attitudes towards AI through a survey of participants from two countries, India and Sweden, where there are large differences in PDI on the population level. Results of the correlation test showed that power distance correlates positively with negative attitudes towards interactions with AI and the social influence of AI i.e. higher PDI means more of a negative attitude towards AI. However, power distance correlates positively to the acceptance of AI in a workplace environment, i.e. higher PDI means higher acceptance of AI in the workplace. The latter result was contradictory to our expectations and contradicted an earlier study [8], wherein high PDI showed hindrance in acceptance of the technology at workplace.
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Morgan, Jane. "A journey towards increasing learning confidence : health and social care professionals learning at a distance." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273857.

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Radu, Maria Carina. "Designing for a sustainable attitude : The role of informal education in changing students' attitude towards recycling." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96537.

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An essential part on the way to a sustainable society is each individual’s perspective on handling consumption. To develop a sustainable attitude towards one step in the consumption process, such as recycling, is a way to prevent environmental problems. This project aims to design through informal education and social innovation a solution for increasing the rate of waste separation among students in Sweden. In order to do so, it focuses on students at Linnaeus University in Växjö as an example and it responds to the local needs. It supposes collaborations with student associations, Linnaeus University, recycling companies and Växjö municipality. The solution proposes an innovative framework formulated to develop the habit of separating waste. Through informal education, it intends to deliver the knowledge and create the social space for practice and connection necessary in developing the proposed habit. The theoretical perspectives include design for learning in the context of waste separation, while gamification and learning by doing are tools for development. Several methods are used throughout the innovation process. Among these, conducting a workshop is the main one for defining the design project.  The project can be considered a social innovation because it responds to the students’ needs of connection and self-worth, addressed through knowledge about recycling, awareness and interaction, and to the needs of the Swedish society of a higher rate of waste reparation.
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Mohamed, EI-Hussein Mohamed Osman. "Towards a theory of mobile learning : the design of learning spaces for the higher education landscape." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/2286.

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Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2011.
This thesis is based on an analysis of the position of mobile learning within learning and instructional design theories in Higher Education. It seeks to understand the concept of mobile education or mobile learning, the technology of mobile learning and its interactions with other media of learning. It also aims to unlock the relationship between the learning theory and mobile learning as well as the position of mobile learning, handheld and wireless technologies at universities. The research design, approach, methodology and methods of this study were framed around the qualitative grounded theory. This approach guided the process of collecting and analysing data as well as the discussion of key findings. The data was gleaned from personal interviews and analysis of literature. The analysis of the data focused on the social, economic, ideological and technological dynamics and the way they have shaped the complex landscape of mobile learning in higher institutions of learning. It also concentrated on the recurrent paradigm shifts and changes and their implications for teaching and learning in higher institutions. The analysis of data uncovered several issues that are pertinent to our understanding of mobile learning. For example, it revealed that mobile learning is not about the mobile technology but rather about the learner and the learning experience, with the media playing the role of an instrument for mobilising learning and instruction. It also led us to the conception that mobile learning has the potential to promote outdoor learning. This is because this type of technology provides learners with information that they need about their learning context. Finally it was evident from data that learning was moving away from process to an institutional social phenomenon. It has acquired asocial institutional meaning in conceptions such as the learning society and organisation as well as lifelong and ubiquitous learning. In this light, this study concludes that integrating classroom-based learning with informal mobile learning can add value to formal classroom-based learning and it can also enhance learners' overall learning experience. Moreover, although the concept of learning space is not restricted to online learning, it is likely to create new learning spaces. The project also concludes that mobile learning resonates with the learning and instructional design theories such as the associative, constructive and situated learning theory.
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Thornberg, Göran. "High performing students’ attitude towards motivation in English classes." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86957.

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This study aims towards high performing students’ perspective on motivation and how they consistently obtain high grades in English classes. Different characteristics from Skolverket’s study that were common for high performing students along with Reeve’s self-determination theory was used as background research. Qualitative interviews were used to analyse the high performing students’ perception of how they are challenged in English classes and how they motivate themselves. The results show that high performance in English classes is not so much an innate ability, which some are born with, but rather a question of motivation and character.
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Mammana, Maria Flavia, and Mario Pennisi. "A class practice to improve student’s attitude towards mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80613.

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For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium classes of some high schools and has obtained very good results.
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Creed, Charlotte. "Towards a framework for addressing diverse learners in international, English-medium, print-centred DE : a Zimbabwean case study." Thesis, Open University, 1998. http://oro.open.ac.uk/54851/.

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This study examines an increasingly common distance learning context: where tertiary level and English-medium DE courses are produced, tutored and examined in one country but studied by learners in other countries and who have English as an additional language. Empirical work is drawn from a case-study of agricultural extension officers in disparate parts of Zimbabwe undertaking a professional development course which is produced and mainly tutored in the distant UK. This long-distance cross-cultural writing relationship between academics and students serves as a basis for the examination of difficulties created by taken-for-granted educational practices embedded in the course structure and materials, particularly in relation to language and academic literacy. The study examines contemporary debates around internationalised learning, including cultural and linguistic imperialism and the desirability of locally-produced courses, and provides an insight into black Zimbabwean perspectives on them. It explores a variety of contextual issues including the wider significance of DE in a southern African context, gendered learning patterns, the linguistic repertoire of the students and their academic literacy background. Drawing on grounded theory, discourse analysis, literacy as social practice and genre theories,this overseas research aims to provide the UK course producers with insight into some of the particularities of the Zimbabwean learning context and some of the learning and teaching resources which exists beyond their control and ambit. It is hoped that more multi-faceted image of some of their learners may help course producers consider more closely the differences and commonalities between course participants; it may challenge the normative pedagogy embedded in the course and prompt the producers to consider appropriate responses;it may raise the policy question of how to establish, within an asymmetrical donor-recipient situation, a north-south academic relationship of an emancipatory kind. These aims spring from the conviction that as we move towards globalised educational contexts, dominated by market leaders, significant changes and improvements in educational practice are more likely to come about as a result of an emerging reflexivity on the part of the course producers. Learners and importers of course may not have much influence over such decisions.
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Books on the topic "Attitude Towards Distance Learning"

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V, Venugopal Reddy, and Manjulika S, eds. Towards virtualization: Open and distance learning. New Delhi: Kogan Page India, 2002.

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Houldsworth, H. K. Towards distance learning: A staff development paper. [Nottingham]: Nottingham Trent University, 1992.

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Hoey, Patrick G. Open distance learning: Working towards a model of good practice for deaf adults. Dublin: University College Dublin, 1997.

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1921-, Briggs Asa, and Commonwealth Secretariat, eds. Towards a commonwealth of learning: A proposal to create the University of the Commonwealth for Co-operation in Distance Education. London: Commonwealth Secretariat, 1987.

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Sharratt, Margaret Jennifer. A study of cognitive style as it relates to personality, attitude towards a flexible learning initiativeand reading, non-verbal intelligence and spelling quotients in 12 year-old pupils. Birmingham: University of Birmingham, 1994.

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Caporali, Enrica, and Vladimir Trajkovik, eds. Video Conference as a tool for Higher Education. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-108-9.

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The book describes the activities of the consortium member institutions in the framework of the TEMPUS IV Joint Project ViCES - Video Conferencing Educational Services (144650-TEMPUS-2008-IT-JPGR). In order to provide the basis for the development of a distance learning environment based on video conferencing systems and develop a blended learning courses methodology, the TEMPUS Project VICES (2009-2012) was launched in 2009. This publication collects the conclusion of the project and it reports the main outcomes together with the approach followed by the different partners towards the achievement of the project's goal. The book includes several contributions focussed on specific topics related to videoconferencing services, namely how to enable such services in educational contexts so that, the installation and deployment of videoconferencing systems could be conceived an integral part of virtual open campuses.
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Developing Attitude Towards Learning. Kogan Page Ltd, 1991.

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Developing Attitude Towards Learning. Kogan Page Ltd, 1990.

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E, Hodgson Vivien, Mann Sarah J, Snell Robin S, and Society for Research into Higher Education., eds. Beyond distance teaching towards open learning. Milton Keynes, England: Open University Press [for] the Society for Research into Higher Education, 1987.

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Hodgson, V. E. Beyond distance teaching towards open learning. Open UP, 1987.

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Book chapters on the topic "Attitude Towards Distance Learning"

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Beyth-Marom, Ruth, and Kelly Sorozon-Saporta. "Individual Differences in Attitudes Towards and Choices of Learning/Teaching Technology." In Distance and E-Learning in Transition, 511–18. Hoboken, NJ USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118557686.ch35.

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Serdiukov, Peter, and Steve Wheeler. "Towards a cyclical model of distance education." In TelE-Learning, 209–16. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35615-0_29.

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Alexander, Gary, Paul Lefrere, and Steve Matheson. "Towards Collaborative Learning at a Distance." In Collaborative Dialogue Technologies in Distance Learning, 65–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-642-57899-1_7.

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Huedo-Martínez, Sandra, Rafael Molina-Carmona, and Faraón Llorens-Largo. "Study on the Attitude of Young People Towards Technology." In Learning and Collaboration Technologies. Learning and Teaching, 26–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91152-6_3.

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Choi, Byungdo, and Chonggun Kim. "A Learning Attitude Evaluation System for Learning Concentration on Distance Education." In Computational Science and Its Applications - ICCSA 2006, 808–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11751632_87.

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Boticario, Jesus G., and Elena Gaudioso. "Towards personalized distance learning on the web." In Lecture Notes in Computer Science, 740–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/bfb0100541.

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Strongman, Luke. "Towards a Unified Concept of Distance Learning." In Re-imagining the Creative University for the 21st Century, 71–82. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-458-1_5.

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Siemsen, Sabine, and William Yu Chung Wang. "Towards a New Learning Culture in Distance Education." In Communications in Computer and Information Science, 72–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62743-4_7.

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Rouhani, Majid, and Victor Jørgensen. "In-Service Teachers’ Attitude Towards Programming for All." In Ludic, Co-design and Tools Supporting Smart Learning Ecosystems and Smart Education, 149–62. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3930-2_12.

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Brandstätter, Andreas, Scott A. Smolka, Scott D. Stoller, Ashish Tiwari, and Radu Grosu. "Towards Drone Flocking Using Relative Distance Measurements." In Leveraging Applications of Formal Methods, Verification and Validation. Adaptation and Learning, 97–109. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19759-8_7.

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Conference papers on the topic "Attitude Towards Distance Learning"

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Daukšaitė-Kolpakovienė, Aurelija. "UNIVERSITY STUDENTS’ ATTITUDE TOWARDS BLENDED AND DISTANCE LEARNING CLASSES OF ENGLISH." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0563.

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Dincer, Nazmi, and Ali Şimşek. "ONLINE LEARNING READINESS AND ATTITUDES TOWARDS DISTANCE EDUCATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0871.

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Movkebayeva, Z. A., G. N. Zholtaeva, and D. S. Khamitova. "Teachers’ Attitude Towards Disabled Students of Distance Learning Departments at Higher Educational Institutions." In Proceedings of the First International Volga Region Conference on Economics, Humanities and Sports (FICEHS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aebmr.k.200114.090.

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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.

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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Katalnikova, Sabina, Diana Zagulova, Natalya Prokofjeva, Anastasija Špakova, Viktorija Ziborova, and Alexander Averin. "Forced distance learning in Covid-19: peculiarities of the position of lecturers, students of IT and humanitarian specialties." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13057.

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This research examines the attitude of faculty lectors, Information Technology students (IT) and humanitarian students (HS) towards the aspects of forced distance learning (DL) due to Covid-19. About 70% of the surveyed IT students and 50% of HS believe that DL can fully replace face-to-face classes and completely switch to DL, about 70% of lecturers have the opposite opinion. At the same time, IT had a 4.5 times higher chance of a positive attitude towards the transition to DL than HS. The majority of all respondents consider that their own notes are important and that classroom learning is better than online. At the same time, among IT that are ready to switch to DL, 69.03% believe that the perception of educational material is better in the classroom. Fewer IT students (30.1%) than HS (68.2%) and lecturers (100%) consider that printed textbooks are important. About 70-90% of students consider that the following DL disadvantages are important: communication difficulties, cocial isolation, the need of self-discipline and self-motivation and fears that the employer will not appreciate the knowledge gained from DL. For the majority of IT, lack of student events is significant, and for the majority of HS,
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Barnová, Silvia, Slávka Krásna, Gabriela Gabrhelová, Denisa Petríková, and Simon Brunovský. "DEVELOPMENT OF SECONDARY SCHOOL STUDENTS’ ATTITUDES TOWARDS DISTANCE LEARNING DURING THE COVID-19 PANDEMIC." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1720.

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Tran, Minh Uyen Ky. "The Attitudes Towards Distance Learning of Ton Duc Thang University Students and Teachers." In 17th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210226.020.

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Ordóñez, Xavier Giovanni, and Sonia Janeth Romero. "Scale of Attitudes Towards ICT (SATICT): Factor Structure and Factorial Invariance in Distance University Students." In CARMA 2016 - 1st International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/carma2016.2016.3114.

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Attitudes Towards Information and Communication Technology (ICT) are preconceived beliefs about influence of the ICT tools in the process of learning. Studies carried out in this area shows that attitudes may influence cognitive and learning processes and also motivation of students. Despite its importance, very few instruments have been proposed to measure student attitudes, and none analyzes the factor structure or the factorial invariance of the scores, for that reason, the aim of the present study is to analyze the factor structure of SATICT, a new instrument proposed to measure the attitudes towards ICT on distance university students. A second aim is to test the factorial invariance across gender and educational level in a sample of 1080 university students of Madrid Open University using multi-group CFA. The results provide high support of the proposed factor structure with significant loadings and adequate model fit, however, the results also showed that factor structure couldn't be considered invariant across groups.
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Stramkale, Ligita. "The Independence of Primary School Students in Learning Music at a Distance during Covid-19 Pandemic." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.022.

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As a result of the Covid-19 pandemic, the primary school students were forced to study at a distance of two and a half months starting from mid-March 2020. There was a situation where students had to learn music independently more than they had done so far. The study aims to determine 2nd and 3rd grade students’ perspectives on independent distance learning of music during the Covid-19 pandemic. To achieve the aim of the study, previous researches on this issue were analysed, as well as an empirical study was carried out. The study involved 105 (N=105) primary school students in grades 2-3 and occurred in the second term of the 2019/2020 school year in a public primary school located in Riga. A questionnaire consisting of 20 statements was conducted to determine students’ perspectives on music distance learning independently. The twenty statements were divided into four groups: students’ independence, provision of technical aids, difficulties and attitude. The study revealed that the students’ skills to find and complete the tasks that are given by the teacher in the E-class are at a middle level. The students assessed their ability to learn to sing songs and perform music listening tasks independently at a high level. The students mostly used computers or mobile phones when they learned music at a distance. However, the majority of students faced a lack of technical aids. The study found out that complete music listening task was the easiest for the students, but a little harder was learning to sing songs. The most difficult part of learning for students was to complete a writing task because the possibility of printing it was limited. The students rated their attitude towards music distance learning independently at a middle level. Many students missed the presence of their teachers and longed for social activities in the classroom. The study concluded that there is a significant difference between 2nd and 3rd grade students’ skills to find independently the tasks sent by the teacher. Moreover, the 3rd grade students wanted to learn music independently at a distance more than the 2nd grade students did. The study provides evidence-based data on primary school students’ readiness to learn music independently at a distance.
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Kharaishvili, Eter, and Nino Lobzhanidze. "Youth Attitudes towards Distance Learning: Challenges and Opportunities for Sustainable Education - Case of Georgia." In V International Scientific Congress SOCIETY OF AMBIENT INTELLIGENCE. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011366300003350.

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Reports on the topic "Attitude Towards Distance Learning"

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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Kanwar, Asha. Towards Innovative Leadership. Commonwealth of Learning, August 2022. http://dx.doi.org/10.56059/11599/4075.

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Presented by Professor Asha Kanwar, COL President & CEO, at the Fourth Pan-Commonwealth Training Programme on Women and Leadership in Open and Distance Learning in collaboration with Wawasan Open University in Penang, Malaysia, on 1 August 2022.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Führ, Martin, Julian Schenten, and Silke Kleihauer. Integrating "Green Chemistry" into the Regulatory Framework of European Chemicals Policy. Sonderforschungsgruppe Institutionenanalyse, July 2019. http://dx.doi.org/10.46850/sofia.9783941627727.

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20 years ago a concept of “Green Chemistry” was formulated by Paul Anastas and John Warner, aiming at an ambitious agenda to “green” chemical products and processes. Today the concept, laid down in a set of 12 principles, has found support in various arenas. This diffusion was supported by enhancements of the legislative framework; not only in the European Union. Nevertheless industry actors – whilst generally supporting the idea – still see “cost and perception remain barriers to green chemistry uptake”. Thus, the questions arise how additional incentives as well as measures to address the barriers and impediments can be provided. An analysis addressing these questions has to take into account the institutional context for the relevant actors involved in the issue. And it has to reflect the problem perception of the different stakeholders. The supply chain into which the chemicals are distributed are of pivotal importance since they create the demand pull for chemicals designed in accordance with the “Green Chemistry Principles”. Consequently, the scope of this study includes all stages in a chemical’s life-cycle, including the process of designing and producing the final products to which chemical substances contribute. For each stage the most relevant legislative acts, together establishing the regulatory framework of the “chemicals policy” in the EU are analysed. In a nutshell the main elements of the study can be summarized as follows: Green Chemistry (GC) is the utilisation of a set of principles that reduces or eliminates the use or generation of hazardous substances in the design, manufacture and application of chemical products. Besides, reaction efficiency, including energy efficiency, and the use of renewable resources are other motives of Green Chemistry. Putting the GC concept in a broader market context, however, it can only prevail if in the perception of the relevant actors it is linked to tangible business cases. Therefore, the study analyses the product context in which chemistry is to be applied, as well as the substance’s entire life-cycle – in other words, the six stages in product innovation processes): 1. Substance design, 2. Production process, 3. Interaction in the supply chain, 4. Product design, 5. Use phase and 6. After use phase of the product (towards a “circular economy”). The report presents an overview to what extent the existing framework, i.e. legislation and the wider institutional context along the six stages, is setting incentives for actors to adequately address problematic substances and their potential impacts, including the learning processes intended to invoke creativity of various actors to solve challenges posed by these substances. In this respect, measured against the GC and Learning Process assessment criteria, the study identified shortcomings (“delta”) at each stage of product innovation. Some criteria are covered by the regulatory framework and to a relevant extent implemented by the actors. With respect to those criteria, there is thus no priority need for further action. Other criteria are only to a certain degree covered by the regulatory framework, due to various and often interlinked reasons. For those criteria, entry points for options to strengthen or further nuance coverage of the respective principle already exist. Most relevant are the deltas with regard to those instruments that influence the design phase; both for the chemical substance as such and for the end-product containing the substance. Due to the multi-tier supply chains, provisions fostering information, communication and cooperation of the various actors are crucial to underpin the learning processes towards the GCP. The policy options aim to tackle these shortcomings in the context of the respective stage in order to support those actors who are willing to change their attitude and their business decisions towards GC. The findings are in general coherence with the strategies to foster GC identified by the Green Chemistry & Commerce Council.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Adegoke, Damilola, Natasha Chilambo, Adeoti Dipeolu, Ibrahim Machina, Ade Obafemi-Olopade, and Dolapo Yusuf. Public discourses and Engagement on Governance of Covid-19 in Ekiti State, Nigeria. African Leadership Center, King's College London, December 2021. http://dx.doi.org/10.47697/lab.202101.

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Numerous studies have emerged so far on Covid-19 (SARS-CoV-2) across different disciplines. There is virtually no facet of human experience and relationships that have not been studied. In Nigeria, these studies include knowledge and attitude, risk perception, public perception of Covid-19 management, e-learning, palliatives, precautionary behaviours etc.,, Studies have also been carried out on public framing of Covid-19 discourses in Nigeria; these have explored both offline and online messaging and issues from the perspectives of citizens towards government’s policy responses such as palliative distributions, social distancing and lockdown. The investigators of these thematic concerns deployed different methodological tools in their studies. These tools include policy evaluations, content analysis, sentiment analysis, discourse analysis, survey questionnaires, focus group discussions, in depth-interviews as well as machine learning., These studies nearly always focus on the national government policy response, with little or no focus on the constituent states. In many of the studies, the researchers work with newspaper articles for analysis of public opinions while others use social media generated contents such as tweets) as sources for analysis of sentiments and opinions. Although there are others who rely on the use of survey questionnaires and other tools outlined above; the limitations of these approaches necessitated the research plan adopted by this study. Most of the social media users in Nigeria are domiciled in cities and their demography comprises the middle class (socio-economic) who are more likely to be literate with access to internet technologies. Hence, the opinions of a majority of the population who are most likely rural dwellers with limited access to internet technologies are very often excluded. This is not in any way to disparage social media content analysis findings; because the opinions expressed by opinion leaders usually represent the larger subset of opinions prevalent in the society. Analysing public perception using questionnaires is also fraught with its challenges, as well as reliance on newspaper articles. A lot of the newspapers and news media organisations in Nigeria are politically hinged; some of them have active politicians and their associates as their proprietors. Getting unbiased opinions from these sources might be difficult. The news articles are also most likely to reflect and amplify official positions through press releases and interviews which usually privilege elite actors. These gaps motivated this collaboration between Ekiti State Government and the African Leadership Centre at King’s College London to embark on research that will primarily assess public perceptions of government leadership response to Covid-19 in Ekiti State. The timeframe of the study covers the first phase of the pandemic in Ekiti State (March/April to August 2020).
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