Relevant bibliographies by topics / Capricornia School of Distance Education

Academic literature on the topic 'Capricornia School of Distance Education'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Capricornia School of Distance Education"

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McKinnon, David H. "Distance/Internet Astronomy Education." Highlights of Astronomy 13 (2005): 1037–40. http://dx.doi.org/10.1017/s1539299600018050.

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This paper briefly reports two major programs being operated by Charles Sturt University, Bathurst: the Cosmology Distinction Course for gifted and talented senior high school students and the CSU Remote Telescope Project for upper-elementary and lower secondary school students.
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Sanyal, Amlan, and Debangshu Kundu. "DISTANCE EDUCATION - The School of Tomorrow." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2592–602. http://dx.doi.org/10.15864/ijelts.3411.

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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.

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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.

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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment. Keywords: Distance education, teacher opinions, primary school teachers;
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Senturk, Sener, Volkan Duran, and Ali Yilmaz. "The Secondary School Students’ Opinions on Distance Education." Journal of Education and e-Learning Research 7, no. 4 (2020): 360–67. http://dx.doi.org/10.20448/journal.509.2020.74.360.367.

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Vorona, Larysa. "Distance learning in out-of-school education institutions." Human Studies. Series of Pedagogy, no. 44 (2021): 30–35. http://dx.doi.org/10.24919/2413-2039.12/44.4.

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Hawkes, Mark. "Criteria for Evaluating School-Based Distance Education Programs." NASSP Bulletin 80, no. 581 (September 1996): 45–52. http://dx.doi.org/10.1177/019263659608058115.

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Gluzman, Iulia V., Vladimir A. Vishnevskij, Elena E. Bodrova, Galina I. Gribkova, Anton Z. Izmailov, and Irina M. Naumenko. "Distance learning in russian higher school." Laplage em Revista 6, Extra-C (December 30, 2020): 143–51. http://dx.doi.org/10.24115/s2446-622020206extra-c636p.143-151.

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The article is devoted to reforming of the higher education system, which is associated with technological and technical changes, namely, distance learning. The authors emphasize that the distance learning at the university makes education more open and mobile, but interindividual computer-mediated communication not only contributes to the design of a high-quality information educational space of higher school, forming the information culture of the actors of the educational process, but also causes a huge number of risks: informational, organizational, technical, psychological, health risks. As a result of the analysis, the authors concluded that certain elements of distance technologies can strengthen the education system, but a complete distance will exclude the social component from educational practices, which will entail a deformation of society.
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Wyrick, David L., Melodie Fearnow-Kenney, Cheryl Haworth Wyrick, Muhsin Michael Orsini, Robert W. Strack, and Jeffrey J. Milroy. "Going the Distance: Delivery of High School Drug Prevention via Distance Education." American Journal of Distance Education 24, no. 3 (August 25, 2010): 151–62. http://dx.doi.org/10.1080/08923647.2010.500251.

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Kaminskienė, Lina, and Yi Chu Ling. "CHALLENGES OF DISTANCE EDUCATION DURING THE SCHOOL LOCKDOWN: THE LITHUANIAN SCHOOL LEADERS’ PERSPECTIVE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 127–34. http://dx.doi.org/10.17770/sie2021vol5.6390.

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The COVID19 pandemic has caused massive disruption in education practices worldwide and Lithuania was no exception. This article investigates how this period of uncertainties has been perceived by Lithuanian schools during school lockdown. The study aimed to explore the challenges that Lithuanian schools faced and how distance education practices has been reconsidered during school lockdown. The research was based on a survey of 406 sampled school leaders of public education institutions in Lithuania conducted two months into the first nationwide lockdown in spring 2020. This paper aims to discuss the challenges of distance education from the perspective of school leaders, and to link the findings of the study to recent studies related to schools’ responses to the pandemic situation. The survey responses indicated that schools initially focused on the organisation of staff training and technological preparation to start distance education during the first two weeks of lockdown. Their focus two months into the process shifted towards tackling challenges on students' responsiveness and assessment of students' achievements during distance education. Challenges are perceived as opportunities for reflection and growth, re-examine current institution strengths and weaknesses, and reconsolidate with the school communities in prioritising what the utter function in education is.
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Dissertations / Theses on the topic "Capricornia School of Distance Education"

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Koczela, Diane M. Walsh Dennis J. "Promoting distance education at Naval Postgraduate School /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA311277.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1996.
Thesis advisor(s): Ted Lewis, James C. Emery. "March 1996." Bibliography: p. 125-127. Also available online.
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Koczela, Diane M., and Dennis J. Walsh. "Promoting distance education at Naval Postgraduate School." Thesis, Monterey, California. Naval Postgraduate School, 1996. http://hdl.handle.net/10945/32172.

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This thesis defines and supports five recommendations for Naval Postgraduate School (NPS) to promote its distance education program. The research and interviews in this study were primarily done to find the current barriers and requirements needed to conduct distance education on a larger scale. The research began with defining the Department Chairmen's concerns with distance education at NPS. Each recommendation, developed from the concerns is supported by interviews with Department Chairmen, Educators, and Administrators as well as literary findings. Implementation requirements and benefits to both the DON and NPS are also provided for each recommendation. The first recommendation this thesis supports is for NPS to develop a mission and vision statement for distance education. The second is to establish a NPS Distance Education Support Center to centralize campus efforts in distance education. The third recommendation is to institute a NPS Distance Education Marketing Plan to find potential customers and increase distance education interest on campus. The fourth recommendation is for NPS to immediately determine the cost for distance education in order to request additional funding from DON. Finally, the study recommends NPS begin a pilot program as a model for future distance education for active duty officers in the fleet. The proposed pilot program presented in this study is with HSL-41, a LAMPS Mark-III Squadron. With these recommendations, this thesis looks to make NPS the 'Navy's Distance Education University.' This study concludes with a time-line for implementing these recommendations.
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Murphy, Kathy. "Factors Associated with Successful High School Distance Education Programs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1025.

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The purposes of this research project were to identify the extent to which online courses are available to high school students in Tennessee, to describe the characteristics of current online programs, to identify barriers to the implementation of online courses in school systems that are not currently offering such programs, and to offer recommendations that could facilitate implementation of these programs. The research went in two directions. A study of past and current online educational programs was completed in order to learn the nature of successful programs across the country. Then, a survey was constructed and sent to appropriate technology personnel in Tennessee schools to evaluate both their current online programs and to determine those needed in the state. There are only two school systems in Tennessee that allow students to earn online credits to be used towards high school graduation. One is a larger school system and the other is a medium sized school system; both are in the eastern region of the state. One survey respondent summed it up by saying: I really think the State Department of Education should step up and provide some direction. Florida has a vanguard program; I’d like to see the same type of program implemented in Tennessee. If individual school districts are left to design their own programs, then there is going to be a lot of duplicated effort, a wide range of implementation strategies, and varying degrees of quality. That’s likely to breed confusion and disillusionment.
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Oswald, Edward. "Law School Deans and Distance Education: A Phenomenographical Study." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/116.

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This applied dissertation was designed to determine the variations in law school deans’ conceptions of distance education (DE) as an educational model within the American Bar Association (ABA) accredited law school. Currently, not a single ABA-accredited law school offers a plan of study for completion of a Juris Doctor (JD) degree utilizing the DE educational model. The law school dean is an essential opinion leader providing leadership for all stakeholders of the law school. Gaining a better understanding of law school deans’ perceptions towards DE is critical if DE is to become an accepted educational model in ABA-accredited legal education. Nineteen deans of ABA-accredited law schools from every region of the country were interviewed. The phenomenographic qualitative approach was utilized in the study, which seeks to explain variation in understanding a phenomenon among a set of participants. In phenomenographic research, all interviews are transcribed verbatim, and the transcripts became the central focal point of analysis in the investigation. The participants were treated as a group, and the goal of the data analysis was to identify variations in the phenomenon across the group, not between individual participants in the group. The construction approach was used to develop the categories of description. As a theoretical framework, Rogers’s perceived attributes theory was used to develop the categories of description in the analysis of the verbatim transcripts. The findings indicated that the variation in conceptions of ABA-accredited law school deans towards DE could be determined by the 5 constructs of Rogers’s perceived attributes theory: relative advantage, compatibility, complexity, trialability, and observability.
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Hays, Darren G. "An assessment of distance education programming for St. Elias Community School." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ49182.pdf.

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Pugh, Christina Elizabeth. "Wood Magic Program: A Distance Education Perspective." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/42756.

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Research has shown that widespread misperceptions prevail regarding the use and sustainability of Americaâ s forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis. An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program. A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources.
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Mulvenna, Kevin C. "A comparison study between on-line & traditional courses taught by Milwaukee Area Technical College's adult high school." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000mulvennak.pdf.

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Lugar, Debbie Jean. "Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3457.

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To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course design and facilitation. High school students enrolled in the courses often did not successfully complete them, which obstructed the mission of the consortium. The purpose of this qualitative single critical case study was to explore teachers' experiences with and perceptions of designing and developing online courses without accompanying professional development. The iNACOL National Standards for Quality Online Courses (v2) and technological, pedagogical, content knowledge (TPACK) served as the conceptual frameworks for the study. Five teachers who developed and facilitated an online course for the consortium, without companion professional development, volunteered to be interviewed. Data were reduced using NVivo software and analyzed using a priori codes based on NACOL standards then open-coded for emerging themes. Results indicated that other than content expertise, teachers did not believe they had sufficient competencies in any of the areas identified in the iNACOL standards. Based on these results, an online professional development course for teachers was designed to provide introductory training and to model elements of quality online course design using the Moodle learning management system. Positive social change may be achieved if teachers have the knowledge and skills required to develop high-caliber, innovative, and convenient education opportunities that encourage students' course completion which leads to learning and academic success.
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Walker, Brian Alexander. "Using information technology to promote community for the North Island Distance Education School." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ49238.pdf.

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Parrott, Deborah J., and Joanna M. Anderson. "Distance Education Faculty and Librarian Collaboration: Developing Technological Skills of School Librarian Candidates." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/382.

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LibGuides, as a method of creating pathfinders for instruction of information literacy and content management has long been used by academic libraries, but has not been widely used by school libraries. This article describes a collaborative plan between a distance education librarian and a professor of school library media using LibGuides to overhaul a print pathfinder project in a reference sources for youth course. The methodology, results of the products, and student feedback from the assignment are discussed. The project exemplifies potential collaborative efforts between academic distance education librarians and school library media instructors.
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Books on the topic "Capricornia School of Distance Education"

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Keegan, Desmond. Foundations of distance education. 3rd ed. London: Routledge, 1996.

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Keegan, Desmond. Foundations of distance education. 2nd ed. London: Routledge, 1990.

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K, Albiston Steven, ed. Completing graduate school long distance. Thousand Oaks, Calif: Sage Publications, 1998.

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The foundations of distance education. London: Croom Helm, 1986.

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Regional Seminar on Distance Education (1996 Bangkok, Thailand). Distance education for primary school teachers: Papers and proceedings of the Regional Seminar on Distance Education. Manila: Asian Development Bank, 1997.

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Ostendorf, Virginia A. What every principal, teacher, and school board member should know about distance education. Littleton, Colo. (P.O. Box 2896, Littleton 80161-2896): V.A. Ostendorf, Inc., 1989.

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Services, Alberta School Buildings. Distance education: A program and facility study. [Edmonton, Alta.]: Alberta Education, School Buildings Services, 1988.

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Setzer, J. Carl. Distance education courses for public elementary and secondary school students: 2002-03. Washington, DC: National Center for Education Statistics, 2005.

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Sujāta, Ke. Distance education at secondary level in India: The National Open School. Paris: UNESCO, International Institute for Educational Planning, 2002.

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Winborne, Charles B. End of ignorance: The strategic emergence of new virtual school. New York: IUniverse, Inc., 2003.

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Book chapters on the topic "Capricornia School of Distance Education"

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Meletiou-Mavrotheris, Maria, and Ana Serradó. "Distance Education of Statistics Teachers." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education, 383–94. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_36.

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Giang, Christian, and Lucio Negrini. "Educational Robotics in Online Distance Learning: An Experience from Primary School." In Robotics in Education, 34–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82544-7_4.

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Latchem, Colin. "Out-of-School Children and Youth." In Open and Distance Non-formal Education in Developing Countries, 63–75. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6741-9_8.

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Graf, Klaus-Dieter, and Kiyoshi Yokochi. "Educational experiments of distance learning and reorganisation of mathematics education." In Information and Communications Technologies in School Mathematics, 265–74. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_32.

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Barišić, Srđan, and Vladimir Jevtić. "The Politicization of Religion and Ethnic Distance in Serbian School Textbooks." In Education in Post-Conflict Transition, 231–50. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_11.

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Dotson, Kaye B., and Kylie P. Dotson-Blake. "School Library Media Specialists and School Counselors: Collaborative Partners to Expand Distance Education Opportunities for High School Students." In Educational Media and Technology Yearbook, 151–61. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-1516-0_11.

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Henriksson, Greger, Judith Kupersmidt, and Minna Räsänen. "A Day at the School of Opera – Less Travel through Distance Education?" In Nachhaltigkeit in der Wirtschaftskommunikation, 191–214. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-03452-8_9.

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Santos, Teresa, Palmira Alves, and Susana Sá. "Contribution of the Emergence of Distance Learning in Times of the COVID-19 Pandemic: Perspectives of Pre-school and Primary School Teachers." In Perspectives and Trends in Education and Technology, 871–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5063-5_72.

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Lee, Jihyun. "Flipped Learning." In Handbook of Open, Distance and Digital Education, 1–18. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_69-1.

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AbstractFlipped learning (FL) began as a local trial strategy in a US high school in 2012 and in less than 10 years has exploded in popularity, among both educational practitioners and researchers, and has now been extensively recognized and implemented at all levels of education across the world. This chapter will discuss what is known from current FL literature, what the practical implications are from this literature, what gaps exist within FL research and between FL research and practices, and how those gaps should be addressed. This chapter begins with the definition and continues discussing history and supporting theories of flipped learning and its effectiveness, affecting factors, challenges, and possible solutions from current literature. In addition, as a modified version of traditional flipped learning, a fully online flipped learning model, bichronous online learning, and HyFlex learning are introduced. This chapter concludes with future research directions.
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Lee, Jihyun. "Flipped Learning." In Handbook of Open, Distance and Digital Education, 1179–96. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_69.

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AbstractFlipped learning (FL) began as a local trial strategy in a US high school in 2012 and in less than 10 years has exploded in popularity, among both educational practitioners and researchers, and has now been extensively recognized and implemented at all levels of education across the world. This chapter will discuss what is known from current FL literature, what the practical implications are from this literature, what gaps exist within FL research and between FL research and practices, and how those gaps should be addressed. This chapter begins with the definition and continues discussing history and supporting theories of flipped learning and its effectiveness, affecting factors, challenges, and possible solutions from current literature. In addition, as a modified version of traditional flipped learning, a fully online flipped learning model, bichronous online learning, and HyFlex learning are introduced. This chapter concludes with future research directions.
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Conference papers on the topic "Capricornia School of Distance Education"

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Hyksová, Hana, and Veronika Stoffová. "DISTANCE LEARNING AT PRIMARY SCHOOL." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1375.

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Barnová, Silvia, Slávka Krásna, Ladislav Zapletal, and Gabriela Gabrhelová. "DISTANCE TEACHING FROM THE PERSPECTIVE OF SECONDARY SCHOOL TEACHERS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1593.

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Wardhani, Novia Wahyu. "The Effectiveness of Distance Learning for Elementary School." In The 5th Progressive and Fun Education International Conference (PFEIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201015.018.

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Kroupova, Bohumila. "On-line experiments at primary school." In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0078360.

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do Nascimento, Mariana R., Andrea P. Mendonca, Dalton D. S. Guerrero, and Jorge C. A. de Figueiredo. "Teaching programming for high school students: A distance education experience." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673642.

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Ismagilova, Gulyusa, and D. Shakirova. "TEACHING FOREIGN LANGUAGES IN A SECONDARY SCHOOL WITH DISTANCE EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.2174.

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Ausiello, Gigliola, Manuela Compagnone, Adele Palomba, Immacolata Piscopo, and Francesco Sommese. "SCHOOL CONSTRUCTION SITES... AT HOME. MANUAL SKILL IN DISTANCE TEACHING EXPERIENCES." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1808.

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Hyksova, Hana. "EXPERIENCES OF PUPILS AND TEACHERS WITH DISTANCE EDUCATION AT PRIMARY SCHOOL." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1357.

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Ngwenya, Elkana. "Factors affecting school activities of teachers in Tasmania." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606019.

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Masopust, Pavel, Jiří Kohout, Marie Mollerová, Zdeňka Kielbusová, Jan Slavík, Pavel Kratochvíl, and Lukáš Feřt. "Preconceptions in physics among pupils in primary school." In DIDACTIC TRANSFER OF PHYSICS KNOWLEDGE THROUGH DISTANCE EDUCATION: DIDFYZ 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0087162.

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Reports on the topic "Capricornia School of Distance Education"

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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3

Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Carneiro, Pedro, Jishnu Das, and Hugo Reis. The Value of Private Schools: Evidence from Pakistan. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/091.

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Using unique data from Pakistan, we estimate a model of demand for differentiated products in 112 rural education markets with significant choice among public and private schools. Families are willing to pay substantially for reductions in distance to school, but in contrast, price elasticities are low. Using the demand estimates, we show that the existence of a low fee private school market is of great value for households in our sample, reaching 2 percent to 7 percent of annual per capita expenditure for those choosing private schools.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

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Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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7

Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.

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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.
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Холошин, Ігор Віталійович, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Катерина Олегівна Шмельцер. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. CEUR-WS.org, 2018. http://dx.doi.org/10.31812/123456789/3258.

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Abstract. The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and webapplications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Ekaterina O. Shmeltser. Cloud ArcGIS Online as an innovative tool for developing geoinformation competence with future geography teachers. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3263.

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The article dwells upon the scientifically relevant problem of using cloud-based GIS-technologies when training future geography teachers (based on ArcGIS Online application). The authors outline the basic principles for implementing ArcGIS Online in the educational process (interdisciplinary integration, the sequence of individualization in training, communicability, distance education and regional studies), and provide an example of an interactive map created with the help of the specified cloud GIS, since this kind of map is the most popular a form of research by geography students. In the article it is noted that integration of ArcGIS Online into the educational process allows the teacher to follow a clear pedagogical strategy, taking into account possible variants of its use (demonstration, direct mastering of GIS in a computer class and independent work in an individual mode). Considering cloud GIS as a new stage in the development of geoinformational education, the authors emphasize their key benefits (round-the-clock access, work with GIS package in the cloud, the ability to use other maps as well as the creation of their own maps and web-applications) and disadvantages (monetization of services, underestimation of the GIS role in the curriculum of the higher school, the lack of Ukrainian content, etc.).
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