Journal articles: '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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Aluko, Folake Ruth, and Motlalepule Ruth Mampane. "Students with Disabilities’ Access to Distance Education:." International Journal of African Higher Education 9, no. 1 (June 17, 2022): 94–115. http://dx.doi.org/10.6017/ijahe.v9i1.15237.

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There has been much debate on access and social justice, and the role ofdistance education in redressing social injustices. However, little is knownabout these issues in relation to students with disabilities. The South AfricanDepartment of Higher Education and Training’s Strategic Policy Frameworkon Disability for the Post-School Education and Training System aims to improvepeople with disabilities' access to and success in post-school education andtraining. The document notes that despite the ground gained in transforming the the country's higher education landscape, systematic, institutional and personal challenges persist in relation to integrating such students into postschool education and training. This article highlights the challenges typically encountered by students with disabilities despite policy responses and why these have not worked. It proposes transformational leadership nestled within Ubuntu to transform the issue of disability in post-school education and training and offers directions for further research directions. Key words: distance education; disability; access, social justice; Ubuntu;transformational leadership

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Auziņa, Ilze, and Zigmunds Buliņš. "Virtual Distance Lessons in Secondary School Teachers Continuous Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 339. http://dx.doi.org/10.17770/sie2012vol2.509.

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The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.

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Kornienko, A. "Distance learning in institutions of out-of-school education." Theoretical and Methodical Problems of Children and Youth Education, no. 24-1 (2020): 290–99. http://dx.doi.org/10.32405/2308-3778-2020-24-1-290-299.

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YANBAKAR, Eyüp, and Osman ASLAN. "OPINIONS OF SCHOOL MANAGERS ON THE DISTANCE EDUCATION PROCESS." SOCIAL SCIENCE DEVELOPMENT JOURNAL 7, no. 32 (July 15, 2022): 21–31. http://dx.doi.org/10.31567/ssd.660.

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The aim of the research is to reveal the opinions of school principals on distance education. Phenomenology design, which is one of the qualitative research methods, was used in the research. The study group of the research consists of 14 school principals working in primary, secondary and high schools located in Turhal district center of Tokat. The data of the study were collected with the form "School Administrators' Opinions (Interview Form) About Distance Education Process" developed by the researchers. The data obtained in the research were analyzed using the content analysis technique. As a result of the analyses, the opinions of the participants were expressed categorically and transformed into an interpretable form. In the research, being economical, eliminating time and space limitations, and providing individual study responsibility emerged as positive aspects of distance education, while measurement and evaluation could not be done instantly compared to face-to-face education, participation in the course was not at a sufficient level, insufficient infrastructure, lack of legislation and the most important managerial The lack of supervision emerged as its negative aspects. It has been concluded that distance education can only be used as a supportive system in environments where there are difficulties in conducting face-to-face education.

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Муковіз, Олексій, Вадим Веремієнко, and Віта Мельничук. "DISTANCE EDUCATION SYSTEM OF ELEMENTARY SCHOOL TEACHERS: THEORETICAL PRINCIPLES." Psychological and Pedagogical Problems of Modern School, no. 1 (September 16, 2019): 85–93. http://dx.doi.org/10.31499/2706-6258.1.2019.178130.

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Fornaciari, Charles J., Monique Forte, and Charles S. Mathews. "Distance Education as Strategy: How Can Your School Compete?" Journal of Management Education 23, no. 6 (December 1999): 703–18. http://dx.doi.org/10.1177/105256299902300608.

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Celik, Birol, and Huseyin Uzunboylu. "High School Students’ Attitudes towards Distance Education: Comparative Study." Procedia - Social and Behavioral Sciences 197 (July 2015): 292–97. http://dx.doi.org/10.1016/j.sbspro.2015.07.139.

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Ludlow, Barbara L. "Distance Education Applications in Rural Special Education: Where We've Been and Where We're Going." Rural Special Education Quarterly 14, no. 2 (June 1995): 47–52. http://dx.doi.org/10.1177/875687059501400208.

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In the last decade, distance education applications in rural special education have expanded rapidly with the growing use of telecommunications technologies. Distance education has been used in direct service programs for students with special needs in rural school systems, in preservice personnel preparation programs, and in inservice training programs for teachers working in rural areas. State educational agencies, colleges and universities, and regional and local school districts all have implemented distance education efforts to support rural special education using a variety of new technologies. Distance education will continue to offer exciting opportunities in which the needs of pupils, preservice students, and inservice teachers will be met as telecommunications technologies become more widely available and organizational constraints are eliminated.

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Danilov, Oleg Yevgenievich. "DISTANCE LEARNING IN SECONDARY VOCATIONAL EDUCATION." Chronos 7, no. 7(69) (September 13, 2022): 8–11. http://dx.doi.org/10.52013/2658-7556-69-7-3.

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The article examines the disciplinary nature of the modern education system, mainly based on the symbolic representation of knowledge. The specificity of secondary vocational education is noted, which consists in its practical orientation, inherited from the institute of apprenticeship (old vocational school). It is pointed out that this property of secondary vocational education is an obstacle to the use of exclusively distance learning in it.

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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Rapport in distance education." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 167. http://dx.doi.org/10.19173/irrodl.v13i1.1057.

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<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>

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Chizengo-Thawani, Annie Tamara, and Lester Brian Shawa. "Institutional Organisation of Distance Secondary School Teacher Training in Malawi:." International Journal of African Higher Education 9, no. 2 (July 13, 2022): 40–57. http://dx.doi.org/10.6017/ijahe.v9i2.15369.

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There is a paucity of research on the institutional organisation of distance education. This article stems from a larger project that explored the learning implications of distance secondary school teacher training in Malawi. Drawing on the industrial education theory, it focuses on the nature of institutional organisation of distance teacher training at Domasi College of Education and Mzuzu University. Data were collected by means of semi-structured in-depth interviews with two administrators and two instructors, as well as document analysis. This study revealed challenges relating to the one-size-fits-all approach to the institutional organisation of distance teacher training in terms of distance education systems; their functions and coordination; documentation of plans; and instructional material design. This points to a lack of lucid planning for open and distance education in Malawi. Based on the findings, recommendations are offered to improve the country’s distance education system. Key words: Institutional organisation, distance secondary school teacher training, Malawi

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Plavsic, Sanja Kupesic. "Distance Learning at Ian Donald School." Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, no. 3 (2013): 280–91. http://dx.doi.org/10.5005/jp-journals-10009-1295.

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ABSTRACT Leadership and directors of Ian Donald Inter-University School of Medical Ultrasound are aware of the importance and complexity of ultrasound education. Web-based learning is perceived by adult learners as a better strategy of assimilating information, because it can be accessed anytime and anywhere. At the time of global conference an update about the progress of our distance learning program will be provided. How to cite this article Kupesic PS. Distance Learning at Ian Donald School. Donald School J Ultrasound Obstet Gynecol 2013;7(3):280-291.

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Marchenko, Galina, Svetlana Murzina, Sergey Timofeev, and Kseniya Vodopyanova. "Digitalization of education: advantages and problems." E3S Web of Conferences 273 (2021): 12058. http://dx.doi.org/10.1051/e3sconf/202127312058.

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The study is devoted to the problem of the increasing the influence of the distance learning format of education on students of different ages. The changes taking place in the modern world influense greatly on modern trends in the development of the education system. It is necessary to pay attention to particularities of person interaction with information and communication technologies, especially in the field of education. The aim of our investigation was to reveal the features of the influence of the distance learning format of education on schoolchildren middle and high school. To achieve this goal, sociological research methods such as questionnaires and interviews were applied. The results allowed us to conclude that younger students have more problems during distance learning such as: understanding new material, deficiency of attention, technical problems with computer, while teenagers and high school students handle with it more effectively. These data results will help modernize the educational process and make distance learning for schoolchildren easier and understandable, espessially for primary school students.

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Barter, Barbara G. "Rural Schools and Distance Education." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 33–45. http://dx.doi.org/10.4018/jicte.2011010104.

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In 2006, the author began research on current issues in rural education in which teachers recounted narratives of teaching. As deficits, they spoke of an inability to retain teachers, too little diversity in student programming, and lack of access to extra-curricular activities. They also noted challenges brought on by education reform that increased the use of distance education and long distance bussing. Positively, teachers mentioned how much they cared about their students and their school. They were proud of how they worked hard to meet student and community needs. This paper discusses teacher experiences with distance education and the use of the technology required for the delivery of such programs. Teachers urged that distance education must hold a dominant place of importance in the delivery of a well-rounded education to children in rural areas but that such a focus also requires a variety of supports to schools.

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Railienė, Asta, Odeta Merfeldaite, and Romas Prakapas. "COVID-19 Lessons: Experience in Organization of Distance Pre-school Education." Digital Education Review, no. 40 (December 27, 2021): 141–53. http://dx.doi.org/10.1344/der.2021.40.141-153.

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The article focuses on the analysis of new experience in the national context, i.e. the organisation of distance education in preschool education and the challenges in application of the innovation, when the implementation as such is not planned and modelled for getting ready for it in advance. In Lithuania, before the COVID-19 pandemic, distance education in preschool education, which is meant to prepare a child for school, was not applied, there were no specific guidelines, tested teaching platforms or pedagogic practices. The study deals with the results of focus groups research performed in June 2020, designated for discussing of experiences of the Lithuanian preschool education institutions in distance education gained during the quarantine (from 16/03/2020 to 29/05/2020). The performed analysis of experiences in the organisation of distant education in preschool education disclosed the essential challenges faced when applying this form of education in the education of six-year-old children. It has been established that the key challenges organizing distance education in preschool education are related to the lack of the IT solutions for distance education; the readiness of the participants of the education process for distance education and engagement in suchprocess of education, as well as the lack of support from national and regional institutions in the organisation of distance education. The results of research open possibilities for further researches, which are necessary for efficient and sustainable distance education integration into preschool education. In this context, explicit, deep research related to the analysis of appropriateness of distance education platforms in the early stage of age, search for didactic solutions of digital content for them and deep research into concrete implementation cases is necessary.

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Özer, Mahmut, Hayri Eren Suna, Petek Aşkar, and Zafer Çelik. "The Impact COVID-19 School Closures on Educational Inequalities." Journal of Humanity and Society (insan & toplum) 10, no. 4 (December 2020): 217–46. http://dx.doi.org/10.12658/m0611.

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During the new coronavirus pandemic, schools were closed suddenly in almost every country in the world, and education services continued with the distance education solutions. However, the consequences of the school closures, maintaining education services via distance education and the deprivation of other services provided by schools have not been adequately evaluated. In this study, the effects of school closures and distance education on families and students during the Covid-19 pandemic were reviewed. Parental involvement, physical and technological possessions at home, digital literacy levels of students and parents have become the main factors that determines the efficiency of distance learning during the pandemic. As a result, there is a possibility that inequalities in education will increase more in pandemic. Inequalities in education had an important impact on the unemployment and loss of income, learning loss of students and psychological conditions, reaching healthy nutrition, need for special education, and fragile students. Although distance education was considered as an opportunity to reduce learning loss of students due to school closures during the pandemic, unfortunately it also made possible to increase the inequalities in education during the pandemic period.

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Tarıyel qızı İbrahimova, Telli, and İradə Xəlil qızı Zamanova. "Current problems and new perspectives in distance education in general education." SCIENTIFIC WORK 80, no. 7 (July 17, 2022): 7–12. http://dx.doi.org/10.36719/2663-4619/80/7-12.

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Bu məqalənin məqsədi ümumtəhsil orta məktəb şagirdlərinin distant təhsil prosesi ilə ilk dəfə qarşılaşdıqları problemləri və distant təhsillə bağlı fikirlərini öyrənməkdir. Bu tədqiqat üçün təsviri tədqiqat modelindən istifadə edilmiş və nəticəni müəyyən etmək üçün nümunələrdən istifadə edilmişdir. Araşdırma Bakının 35 nömrəli və 164 nömrəli tam orta məktəblərdə təhsil alan 68 orta məktəb şagirdlərlə sorğu və müsahibə üsulu ilə aparılıb. Tədqiqat keyfiyyət tədqiqat metodlarının bir nümunəsi kimi aparılmışdır. Tədqiqat qrupu 2019-2020-ci tədris ilinin yaz dövründə məktəb müəllimləri və şagirdlərdən ibarət olub. Məlumatların təhlili zamanı məlum olub ki, şagirdlərin distant təhsillə bağlı fikirləri bağlı qərarsız idi, şagirdlərin qarşılaşdıqları əsas problemlər şəxsiyyətlərarası ünsiyyət və internetə qoşulma problemləri və distant təhsildənsə formal təhsilə üstünlük vermələri idi. Açar sözlər: distan təhsil, çətinliklər, baryerlər, praktiki təcrübə, yeni perespektivlər Telli Tariyel Ibrahimova Irada Khalil Zamanova Current problems and new perspectives in distance education in general education Abstract The purpose of this article is to study the problems faced by secondary school students for the first time in the process of distance education and their views on distance education. A descriptive research model was used for this study and samples were used to determine the outcome. The survey was conducted through a survey and interview with 68 secondary school students studying at secondary schools No. 35 and No. 164 in Baku. The study was conducted as an example of qualitative research methods. The research group consisted of school teachers and students in the spring of the 2019-2020 academic year. Key words:distance education, difficulties, barriers, practical experience, new perspectives

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Schlosser, Linda Kramer. "Teacher Distance and Student Disengagement: School Lives on the Margin." Journal of Teacher Education 43, no. 2 (March 1992): 128–40. http://dx.doi.org/10.1177/0022487192043002006.

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Hawkes, Mark L. "Evaluating School-Based Distance Education Programs: Some Thoughts About Methods." NASSP Bulletin 80, no. 582 (October 1996): 26–33. http://dx.doi.org/10.1177/019263659608058206.

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BAYRAM, Hüseyin. "CHALLENGES SECONDARY SCHOOL TEACHERS FACE DURING THE DISTANCE EDUCATION PROCESS." International Journal of Eurasian Education and Culture 6, no. 12 (January 1, 2021): 613–58. http://dx.doi.org/10.35826/ijoecc.306.

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Pang, Xiyu, and Cheng Wang. "Research and Practice on School-Enterprise Collaboration in Distance Education." Open Journal of Social Sciences 05, no. 05 (2017): 209–15. http://dx.doi.org/10.4236/jss.2017.55015.

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Muirhead, Brent. "Critical Thinking and Decision Making: Selecting A Distance Education School." i-manager's Journal on School Educational Technology 3, no. 1 (August 15, 2007): 22–25. http://dx.doi.org/10.26634/jsch.3.1.796.

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Irvin, Matthew J., Wallace H. Hannum, Claire de la Varre, Thomas W. Farmer, and Julie Keane. "Factors related to rural school administrators’ satisfaction with distance education." Distance Education 33, no. 3 (November 2012): 331–45. http://dx.doi.org/10.1080/01587919.2012.723163.

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Pittman, Von. "Distance Education Exchange: Waiter, There's a School in My University!" Journal of Continuing Higher Education 48, no. 1 (January 2000): 37–38. http://dx.doi.org/10.1080/07377366.2000.10400396.

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Cordes, Sarah A., Amy Ellen Schwartz, and Leanna Stiefel. "The Effect of Residential Mobility on Student Performance: Evidence From New York City." American Educational Research Journal 56, no. 4 (January 17, 2019): 1380–411. http://dx.doi.org/10.3102/0002831218822828.

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Residential mobility is likely to have consequences for student performance, but prior empirical work is largely correlational and offers little insight into its impacts. Using rich, longitudinal data, we estimate the effects of residential mobility on the performance of New York City public school students. Using both student fixed effects and instrumental variables approaches, we find that long-distance moves have negative effects, while short-distance moves improve student performance. These differential effects are partially, but not fully, explained by school mobility. Rather, the positive effects of short-distance moves may be explained by improvements in housing, while the negative impacts of long-distance moves may be explained by lower performance relative to school peers and loss of social capital.

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Karalar, Halit, and Sabri Sidekli. "Examining Primary School Teachers’ Attitudes Towards Distance Education in the COVID-19 Period." European Journal of Educational Sciences 8, no. 3 (September 30, 2021): 1–12. http://dx.doi.org/10.19044/ejes.v8no3a1.

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Due to pandemic effects all over the world, the sudden switch to distance education has doubtlessly affected primary schools more adversely in education. Concerning the pandemic period, this study aimed to examine primary school teachers' attitudes on distance education. More specifically, the survey study with 173 primary school teachers’ participation examined whether teachers' attitudes towards distance education have a meaningful difference in terms of gender, age, and teaching experience. The data which was collected via the “Attitude Scale on Distance Education” were analyzed through independent samples t-test and one-way analysis of variance (ANOVA). The results showed that there was no statistically significant difference between gender and primary school teachers' attitudes towards distance education; however, there is a statistically significant difference according to age and teaching experience. In addition, primary school teachers' attitudes towards distance education were negative. The possible reasons for these results were discussed and some implications were presented for research, practice, and policymakers.

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Cox, Carol Gordon, David White, Helen Brinson, and Debbie Ramey. "Distance learning: Health education for ninth-grade students." Journal of Telemedicine and Telecare 6, no. 2_suppl (August 2000): 8–10. http://dx.doi.org/10.1258/1357633001935752.

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A telehealth programme for schools was established by staff at the East Carolina University schools of nursing, health education, social work, nutrition, education and medicine, in conjunction with the Eastern Area Health Education Center. A health education curriculum was developed for rural high schools using the North Carolina Information Highway for delivery. A Web page provided additional resources for teachers, teenagers and health professionals. Four telehealth sessions were conducted over three years: two with the pilot school and two with a second school on-line simultaneously. A total of 76 ninth-grade students completed the courses. Evaluation indicated successful outcomes in student learning. Respondents to a follow-up survey of members of the first telehealth class had positive comments about the experience. Utilization of the Web page increased steadily from 1997.

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Teemant, Annela, Marvin E. Smith, Stefinee Pinnegar, and M. Winston Egan. "Modeling Sociocultural Pedagogy in Distance Education." Teachers College Record: The Voice of Scholarship in Education 107, no. 8 (August 2005): 1675–98. http://dx.doi.org/10.1177/016146810510700806.

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Increasing numbers of English as a second language (ESL) learners throughout the United States have created an urgent need for professional development for millions of teachers. Distance education offers an opportunity for high-quality professional development to be delivered to collaborative teams of teachers at local school sites. However, research has shown that effectively meeting the needs of second language learners requires sociocultural pedagogy. The challenge has been to develop an approach to distance education that attends to sociocultural perspectives of learning and models sociocultural pedagogy. In developing a bilingual/ESL endorsement program, teacher educators at Brigham Young University have met this challenge with the ProfessorsPlus model for sociocultural pedagogy in distance education. This article describes this innovative approach to distance education.

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Bogachkov, Iu N., I. N. Zakomirnyi, and P. S. Ukhan. "Distance learning support service for night general education schools." CTE Workshop Proceedings 3 (March 20, 2015): 260–63. http://dx.doi.org/10.55056/cte.275.

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The purpose of experiment is approbation of Moodle system for support of educational process in comprehensive night school for teaching of night-school students and external students http://moodle.virtualschool.org.ua/. The task of the study is working off (polishing) of procedures of training of teachers in remote work, development of educational content and test tasks, training of pupils in remote work. The object of research – technology of distance learning. The subject of research – estimation (assessment) of efficiency and organization of distant learning in secondary schools. The method of experimental research is used. Research is in the phase-forming stage. Training of teachers in remote work and development of tests are provided. The full set of thematic tests in all disciplines of high school is created. Training of pupils in the use of testing system is being provided. Collection of information about the course of resource use is organized. Development of educational content is started.

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Murray, Angela K., Katie Brown, and Patricia Barton. "Montessori Education at a Distance, Part 1." Journal of Montessori Research 7, no. 1 (May 19, 2021): 1–29. http://dx.doi.org/10.17161/jomr.v7i1.15122.

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The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents’ and caregivers’ involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children.

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Brumen, Mihaela, Špela Kovač Sanda, and Tomaž Bratina. "In-Person vs Distance - Perceptions of Foreign Language Teaching in Slovenian Primary Schools." New Educational Review 1, no. 67 (March 31, 2022): 132–43. http://dx.doi.org/10.15804/tner.22.67.1.10.

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Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.

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Ottley, Jennifer R., Christan Grygas Coogle, Jon Ryan Pigman, Doug Sturgeon, and Sara Helfrich. "Online Clinical Teacher Preparation Programs in Special Education: Perspectives and Critical Components." Journal of Special Education Technology 34, no. 4 (March 4, 2019): 239–52. http://dx.doi.org/10.1177/0162643419833069.

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Online special educator preparation programs are growing in prevalence and popularity. Yet, implementing a clinical model of special educator preparation within online programs can be challenging. In this study, we explored the perspectives of the clinical model from a distance for school-based teacher educators and administrators. We conducted a survey followed by focus group interviews to identify perspectives regarding the clinical model from a distance approach and the components of a distance preparation program perceived to be critical for effective clinical practice. School-based teacher educators and administrators had favorable views of the clinical model (including clinical coaching) from a distance, indicating both feasibility and acceptability. Many perceived technology-related challenges were malleable aspects of online preparation programs that university- and school-based teacher educators can plan for in the implementation of their online program and clinical practice from a distance.

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Blinov, D. M. "Educational animated videos in school education." Informatics in school, no. 1 (June 11, 2022): 30–33. http://dx.doi.org/10.32517/2221-1993-2022-21-1-30-33.

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The article gives the concepts of animation, educational animation and animated video. The relevance of the use of animated videos in the educational process is revealed, in particular, their use is described in cases where it is impossible to show a real object. The advantages of using educational animated videos as one of the ways of visual presentation of educational information are described. The formats for using educational animated videos in the learning process, including the distance format, are described. As an example, an educational animated video "Four-stroke internal combustion engine", created for use in physics lessons, is described, the purpose of its use and some features are considered. Recommendations are given for the effective use of animated videos in the educational process based on the author's personal experience.

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Corrigan, Andy. "Long-distance library service for a graduate school." College & Research Libraries News 51, no. 11 (December 1, 1990): 1064–67. http://dx.doi.org/10.5860/crln.51.11.1064.

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ZİNCİRLİ, Muhammed. "School Administrators' Views on Distance Education during the Covid-19 Pandemic Process." Malaysian Online Journal of Educational Technology 9, no. 2 (April 13, 2021): 52–66. http://dx.doi.org/10.52380/mojet.2021.9.2.217.

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Schools are among the most important educational organisations where education and training activities are carried out. Along with the impossibility of the continuation of face-to-face education during the COVID-19 pandemic, the distance education process has affected schools' abilities to continue educational activities. School administrators, who are among the most important sections responsible for properly carrying out education and training services in schools, have played a significant role in continuing distance education during the present COVID-19 pandemic. Although school administrators have carried out schools' general activities within the framework of social isolation rules, they have done all kinds of work to efficiently continue the distance education process. This study aimed to determine school administrators' views on distance education activities during the COVID-19 pandemic process. The study results are considered important since they will provide information on school administrators' perceptions of distance education during the COVID-19 pandemic process. The study was designed according to the qualitative research method. 46 school administrators (Principal or Deputy Principal) working in Elazığ province. A structured interview form was used as the data collection method. The "content analysis" was performed in the study. The responses in all interview forms were tabulated under common codes to form categories (themes).

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Karashash, Zhanadilova, Zhumabayeva Aziya, Arenova Assyl, Ospanbekova Meirgul, Zhanazarova Zagira, and Zhankushkov Bauyrzhan. "Developing metacompetence in future primary school teachers." Cypriot Journal of Educational Sciences 17, no. 1 (January 31, 2022): 294–305. http://dx.doi.org/10.18844/cjes.v17i1.6709.

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The general aim of this study is to determine the development of meta-competences of future primary school teachers. The research was carried out in the fall semester of 2021-2022. The research consisted of 362 volunteer primary school teachers who continue to work in various schools in Kazakhstan. The data collected for the quantitative method in the research through an online questionnaire were analyzed using the SPSS program. Thanks to this wide participation, the meta-competence status of distance education and primary school teachers were emphasized and described. The results demonstrated that the use of innovative education with the blended learning method provides a better understanding of the lesson and that thanks to the meta-competence model of education, a bond is formed between the students who take the course. Finally, it is thought that the repetition of these studies with different methods for primary school teachers will benefit both the field, the educator, and the future primary school teacher candidates. Keywords: Corona Virus (COVID 19), Distance Education, Meta Competence, Pandemic, Technology

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Bæck, Unn-Doris Karlsen. "From a distance—How Norwegian parents experience their encounters with school." International Journal of Educational Research 48, no. 5 (January 2009): 342–51. http://dx.doi.org/10.1016/j.ijer.2010.03.004.

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DOZ, Daniel, and Tina STEMBERGER. "MINORITY EDUCATION DURING THE PANDEMIC: THE CASE OF THE SLOVENE MINORITY IN ITALY." Turkish Online Journal of Distance Education 24, no. 1 (January 1, 2023): 109–28. http://dx.doi.org/10.17718/tojde.970687.

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Much research has been done on the first quarantine period in 2020, however little is known for what it concerns distance learning in Italian schools with Slovene as language of instruction. No extensive research explored teachers’ and students’ perceptions of this distance learning period, nor analyzed their opinion about positive and negative aspects of online learning, especially those related to the teaching material in Slovene language, which should address the Italian program. The present article presents the analysis of online semi-structured interviews that involved 15 high school teachers and 15 students who teach or attend Italian high schools with Slovene as teaching language, and it aims to answer these questions. We found that teachers and students preferred face-to-face classes, since they faced several issues connected with distance learning, such as a lack of interaction during distance learning, technology and connection problem, health issues and psychological distress. High school teachers and students faced less problems than those reported by primary schools’ pupils and teachers, since they are older and more independent than primary school pupils. High school students did also communicate through several social applications and peers might have helped them to overcome the language obstacles.

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Rahmadini, Nurhaliza, and Thariq Ahmad Rasyid. "Student Character Building Methods on Distance Education." International Journal of Ethno-Sciences and Education Research 1, no. 4 (October 6, 2021): 88–92. http://dx.doi.org/10.46336/ijeer.v1i4.243.

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Character building is very important to be applied to the student at school. Students’ character affects their ethics and awareness of the right thing to do that leading them to be great decision-makers for themselves. This paper aims to discuss several methods to build students’ character in distance education. The methods used include: giving assignments, creating a comfortable learning environment, making a schedule, providing the chance to ask questions, making a learning consent, conducting some surveys, and watching movies. The results of the methods used indicate that the method is effective to be applied to the students during distance education with the support from parents, teachers, and students.

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Feng, Xiaoying, Weiyuan Zhang, and Li Chen. "Distance education in rural China achieves inter-school collaboration and increased access to education." Distances et savoirs 9, no. 1 (March 30, 2011): 53–67. http://dx.doi.org/10.3166/ds.9.53-67.

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

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