Relevant bibliographies by topics / Distance education and online learning

Academic literature on the topic 'Distance education and online learning'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Distance education and online learning"

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Kellogg, Sarah. "Distance learning: Online education." Nature 478, no. 7369 (October 2011): 417–18. http://dx.doi.org/10.1038/nj7369-417a.

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Sinha, Gaurav. "Learning by Doing: Distance Learning." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2377–83. http://dx.doi.org/10.15864/ijelts.3311.

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The physical classroom learning nowadays is no longer applicable for the current younger generations. Internet and distance learning which is generally known as online education plays a vital roles in the country’s education system. It is undeniable that online education provides ample of benefits to young learners. Nevertheless, there are also many negative implications from online education. Limited collaborative learning, increase in time and effort are the several negative implications from online education. This study examines the implications of online education among students especially in a private higher learning institution and its effect towards Malaysian national education system. Information has been collected through surveys, interviews and together with secondary data, and were seen using SPSS. The studies found that there are various serious issues regarding online education and on its effect on the quality of Malaysian Education System to certain extend. Several problems have been identified and these issues have to be solved in order to sustain the quality of education for future generations. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of online education, evaluate and review the method used in teaching and upgrade to maintain the quality of online education in private higher education institution.
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Abduraximovich, Karimov Komiljon. "Features Of Distance Learning In Professional Education." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 522–27. http://dx.doi.org/10.37547/tajssei/volume03issue03-83.

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The article presents the main directions of development of the education system in the context of its further informatization. The tasks of the open education system and modern technologies of distance learning are considered. The properties of educational materials intended for the implementation of such training are listed. The strategy for designing online courses is summarized. Some problems arising in the implementation of distance learning are indicated.
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Lysytsia, Nadiia, Yuliya Byelikova, Maryna Martynenko, and Tamara Prytychenko. "Marketing and education: directions of distance learning development." Economics of Development 20, no. 1 (June 11, 2021): 1–10. http://dx.doi.org/10.21511/ed.20(1).2021.01.

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DL), which has resulted in an unprecedented experiment in the sphere of higher education in Ukraine that requires scientific analysis. The aim of the work was to identify the possible potential directions of DL development in institutions of higher education as a result of marketing research of satisfaction/dissatisfaction of students with DL. The survey method was used in the study. The results of marketing research (an online survey of students) (Kharkiv, 2020, n = 316) allowed the authors to identify the factors of satisfaction and dissatisfaction of students with DL. Students considered the most important factors of satisfaction with DL as follows: development of competencies, self-organization, discipline, self-motivation, responsibility, taking an active position as participants of the educational process, comfort. Students expect that lectures secure improvement of teacher-student communication process; flexibility of educational approaches; use of interactive tools and constant change of activities to maintain the attention, interest, concentration of students on studying process. The latter will maximize students’ involvement in activities during training; improvement of digital competencies. The students` expectations are: flexibility of the DL platforms compared to full-time in-person education; creation of the “map” of the educational process in a distance mode. It is noted that the results of marketing research (the online survey) demonstrated the factors of satisfaction and dissatisfaction of students with DL. This information was considered as the arguments for identifying the possible potential directions of DL development in higher education institutions.
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Lysytsia, Nadiia, Yuliya Byelikova, Maryna Martynenko, and Tamara Prytychenko. "Marketing and education: directions of distance learning development." Economics of Development 20, no. 1 (June 11, 2021): 1–10. http://dx.doi.org/10.21511/ed.20(1).2021.0.

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DL), which has resulted in an unprecedented experiment in the sphere of higher education in Ukraine that requires scientific analysis. The aim of the work was to identify the possible potential directions of DL development in institutions of higher education as a result of marketing research of satisfaction/dissatisfaction of students with DL. The survey method was used in the study. The results of marketing research (an online survey of students) (Kharkiv, 2020, n = 316) allowed the authors to identify the factors of satisfaction and dissatisfaction of students with DL. Students considered the most important factors of satisfaction with DL as follows: development of competencies, self-organization, discipline, self-motivation, responsibility, taking an active position as participants of the educational process, comfort. Students expect that lectures secure improvement of teacher-student communication process; flexibility of educational approaches; use of interactive tools and constant change of activities to maintain the attention, interest, concentration of students on studying process. The latter will maximize students’ involvement in activities during training; improvement of digital competencies. The students` expectations are: flexibility of the DL platforms compared to full-time in-person education; creation of the “map” of the educational process in a distance mode. It is noted that the results of marketing research (the online survey) demonstrated the factors of satisfaction and dissatisfaction of students with DL. This information was considered as the arguments for identifying the possible potential directions of DL development in higher education institutions.
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Holmes, Wayne, Quan Nguyen, Jingjing Zhang, Manolis Mavrikis, and Bart Rienties. "Learning analytics for learning design in online distance learning." Distance Education 40, no. 3 (July 3, 2019): 309–29. http://dx.doi.org/10.1080/01587919.2019.1637716.

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Reine, Regina, Filbert H. Juwono, and W. K. Wong. "Reinventing The Future Online Education Using Emerging Technologies." Green Intelligent Systems and Applications 1, no. 1 (November 29, 2021): 26–36. http://dx.doi.org/10.53623/gisa.v1i1.42.

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The pandemic of Coronavirus Disease 2019 (COVID-19) has forced the teaching and learning activities to be conducted remotely. Before the pandemic, many academic institutions had offered online distance learning for selected courses. However, in practice, most of these programs were delivered as blended learning program instead of a full-fledged distance learning program. Distance learning programs faced challenges and limitations in terms of communication, integrity, and interactions compared to the traditional face-to-face teaching and learning method. Despite the challenges and limitations in distance teaching and learnings, academic staff are expected to accomplish the same (or better) outcomes than the traditional face-to-face teaching and learning. Hence, distance learning method was not popular to many academic staff and students before the pandemic time. In order to improve the quality of the full distance learning delivery, emerging technologies and more interactive platforms are being developed rapidly. This article discusses the emerging technologies and strategies to make full distance learning or remote education competitive compared to the traditional teaching and learning method. The future potential teaching and learning technology, i.e., digital twins, is also briefly presented.
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Albaner, Birgit, Oliver Kastner- Hauler, and Karin Tengler. "Near and far - Learning despite corona distance." 1ο Διεθνές Διαδικτυακό Εκπαιδευτικό Συνέδριο Από τον 20ο στον 21ο αιώνα μέσα σε 15 ημέρες, no. 1 (April 21, 2021): 113. http://dx.doi.org/10.12681/online-edu.3219.

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Studying at schools and Universities of Education has changed since the beginning of March 2020. Due to requirements to contain the Covid-19 pandemic, the course of study had to be temporarily changed completely to distance learning, which demanded a high degree of adaptation and change motivation from teaching staff and students. One challenge for teachers was to provide efficient online learning with meaningful activities in such a way that the students do not lose focus on their learning goals, their motivation is kept up and communication is maintained. In order to offer schools, teachers and parents appropriate support for learning at home, during and after the corona crisis, a rich online platform was developed by lecturers of the University of Education. As an illustration, a practical adoption is shown of how to transform a course originally planned face-to-face to a blended learning version. The used combination of the elements -flipped classroom video, MOOC, recording, chat and an online portal as repository- are used for the course “Computational Thinking with a single-board computing device” will be presented. As a further initiative, a model which originates from an Erasmus+ project will be introduced. The objective of this model, the Educational Pyramid Structure, is to bring tools and methods into the education system quickly, with the greatest possible outcome and sustainability. In this context the use of Learning Flips will be displayed, which are to be produced at all levels of the school system (teacher educators, students, teachers, pupils). Centrally, this contribution will outline the overarching online platform and the results of a study conducted as part of the research project "Learning despite corona".
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ADEBO, PHILIP. "ONLINE TEACHING AND LEARNING." International Journal of Advanced Research in Computer Science and Software Engineering 8, no. 2 (March 6, 2018): 73. http://dx.doi.org/10.23956/ijarcsse.v8i2.549.

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AbstractOnline teaching and learning refers to education that takes place over the Internet. A significant number of colleges in the US and abroad are moving from the traditional face-to-face classes into fully online, web-based courses. Online education, often called distance education or web-based education, is currently the latest, most popular form of distance education. It has recently become an integral part of many university programs. This paper provides a brief introduction to online teaching and learning.
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Decker, Jessica C., and Valerie Beltran. "Preservice Teachers in Distance Learning." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 49–61. http://dx.doi.org/10.4018/ijopcd.2021070104.

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This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.
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Dissertations / Theses on the topic "Distance education and online learning"

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Lin, Yi-Mei. "Understanding students' technology appropriation and learning perceptions in online learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4130.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 25, 2006) Vita. Includes bibliographical references.
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Squillace, Diana Marie. "Distance education: The development of online learning environments for the online student." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2394.

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This project examines online learning tools and software that are applicable to K-12 and post-secondary distance learning environments. Powerpoint, Webquest and Inspiration 7 have been utilized to develop a lesson plan and storyboard that incorporate the constructivist theory of learning. An accompanying Web site, "Learning Tools for the On-Line Student," serves as a resource for instructional technology educators and includes information on designing lesson plans and evaluating students. The site also provides links to online tools and software that are useful in online learning environments.
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Gallagher, Debra. "Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.

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Fox, Jan Isobel. "Review of the factors influencing the satisfaction of learning in online courses at Marshall University." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1345.

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Thesis (Ed. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains ix, 128 p. Vita. Includes abstract. Includes bibliographical references (p. 88-106).
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Ford, William. "Online Learning in Biology: An Investigation into Designing Online Learning Resources." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3330.

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As technology continues to advance, many instructors are incorporating online activities into their courses. While online learning has several benefits, there is still debate on how instructors can best develop and utilize these resources in their classroom. This study is split into two smaller projects that both aim to provide further insights on how to develop online activities that target undergraduate biology students. The first project revealed that elaborative feedback in a phylogenetic activity was more useful for students who had some exposure to phylogenetics prior to completing the activity. The results of the second project revealed that the appearance of two simulations’ user interfaces does not have a significant effect on learning outcomes. However, many students responded that these simulations did increase their understanding of the concepts, indicating simulations can play an important role in the biology classroom.
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Porter, Mary. "The benefit of distance learning." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2776.

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This project will address the issues concerning the benefits of distance learning, a growing area in our education system today. Distance learning takes place when the teacher and students are separated, and technology is used to bridge the instructional gap.
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Phillips, Alana S. "Retention: Course Completion Rates in Online Distance Learning." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822741/.

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Online courses in higher education have a reputation for having a lower course completion or retention rate than face-to-face courses. Much of this reputation is based upon anecdotal evidence, is outdated, or is on a small scale, such as a comparison of individual courses or programs of instruction. A causal-comparative analysis was conducted among 11 large, high research public universities. The universities were compared to each other to determine if differences existed between online and face-to-face course completion; undergraduate and graduation online course completion was analyzed for differences as well. The findings suggested the magnitude of the differences between online and face-to-face completions rates was small or negligible. The area which showed a higher magnitude of difference was in the comparison between undergraduate and graduate online course completion; the practical significance could be worth considering for educational purposes.
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Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /." Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).
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Keramidas, Cathy Galyon, and Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.

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Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.
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Wang, Qifu. "A study of barriers to online learning in distance education in China." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/28966/.

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China's 'Modern Distance Education' is a government-led initiative prompted by the need to widen access to higher education and by the opportunities offered by the development of a widespread infrastructure of information and communications technologies. Distance education using television, radio and other technologies has a long history in China, but the advent of computer communications opened new possibilities for promoting educational development and the policy goal of modernisation. Distance education in China now involves online learning, to various degrees. However, the effectiveness of online courses depends on learners accessing them and using the resources provided. Does this happen? How well do learners manage their online learning? What barriers do they encounter? This thesis examines these questions through a study of adult distance learners based on analysis of a survey of 2931 learners and in-depth interviews with 21 learners and distance education experts in several locations. I find that: (1) The barriers to online learning faced by the sample learners are of seven types: communication and interaction; teaching and courses; learning resources; learning support services; external support and economic burdens; computer and network operation skills; and conditions for accessing the Internet. (2) Among the seven types of barrier, the 'communication and interaction' barrier is not only acting as the most important one faced by these learners, but also exists as a markedly independent one. (3) Improvements in 'communication and interaction' are the most effective in overcoming the other barriers and also contribute to increasing the learners' learning efficiency. This leads to the perception that working on 'communication and interaction' is very likely to be the best starting point for tackling barriers to online learning. According to these findings, I believe that if the situation of 'communication and interaction' in online learning can be improved for online learners to meet their desire for 'sociability', and once they can thus establish their own 'learning communities' and form relatively stable 'student-to-student' relationships, and 'student-to-teacher' relationships, other learning barriers will be reduced as well. Hence, I argue that we should always pay attention to making 'communication and interaction' occur effectively for online learners in the learning process. We should consider the matter of 'interaction' not only in the delivery process of teaching and tutoring as well as in learning activities, but also in the production of teaching materials and in the provision of learning materials, as well as in the building of learning environments. In a word, it is necessary to put the whole matter of 'interaction' at the core of the instructional system design for online learning.
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Books on the topic "Distance education and online learning"

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Lexicon of online and distance learning. Lanham, Md: Rowman & Littlefield, 2009.

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Brosche, Theresa Ann Middleton. Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, MA: Jones and Bartlett, 2010.

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Brosche, Theresa Ann Middleton. Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, MA: Jones and Bartlett, 2010.

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A, Tomei Lawrence, ed. Curriculum, learning, and teaching advancements in online education. Hershey, PA: Information Science Reference, 2013.

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George, Saltsman, ed. An administrator's guide to online learning. Greenwich, CT: IAP-Information Age Pub. Inc., 2005.

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Lau, Sau. Online distance learning in higher education, 1998-2002. Framingham, MA (5 Speen St., Framingham 01701): International Data Corp., 1999.

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Moore, Michael G. Distance education: A systems view of online learning. 3rd ed. Belmont, CA: Wadsworth Cengage Learning, 2011.

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1951-, Kearsley Greg, ed. Distance education: A systems view of online learning. 3rd ed. Belmont, CA: Wadsworth Cengage Learning, 2011.

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Supporting students for success in online and distance education. 3rd ed. New York: Routledge, 2012.

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Successful online learning: Managing the online learning environment efficiently and effectively. Sudbury, Mass: Jones and Bartlett, 2011.

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Book chapters on the topic "Distance education and online learning"

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Garivaldis, Filia. "Transcending “Distance” in Distance Education." In Tertiary Online Teaching and Learning, 137–47. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_12.

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Coldwell, Jo, and Jason Wells. "Students’ perspective of online learning." In Quality Education @ a Distance, 101–8. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_11.

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Carlsen, Roger. "Building productive online learning communities." In Quality Education @ a Distance, 137–44. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_15.

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Oliver, Ron, and Jan Herrington. "Factors influencing quality online learning experiences." In Quality Education @ a Distance, 129–36. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_14.

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West, Richard E., Janette R. Hill, and Liyan Song. "Cognitive Perspectives on Online Learning Environments." In Handbook of Distance Education, 107–21. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-10.

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Chambers, Dianne P. "CMC to support an online learning environment." In Quality Education @ a Distance, 153–60. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_17.

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Jaggars, Shanna Smith. "Online Learning in the Community College Context." In Handbook of Distance Education, 445–55. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-35.

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Barbour, Michael K. "The Landscape of K-12 Online Learning." In Handbook of Distance Education, 521–42. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-41.

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Jean-Louis, Maxim. "Marketing Online and Distance Learning." In Handbook of Open, Distance and Digital Education, 1–17. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_33-1.

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AbstractHow do colleges and universities market online learning? This chapter explores contemporary approaches to marketing online courses and programs and uses the historical lens of marketing Athabasca courses and degrees as a backcloth for understanding the unique challenges for this work. The chapter introduces a new approach to the marketing funnel as well as an understanding of the growing importance of social media in marketing to potential learners. The growing global competition for learners is also explored. The growing use of analytics and the challenges of overcoming myths are also discussed. The chapter gives emphasis to the importance of retaining students as well as “capture” of a student registration.
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Jean-Louis, Maxim. "Marketing Online and Distance Learning." In Handbook of Open, Distance and Digital Education, 605–21. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_33.

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AbstractHow do colleges and universities market online learning? This chapter explores contemporary approaches to marketing online courses and programs and uses the historical lens of marketing Athabasca courses and degrees as a backcloth for understanding the unique challenges for this work. The chapter introduces a new approach to the marketing funnel as well as an understanding of the growing importance of social media in marketing to potential learners. The growing global competition for learners is also explored. The growing use of analytics and the challenges of overcoming myths are also discussed. The chapter gives emphasis to the importance of retaining students as well as “capture” of a student registration.
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Conference papers on the topic "Distance education and online learning"

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Brasher, Andrew, Wayne Holmes, and Denise Whitelock. "COMPARING ONLINE DISTANCE UNIVERSITIES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2228.

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McAndrew, Patrick, Stamatina Anastopoulou, and Eileen Scanlon. "Transformative approaches in distance online education." In L@S '18: Fifth (2018) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231644.3232261.

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Watjatrakul, Boonlert. "Online Learning Adoption." In ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338176.

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Cai, Richard. "Adaptive Learning Practice for Online Learning and Assessment." In ICDEL '18: 2018 International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3231848.3231868.

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

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Chin-Wen Chang and Che-Hao Liu. "Investigating the learners' perceptions of online learning." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606001.

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Hui, Vincent, Alvin Huang, and Kristen Sarmiento. "LEVELING UP ARCHITECTURAL EDUCATION | ONLINE IMMERSION USING GAMING ENVIRONMENTS." In ICDEL2022: 2022 the 7th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3543321.3543323.

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

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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Belikova, Т. S., and Т. V. Shkil. "SOME ASPECTS OF DISTANCE LEARNING BASED ON INNOVATIVE TECHNOLOGIES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.147-151.

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The need for digital transformation of education and the creation of a digital educational environment involves the creation and development of new teaching methods, including online, information and digital interactive technologies and means of communication; distance learning is a kind of testing ground for their effectiveness. The article provides detailed system information about the organization of distance learning in the discipline "Physics" at the don state technical University (DSTU).
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Shi, Dan. "Teaching Design Based on Online Collaborative Learning." In ICDEL2022: 2022 the 7th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3543321.3543341.

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Reports on the topic "Distance education and online learning"

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

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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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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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.

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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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Wu, D. Derek. Online Learning in Postsecondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.221027.

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Mitchell, Greig W. Application of Distance Learning Technology to Strategic Education. Fort Belvoir, VA: Defense Technical Information Center, February 1996. http://dx.doi.org/10.21236/ada308992.

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Colbath, Derek, Devin Dalton, Shawna Driscoll, Michael Fleharty, Quentin Genke, Colin Goepfert, Jonathan Goldstein, Brian Jackson, Barry Knoblock, and Marta Kolcz-Ryan. Officer Professional Military Education: a New Distance Learning Evolution. Fort Belvoir, VA: Defense Technical Information Center, January 2015. http://dx.doi.org/10.21236/ada624384.

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Deming, David, Claudia Goldin, Lawrence Katz, and Noam Yuchtman. Can Online Learning Bend the Higher Education Cost Curve? Cambridge, MA: National Bureau of Economic Research, January 2015. http://dx.doi.org/10.3386/w20890.

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Kopyilova, N. A. Distance learning course «Pedagogics of higher education (postgraduate training program)». OFERNIO, June 2021. http://dx.doi.org/10.12731/ofernio.2021.24858.

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Smith, Patrick. Learning to Adapt: Online Social Science Instruction in Higher Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1089.

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Lack, Kelly. Current Status of Research on Online Learning in Postsecondary Education. New York: Ithaka S+R, August 2015. http://dx.doi.org/10.18665/sr.22463.

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