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The physical classroom learning nowadays is no longer applicable for the current younger generations.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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Klaus, Tim, and Chuleeporn Changchit. "Environmental Factors of Distance Learning." International Journal of Information and Communication Technology Education 10, no. 1 (January 2014): 14–24. http://dx.doi.org/10.4018/ijicte.2014010102.
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The widespread use of the Internet has opened new avenues for learning in higher education. Distance education through the Internet has had a large increase over the last decade. This study focuses on examining factors of the online course environment that affect student satisfaction. The results identify factors that affect students’ satisfaction toward the class. These findings should help instructors teaching online classes concentrate more on factors that are important to students taking online classes.
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Kurzman, Paul A. "The Evolution of Distance Learning and Online Education." Journal of Teaching in Social Work 33, no. 4-5 (November 2013): 331–38. http://dx.doi.org/10.1080/08841233.2013.843346.
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Kara, Mehmet. "Distance education: a systems view of online learning." Educational Review 72, no. 6 (May 21, 2020): 800. http://dx.doi.org/10.1080/00131911.2020.1766204.
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Kiguru, Gatitu, Phyllis Mwangi, and Purity Nthiga. "Bridging the Distance in Distance E-Learning." Msingi Journal 1, no. 2 (July 18, 2019): 38–49. http://dx.doi.org/10.33886/mj.v1i2.104.
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The United Nations High Commissioner for Refugees (UNHCR) and other humanitarian organisations now categorize the provision of education in emergencies as a humanitarian response to disaster. However, the very nature of an emergency situation makes the provision of education a daunting task. When entire populations are displaced and forced to live in camps as refugees in a host country, they are unlikely to have access to the physical infrastructure and other resources required for education, especially higher education. An innovative way of availing higher education opportunities to refugee populations is through distance education programmes, particularly those delivered through online e-learning platforms. As universities continue to embrace the role of humanitarian actors, they are increasingly recognizing that distance education programmes, more so e-learning ones, have the potential of reaching a wider population of refugees, enabling them access to education without requiring institutions to have a physical presence in a refugee camp. The actualization of this potential in a refugee camp setting, however, is not without challenges. Drawing on experiences from facilitating and managing a joint online certificate course targeted at refugees living in the Kakuma and Dadaab refugee camps in Kenya, this paper seeks to show that the challenges, ranging from physical distance to lack of computer skills, are doubly pronounced in refugee settings. Further, the paper highlights the innovative solutions that were used to mitigate the said challenges and shows how they can be adopted when designing distance e-learning programmes for both emergency and non-emergency situations in Africa.
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YILDIRIM, Kevser. "İstisnai Bir Uzaktan Eğitim-Öğretim Deneyiminin Öğrettikleri." ALANYAZIN EĞİTİM BİLİMLERİ ELEŞTİREL İNCELEME DERGİSİ - CRITICAL REVIEWS IN EDUCATIONAL SCIENCES 1, no. 1 (July 1, 2020): 7–16. http://dx.doi.org/10.22596/cresjournal.0101.7.16.
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In this article, firstly, the differences of Covid-19 emergency remote teaching period with distance education and online learning are emphasized. Then, the importance of evaluating this period and possible future directions in education (using technology more effectively in face-to-face education, making blended education a regular part of the lessons and being ready for distance education in an emergency) are emphasized. In the last section, some prominent issues in this period such as technology integration, teacher presence, social presence, autonomy, flipped learning, blended learning, course hours, professional development, online learning communities, screen time, digital literacy, netiquette, digital divide, equality in education, universal design, culture of criticism and debate, educational theory-philosophy, have been examined and suggestions are made regarding these issues.
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Thomas, Cynthia M., Constance E. McIntosh, and Diana Bantz. "Strategies for innovative teaching and learning Part 1: Foundational discussion of online learning technology." Journal of Nursing Education and Practice 11, no. 6 (March 9, 2021): 67. http://dx.doi.org/10.5430/jnep.v11n6p67.
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The evolution from traditional on campus education to the current distance education modalities using online learning and technology systems have changed how higher education is delivered to thousands of students and faculty. Technology is changing how faculty teach and how students earn higher education degrees. Many students are seeking the flexibility, and independence online distance education offers to earn college degrees often without leaving home. However, some faculty may not be experienced at developing, delivering, and evaluating online distance courses to meet the needs of student learners. This initial paper will guide faculty through a short history of distance learning, the positives and negatives of online learning vs traditional on campus learning, advantages and disadvantages of distance online learning, and the initial considerations for establishing an online course.
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Boichuk, Oleh. "The Current Challenges of Online Education in Ukraine." Digital Platform: Information Technologies in Sociocultural Sphere 4, no. 1 (July 2, 2021): 31–41. http://dx.doi.org/10.31866/2617-796x.4.1.2021.236945.
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The purpose of the article is to carry out theoretical analysis and synthesis of prospects for the development of distance learning in Ukraine, to consider the main current problems of distance education in Ukraine, to analyze the main factors hindering the introduction of distance learning, to draw attention to the need for computer literacy distance learning methodologies, in particular a unified, systematic, nationwide approach to organization, coordination and control in this area. The research methodology consists in analytical method, method of structural-functional analysis, phenomenological method, method of content analysis, method of general philosophical reflection, basic sociological methods (questionnaires, interviews). The scientific novelty of the research lies in clarifying the current state of integration of distance learning in Ukrainian schools and clarifying the features of the process of introducing distance learning in general. The article also analyzed the works of foreign fundamentalist scientists in the field of distance learning and partially substantiated the feasibility of their implementation in the domestic system of distance learning. Based on the study, innovative hypotheses have been put forward regarding the factors (individual, collective and social) that inhibit the introduction of distance learning and often lead to its inefficiency and formalization, which in the future can be a reference point for future scientific research.
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Ivanov, Yevhen, and Viktoriia Ghosh. "Distance education today: character and challenges." Bulletin of Luhansk Taras Shevchenko National University 2, no. 8 (346) (2021): 273–82. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-2-273-282.
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The author in the article discusses the character and types of distance education, outlines the main problems that this form of study is experiencing nowadays. The author introduces the definition of distance learning; defines and characterizes its main types that are used to organize the educational process in pandemic situation (video conferencing, synchronous learning, asynchronous learning, online courses with an open schedule, online courses with a fixed schedule, computer distance learning, hybrid learning). The Moodle platform, one of the widely used by higher educational institutions, is also characterized. Its advantages include communicative nature, transparency of learning outcomes, an intuitive interface, reliability, adaptation to different devices with different operating systems. The main contradictions that exist between the strict requirements of reality to distance learning organization and the willingness of higher education institutions to organize and implement training in digital form using various information technologies are analyzed. Among the problems of organizing distance learning in higher educational institutions, the author underlines the difficulties connected with the development of an electronic educational environment; with the readiness of the teaching staff to use information educational technologies in the educational process on-line; with the development of electronic educational materials that meet a high-quality educational process organization. There are also difficulties caused by the lack of a sufficient amount of modern and reliable communication facilities and high-speed Internet communication channels for students. It is concluded that the transition to effective online learning requires time and various resources (financial, informational, human and others), support from organizations and officials interested in the development of high-quality online education.
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Liu, Zi-Yu, Natalya Lomovtseva, and Elena Korobeynikova. "Online Learning Platforms: Reconstructing Modern Higher Education." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (July 10, 2020): 4. http://dx.doi.org/10.3991/ijet.v15i13.14645.
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Online learning platforms play an important role in modern education. However, they may not be sufficiently represented in educational institutions. In this regard, the research objectives are set, namely: organize a comparative analysis of several popular distance learning platforms (Moodle, Open edX and NEO LMS) in accordance with the criteria (system features, content support, content creation, user management, reporting system; conduct consultation with university teachers, during which they will highlight the benefits of distance education systems from the point of view of the teacher; and test students, who use the online platform for learning in order to clarify its impact on academic performance. While consulting with 40 teachers of Russian and Chinese universities (Moscow State University, Higher School of Economics, Peking University, Tsinghua University), the following advantages of distance platforms have been highlighted: greater freedom of access, lower education prices, the possibility of dividing the content of the e-course into modules, flexibility of education, the ability to keep up with modern pace of life, and the ability to define criteria for assessing knowledge. According to the results of testing, after working with the Moodle platform, students (300 people in total) with different academic performance have improved their results. The most significant improvement has occurred among students with “unsatisfactory” grades; more than 50% have improved their results. Analysis of distance learning systems, testing of students and consultation with teachers allow saying that such platforms help to make education more accessible and convenient. Besides, information technologies are introduced in the educational process. That is why it is important to implement such platforms in higher education.
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Mishra, Sanjaya. "Student retention in online, open and distance learning." British Journal of Educational Technology 35, no. 2 (March 2004): 251–52. http://dx.doi.org/10.1111/j.0007-1013.2004.386_6.x.
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Deeson, Eric. "Online and distance learning - Edited by Lawrence Tomei." British Journal of Educational Technology 39, no. 5 (September 2008): 963–64. http://dx.doi.org/10.1111/j.1467-8535.2008.00890_17.x.
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Xie, Shali. "University Piano Education Visualization System under the Background of Distance Education Based on 5G Network." Mathematical Problems in Engineering 2022 (March 9, 2022): 1–7. http://dx.doi.org/10.1155/2022/6825591.
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University piano education online learning courses supplement learning and have quickly advanced distance education and the essence of improving Internet innovation. Experts of piano education visualization system and distance piano education visualization system are a world specification, which offers various university and online open-source courses, for those who seek an online expert for piano education events. The individual online piano learning course is another choice for learning the education visualization system via progressive Internet correspondence. Past techniques depend on the profound learning piano education system courses of learning and information mining distance education. Existing strategies present specialized difficulties, which include the difficulty of the piano learning via an online network. As such, this study aims to establish a university piano education visualization system framework via a distance education background utilizing the fifth-generation (5G) network; the distance education learning for piano education visualization system course using the 5G network is proposed. The remote sensor shows an assortment of methods for grownups to partake in the online learning preparation. The idea of online communication within a network of instructors and understudies is extraordinary. When considering training-based or execution-based courses, there is a likelihood that the learning system may exhibit an inferior quality of sound, and the sound of the piano notes may lag with time over the network connection. Online learning provides adaptability and internationalization and has the capacity to interface with countless individuals and bring them together in the online learning environment. In this situation, the straightforward transportation and installment of remote sensors, the user of the distance educator 5G network is advised to view it from a commonsense perspective. Furthermore, there is a need to advance online piano education training in instructive exercises.
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Sanga, Mapopa William, and Sherri L. Brogdon. "Designing for Distance Learning." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 62–72. http://dx.doi.org/10.4018/ijopcd.2021040105.
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This study analyzed the process through which 37 online courses were transformed using the three pillars course transformation method. The method advanced active learning and engaged learning in order to impact student success. The transformation process began with training of instructors on using the method booklet before they would continue by transforming their courses. During this transformation, instructors worked with an instructional designer assuming the role of a Higher Learning Commission Quality Initiative Project (HLC-QIP) consultant. The study analyzed the transformation process, focusing on the pedagogical support provided to course developers and the actual redesign process, benefits, and challenges.
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Sabirova, Fairuza, Alena Gura, Elvira Belyanova, and Alexey Sukhorukih. "Distance education in a digital age." World Journal on Educational Technology: Current Issues 14, no. 5 (September 30, 2022): 1415–27. http://dx.doi.org/10.18844/wjet.v14i5.8051.
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This paper aims to review the present state of digital distance education, assess the problems associated with transitioning to the online space, and determine the priorities of online education. The study draws on the analysis of surveys, monitoring studies, and statistical information from state services. It examines the technical capabilities of educational institutions, the information technology skills of instructors and students, and their motivation. On top of that, it identifies the main problems encountered during the implementation of digital technologies in the education process while paying special attention to the role of online education during the COVID-19 pandemic. Using a psychological portrait of a modern young student, the authors provide some recommendations for the learning content to increase the interactivity of the learning process and improve students’ motivation. The article ends with outlining key areas for digital learning development that would improve the overall effectiveness of the education system transformation.
Keywords: Digitalization, distance learning, Generation Z, information environment, Internet technologies
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Chernova, Irina Valerievna, and Veronika Viktorovna Katermina. "Pedagogical ethics in distance education." SHS Web of Conferences 127 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112701003.
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2020 was a truly revolutionary year in terms of education – from the paradigm of predominantly traditional education, we had to rapidly “step” into a distance format, regardless of our desire and readiness. In 2020 two tectonic shifts happened at once: the shift from synchronous offline classes (education) to synchronous online and then from synchronous formats to asynchronous and mixed. In addition to issues related to the technical support of the educational process, the issue related to the development of new professional and pedagogical principles and rules that would contribute to the highly moral behavior and activities of the teacher in creating a comfortable environment for all participants of distance learning process, emphasizing that ethical requirements must reflect the relationship between teachers and learners. We conducted a research aimed at revealing the principles and values the teachers consider crucial to follow when conducting online classes, the skills they think they need master in order to raise the level of their professional expertise, improve the effectiveness of teaching and learning processes, and make their students self-confident and independent. The results of the survey can be used in designing special courses devoted to professional or pedagogical ethics in online learning.
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Cavite, France Allan M., and Dave E. Marcial. "CORRELATES OF LEARNING SATISFACTION AND LEARNING ENGAGEMENT IN ONLINE DISTANCE EDUCATION." Information Technologies and Learning Tools 90, no. 4 (September 29, 2022): 118–35. http://dx.doi.org/10.33407/itlt.v90i4.4920.
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Student nurses’ perceived learning satisfaction and learning engagement are related to experiences and expectations of the courses’ implementation and students’ commitment. Due to the sudden shift to online distance learning caused by the COVID-19 pandemic, it is challenging for Higher Education Institutions (HEIs) to deliver quality instruction and achieved satisfaction of learning and engagement. This study was designed to appraise the correlation between apparent learning satisfaction and student nurses' learning engagement and to determine the aspects that were related to learning satisfaction and engagement in the implementation of Related Learning Experiences (RLE) of the nursing courses. This addresses many gaps in the literature regarding online distance learning during the COVID-19 pandemic and provides HEIs that can lead to increased student satisfaction and engagement with online distance learning (ODL). This study was a descriptive-correlational research design. A total of 133 students completed the two sets of online questionnaires: the Satisfaction of online learning (SOL) and the online student engagement scale (OSE). Pearson’s correlations were utilized to look at the association between perceived learning satisfaction and learning engagement. A logistic regression model was employed to sightsee the associations of age, gender, year level, internet connectivity experience, and apparent learning satisfaction with higher learning engagement. The findings in the correlation among the OSE scores and mean perceived learning satisfaction was 0.36 (moderate degree of significance). Fifty-one students (38%) were classified as highly engaged (cut-off of ³ 3.5 for the OSE mean score). The mean perceived learning satisfaction score was insignificant between highly engaged and not highly engaged students. The logistic regression model presented that a better internet connectivity experience and apparent learning satisfaction were associated with an increase in the probability of higher learning commitment. The outcomes imply that perceived learning satisfaction and internet connectivity forecast learning commitment among student nurses in virtual learning.
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Пронин, E. Pronin, Положенцева, and I. Polozhentseva. "Modern Online Education in Russia: Problems And Prospects." Socio-Humanitarian Research and Technology 4, no. 2 (June 17, 2015): 18–20. http://dx.doi.org/10.12737/11931.
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Alshurideh, Hevron, Muhammad Alshurideh, Barween Al Kurdi, and Shireen Alkurdi. "IMPACT OF DISTANCE LEARNING TECHNOLOGY ON ONLINE EDUCATION PERFORMANCE." International Journal of Theory of Organization and Practice (IJTOP) 2, no. 1 (December 28, 2022): 144–65. http://dx.doi.org/10.54489/ijtop.v2i1.173.
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Distance learning technologies have become mainstream due to the emergence of coronavirus (COVID-19) and its variants over the last few months. Both companies and institutions are now resorting to using technology for their operations, whether to train their workforce or educate their students. This research has devised full stack distance learning technology platform to enable a factious educational institutions or corporation to enable its usage and effectively demonstrate how technology could be utilized to fully transform learning online. As a result, the functioning of how a university or learning institution could take their learning online away from their physical medium, thereby insulting themselves from the risk of suffering contagion due to the coronavirus while continuing their operations and business as usual.
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Hoeriyah, Yayah, Masykur H. Mansyur, and Slamet Sholeh. "STUDI EFEKTIVITAS PEMBELAJARAN ONLINE MELALUI APLIKASI ZOOM CLOUD MEETING TERHADAP HASIL BELAJAR SISWA." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 4, no. 3 (November 29, 2021): 244–47. http://dx.doi.org/10.55215/jppguseda.v4i3.4761.
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THE EFFECT OF VOCABULARY MASTERY ON ESSAY WRITING SKILLS DESCRIPTIONOnline learning is a combination of learning that continues with the seperation between teacher and learners and their learning using learnin resources through technology and communication and other media. Long-distance education is know as e-learning and as for this research, it focuses on problem that result from students’ learning in online learnig and aimed at learning how effective long-distance learnig can be. And the methods used library research and can be decoded online learnig through Zoom make learning effective, because of the many supporting features it provides duringteh Covid-19 pandemic.
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Amhag, Lisbeth. "Mobile-Assisted Seamless Learning Activities in Higher Distance Education." International Journal of Higher Education 6, no. 3 (May 16, 2017): 70. http://dx.doi.org/10.5430/ijhe.v6n3p70.
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Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing), b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22 recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men). The study is theoretically within the research concept of mobile-assisted seamless learning: mediated learning anytime, anywhere, and in different contexts. The results raise some challenges and implications presented by using mobile digital devices to expand participation and motivation across different contexts for creation of ubiquitous knowledge access.
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Krylova, Natalya Pavlovna, Galina Mihailovna Tyulyu, and Evgeny Nikolaevich Levashov. "E-Learning Integration with traditional learning in a university environment: Academic and administrative factors and conditions." Science for Education Today 10, no. 6 (December 30, 2020): 200–219. http://dx.doi.org/10.15293/2658-6762.2006.11.
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Introduction. The paper addresses the problem of the optimal combination of traditional and distance (online) knowledge delivery systems in higher education. The purpose of this study is to identify and describe academic and administrative factors and conditions influencing the integration of traditional and distance learning in a university environment. Materials and Methods. The article reviews and analyses a number of Russian and international studies into distance (online) and traditional learning within the framework of higher education. A survey was conducted at Cherepovets State University (the Russian Federation). Participants of the study were students (n=110) and academic staff (n=20). The observation method was used in order to identify the level of student satisfaction in traditional and distance (online) learning. Results. The authors clarified modern interpretations of distance and traditional education and conducted a historical analysis of these concepts. The study revealed and described academic and administrative factors and conditions contributing to the effective integration of distance and traditional education. The results showed that most of the students and academic staff prefer a traditional education delivery system. In regards to tools and resources of distance (online) learning, most respondents are positive about using Microsoft Teams video conferencing software. Conclusions. The authors identified and clarified the following academic and administrative factors and conditions for the integration of distance and traditional education delivery systems: careful selection of educational online platforms, active use of reflection, a variety of communication channels for feedback, emotional factors, regulations for distance learning, and distance mentoring. Keywords Distance education; Traditional education; Integration; Academic and administrative factors and conditions; Students; Academic staff; Educational online platform
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Panina, E. A. "Distance learning in professional education: topical issues." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta, no. 1 (March 31, 2021): 61–66. http://dx.doi.org/10.47370/2078-1024-2021-13-1-61-66.
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The importance and necessity of introducing distance learning is due to the global situation with coronavirus infection since the beginning of 2020, which resulted in the emergency transition of educational institutions to online mode. The active use of distance learning technologies has changed the concept of the entire education system, its organizational and substantive aspects [4, p. 293]. Therefore, today, studies devoted to the experience of using and interacting between the subjects of the educational process, namely, technologies of distance learning in vocational education, optimization of organizational, substantive and methodological issues in this area are demanded. The research problem is to reveal the actual aspects of distance learning in vocational education. The purpose of the research is to identify topical issues of distance learning in vocational education in modern conditions. The research methods used are analysis, synthesis, generalization. The experimental base is Maykop State Technological University. The research results: the concept of «distance learning» has been disclosed; the concept of distance learning in vocational education has been described; new technological educational trends have been described; the problems of implementation of distance education in modern conditions have been identified. Key findings. Distance learning refers to innovative educational technologies that ensure the availability and quality of the educational process at a distance online; the means of implementing distance learning are learning platforms, Internet resources; distance learning has contributed to the emergence of new technological educational trends: cloud services, massive open online courses, adaptive learning, behavioral analytics, etc. Topical issues of distance learning in vocational education are the quality of professional training of future specialists in a distance format, the lack of generally accepted standards for distance organization and the procedure for assessing students' knowledge, technical difficulties, etc.
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Chaudhuri, Monami. "ONLINE EDUCATION & ROLE OF COMMUNICATION." International Journal of English Learning & Teaching Skills 3, no. 4 (July 1, 2021): 2603–28. http://dx.doi.org/10.15864/ijelts.3412.
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Online education requires an instructional design approach for leading the educational transformation. This is characterized by advanced flexibility, learner autonomy and extensive use of digital technologies to enhance learning outcomes. The main feature of such methodology is the physical distance between teaching staff, peers and educational institutions. Various technological tools are used to bridge this distance and improve communication and interaction. This study attempts to review the literature in the field, with the aim of highlighting strategies for enhancing communication and interaction in online learning environments. The study explores the multi-dimensional aspects of communication in online learning environments and the differing forms of interaction involved in this process.
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Granitz, Neil, and C. Scott Greene. "Applying E-Marketing Strategies to Online Distance Learning." Journal of Marketing Education 25, no. 1 (April 2003): 16–30. http://dx.doi.org/10.1177/0273475302250569.
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Kartimi, K., R. Y. Gloria, and I. R. Anugrah. "Chemistry Online Distance Learning during the Covid-19 Outbreak: Do TPACK and Teachers' Attitude Matter?" Jurnal Pendidikan IPA Indonesia 10, no. 2 (June 30, 2021): 228–40. http://dx.doi.org/10.15294/jpii.v10i2.28468.
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The COVID-19 outbreak has made many countries decide to close schools to prevent the spread, including Indonesia. This leads to online distance learning. Furthermore, online distance learning is carried out by teachers suddenly without prior preparation. Therefore, the teachers' Technological, Pedagogical, Content Knowledge (TPACK), and attitude to conduct online distance learning are crucial. Thus, this study intends to identify chemistry teachers’ TPACK and attitude in online distance learning during the COVID-19 outbreak. Purposed-design survey method was used with 109 participants in Java, Indonesia. The data were collected using online questionnaires then analyzed quantitatively using factor analysis and qualitatively based on the teachers’ response to online distance learning during the COVID-19. The questionnaire used consisted of 36 close-ended statements with a Likert scale and 10 open-ended questions to find out challenges and opportunities for implementing chemistry online distance learning. The results show that the teachers try to adapt their way of teaching and assessment by using various technology platforms for online distance learning. The attitude and TPACK of the teachers tend to be positive in responding to online distance learning even though some senior teachers have a negative tendency to the aspects of attitude and technological knowledge. It can be implied that training in the use of various technologies, and enhancement of chemistry teachers’ TPACK skills are needed to produce better online distance learning. These results are expected to provide an overview of the challenges and opportunities of online distance learning in chemistry during or beyond the COVID-19 outbreak.
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Martin, Keith, Andrew Cupples, and Shahram Taherzadeh. "Learning advanced engineering online: from distance delivery to online learning of finite element analysis." European Journal of Engineering Education 45, no. 3 (July 31, 2019): 457–72. http://dx.doi.org/10.1080/03043797.2019.1647408.
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Meagher, Michael E. "The Challenge of Distance Learning." Journal of Interdisciplinary Studies 32, no. 1 (2020): 137–52. http://dx.doi.org/10.5840/jis2020321/28.
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This essay explores the sudden shift from residential higher education to remote learning in the United States, a consequence of the novel coronavirus. It is a personal account of experiences as a professor at a Midwestern university. Many instructors had no training in online teaching. For university faculty, Covid-19 meant having to transform courses from in-person instruction to a remote platform practically overnight. Among the student comments I received were that I managed the online transition well. Over the next academic year, 2020-21, universities face challenges in resuming on-campus teaching, and the possibility that a new outbreak of the virus might bring a repeat of the Spring 2020 semester. Although that possibility sounds dire, there is hope that the shift to remote learning may offer a silver lining in the form of expanding course offerings beyond geographic areas and reaching a wider audience. For liberal arts institutions that are struggling financially, a rise in the use of remote learning and online education may offer a new beginning, and for public universities, potential new revenue given declining state support, a silver lining.
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Koptelov, Andrey, and Stephen Turner. "Online education and best practices for the development of a distance education program." SHS Web of Conferences 98 (2021): 05009. http://dx.doi.org/10.1051/shsconf/20219805009.
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This article discusses the benefits and challenges of online teaching and learning and details the process for creating a distance education program from the formation of a development team through the creation, implementation and evaluation of courses. It explores current networking technologies and pedagogical approaches that are combined to create a student experience that is satisfying for the current generation of students. The demand for online learning has rapidly increased over the years, especially with the recent COVID-19 situation around the world. Schools transitioned to online teaching and learning. Teachers adapted to the changes and with the help of technology, created collaborative and engaging online experiences. These experiences will be memorable for students. New skills were learned along the way such as organization, time management, communication, etc. These skills can help students and prepare them for their future. Many studies have focused on the topic of teaching and learning online. This study is aimed to target parents, students, and teachers who are looking into furthering or completing their education online. With the recent events in the world happening with COVID-19, children and teachers had to resort to continue their education online. Many families and teachers struggled with technology while others adapted to the situation quickly. To be prepared for any situation we must inform ourselves about how teaching and learning online happens and how to be successful.
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Baibekova, M. M., Z. ZH Kumisbek, and S. L. Makhmudova. "PROBLEMATIC ISSUES OF ONLINE EDUCATION." BULLETIN Series Psychology 65, no. 4 (May 20, 2020): 52–59. http://dx.doi.org/10.51889/2020-4.1728-7847.10.
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In this article, the current situation in the field of Education, which occupies the last place in the field of online distance education, will reveal in detail the current problems of online distance education.It took place all over the world.In the context of the epidemiological situation, all of us will have to serve and live in a new way. Today, there are almost no people who are not affected by these changes. Each of us must adapt to these changes and switch to a habitual way of life. First of all, the education system for children, including the entire population, will have to be transformed and transformed. Distance learning will have to be transformed not only from a technical point of view, but also from a pedagogical and psychological point of view. Teachers, students, and parents-all participants in the relationship of the education system, even the distance learning system, need psychological support.Coronavirus-the word was a word that took place in the language and mind of every inhabitant of the planet. The pandemic, which has engulfed the entire world, has not only destroyed the usual daily lifestyle, but also caused fear and anxiety in people's lives. In this article, we will discuss in detail and in detail the current problems of online education in universities.
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McVey, Michael G. "Perceived Best Practices for Faculty Training in Distance Education." International Journal of Adult Vocational Education and Technology 5, no. 1 (January 2014): 48–56. http://dx.doi.org/10.4018/ijavet.2014010105.
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Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.
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Voitovska, Oksana, Kaleriia Kovalova, Viktoriia Kuleshova, Oksana Kravchuk, and Olena Moroz. "Distance learning development in COVID-19 context." International journal of health sciences 6, no. 1 (February 7, 2022): 187–95. http://dx.doi.org/10.53730/ijhs.v6n1.3711.
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The purpose of the article is to evaluate the practice and experience in the development of distance learning forms. Methodology. This article used secondary data from the UK Student Survey (Office of National Statistic COVID-19 Insights Survey (SCIS) during May 4-12 and November 19-29, 2021, to assess trends in the impact of the pandemic on their success. Results. The study found that limitations in higher education due to the spread of the coronavirus have driven the need for online education. In the UK, the most common education form was self-study or distance learning with a lecturer. Its prevalence has decreased as restrictions continue due to the online learning forms development (from 14% to 55%). With the developments, the number of students wishing to continue learning may be related to the adaptation to the new educational environment. In the UK, the combination of different distance learning methods is also changing, and the availability of online materials is increasing. The reduction in the amount of students' group work, the number of pre-recorded lectures or content, and the number of scheduled online classes from 76% to 40% remains negative.
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Gao, Hua. "Online AI-Guided Video Extraction for Distance Education with Applications." Mathematical Problems in Engineering 2022 (March 30, 2022): 1–7. http://dx.doi.org/10.1155/2022/5028726.
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The pervasive applications of artificial intelligence (AI) have made an impact on the human knowledge sharing and education. In practice, a lifelong learning process is becoming an inevitable trend in the future. Although distance education has been developed for a long period, there are still problems such as low learning enthusiasm, low autonomy, and unsatisfactory learning support services. The application of AI to distance education will fundamentally affect the instruction and guidance methods, as well as the instructing content of distance education. Evolutions in distance education have brought significant changes in the instructing mode, learning strategy and support service, evaluation mode, and instructing platform of distance education. Distance education can construct an intelligent education platform to provide learners with personalized learning support. It can also offer flexible, dynamic, and convenient evaluation and on-demand learning resources with guaranteed quality. By leveraging the state-of-the-art data mining technique, we in this work design a set of simple yet effective distance education system, in the context of video conferencing. Our technique depends on the existing video surveillance network and equipment. Our technique can be applied to achieve an effective face-to-face online interaction. Meanwhile, the video surveillance network switch is optimized to enhance the network transmission and ensure the reliability of network operation. Comprehensive experimental results on the two instructing platforms based on embedded system learning and hospital nurse learning have shown the advantage of our method.
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ORAKCI, Şenol, Mehmet Durnalı, and Çetin Toraman. "Distance education students’ acceptance of online learning systems, attitudes towards online learning and their self-directed learning skills." Malaysian Online Journal of Educational Technology 10, no. 2 (March 27, 2022): 76–94. http://dx.doi.org/10.52380/mojet.2022.10.2.236.
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About four million people living in Turkey or abroad with a Turkish passport enrolled in distance education schools to have the opportunity to complete their compulsory formal education in the spring of 2018-19. The aim of this descriptive study was to determine distance education students’ acceptance of online learning systems, their attitudes towards online learning, and their self-directed learning skills and the relationship between them. The study group consisted of 1233 students in the spring term of 2018-2019. Some of the main results are as follows: A six-variable model (perceived ease of use, perceived usefulness, general acceptance, individual awareness, usefulness, application effectiveness) played a significantly explanatory role in dependent variables (subscales of self-directed learning skills). Perceived usefulness and usefulness positively predicted motivation, suggesting that the higher the perceived usefulness, the higher the motivation. General acceptance and application effectiveness negatively predicted self-monitoring. Female participants were more motivated by online learning environments than males.
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Ajjawi, Rola, Susie Schofield, Sean McAleer, and David Walker. "Assessment and feedback dialogue in online distance learning." Medical Education 47, no. 5 (April 10, 2013): 527–28. http://dx.doi.org/10.1111/medu.12158.
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Saidalvi, Aminabibi, Maisarah Noorezam, Nursyuhada Zakaria, Nadzrah Sa’adan, Wan Farah Wani Wan Fakhruddin, Nurul Nadiah Rasdi, and Sharifah Amani Syed Abdul Rahman. "Diploma Engineering Students’ Perceptions of Online Distance Learning." International Journal of Recent Technology and Engineering (IJRTE) 10, no. 2 (July 30, 2021): 119–28. http://dx.doi.org/10.35940/ijrte.b6176.0710221.
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The Covid-19 pandemic and the subsequent Movement Control Order (MCO) has resulted all formal classroom learning for 4.9 million students at all levels of education in Malaysia was suspended since March 2020 till todate. Educators were advised to shift from traditional face-to-face classroom meetings to distance learning mode; online or offline platforms. However, the reality is, the majority of the students are still grappling with e- learning, inadequate equipment, and an unconducive environment making the adoption of home-based elearning even harder. There is no evidence on how Diploma engineering students are experiencing this new normal. Having realised the importance of getting first-hand information regarding online distance learning (ODL) experiences, this study investigated Diploma engineering students’ ODL experiences amidst COVID-19. An online survey using Google Forms was utilised to collect data for three weeks from 486 Diploma level students in a university from the southern region of Peninsular Malaysia. Using descriptive quantitative and qualitative analysis, the distribution of study participants, learning experiences, and expectations on educational decisions of ODL was investigated. The findings highlight the need to transform education for more tech-based lessons for the millennials and there is a need to a properly planned ODL implementation with full support from all involved in ODL mode. As classes move online in the foreseeable future, the findings of this project will benefit UiTM and the government in restructuring digital education post-Covid-19 to develop employability and the productivity of the future generation.
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ANDREESCU, Prof Cristina Veronica. "ONLINE EDUCATION - PROBLEMS AND SOLUTIONS." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 49–61. http://dx.doi.org/10.26520/peijes.2021.4.3.49-61.
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The online platforms have been in a continuous development since the beginning of their appearance, being classified according to the field of activity. This article discusses some features of the online educational platforms, that serve the distance learning adopted during this pandemic period by the majority of nations on the planet, to continue the educational progress, at all levels of learning. The article is intended exclusively for the platforms used at the pre-university level of education and illustrates theoretical notions about them, represented by typologies, characteristics, and the features that platforms have been applying. The online platforms, as any other software device, possess advantages and also limitations of the available functions, and this article illustrates their approach in the context of the formative type of assessments, as well as of the summative ones. The effects of using these platforms are highlighted by using the questionnaire survey. This has the final aim to identify the perceptions of the respondents on the use of the online educational platforms for conveying the school information and also to identify the psycho-social aspects that this approach entails. At the end of the article the results of students' attendance at the online courses are presented, results that were collected based on the monitoring study conducted on a sample of students.
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Jayanti, Esti. "Concept and Implementation of Online Game-Based Learning Approach in Distance Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 4 (July 17, 2021): 444. http://dx.doi.org/10.20961/shes.v3i4.53382.
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<p><em>Education is an endeless learning process either formally or nonformally. To achieve student’s goal, they must develop their potential. This potential can be achieve through learning that is education. In this pandemic situation, student’s doing online learning. But students don’t have any meaningfull learning in this activities. Students have been enamored in online games. The purpose of this study is to describe 1. Online game-based learning approach, 2. Implementation of a online game-based learning in distance learning. The result of this study are: (1) Online game-based learning is a learning approach based on software.; (2) the implementation of the online game-based learning approach in distance learning is combining data collection, system analysis, coding, implementation, and maintenance. The conclusion of this study are online game-based learning is an educational system where teacher can apply an online game for cognitive interest and learning motivation that students need.</em></p>
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Leszczyński, Piotr, Anna Charuta, Joanna Gotlib, Barbara Kołodziejczak, Magdalena Roszak, and Tamara Zacharuk. "Distance Learning Methods in Continuing Education of Paramedics." Studies in Logic, Grammar and Rhetoric 51, no. 1 (September 26, 2017): 53–70. http://dx.doi.org/10.1515/slgr-2017-0033.
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Abstract The process of continuing education of paramedics is based on gaining educational credits during five-year educational periods. One of the forms of self-improvement are Internet-based educational programs. The lack of regulations concerning the organizational and technical aspects of e-learning made the authors attempt to analyze the phenomenon. The aim of the article is to present an initial analysis of the role of online educational programs in comparison with other forms of professional training of paramedics. One in three respondents has recently used one of the methods of distance learning. Despite the low awareness of the effectiveness of e-learning, almost 70% of the interviewees expressed a positive opinion about it and over 50% were willing to use such forms in the future. The respondents preferred online trainings in the asynchronous version, containing audio-visual materials and providing the possibility to obtain a certificate issued to the participant after completing the course. The demand for topics in the area of professional training included mainly the fields of Drug Therapy, electrotherapy, electrocardiogram (ECG) evaluation, medical segregation, and help in delivery in pre-hospital conditions. Modern forms of distance learning do not make it possible to acquire practical skills, yet their role in professional training of paramedics is still significant. According to the authors, online educational programs constitute an effective complement to traditional training through the performance of tasks in a mixed form, known as blended-learning.
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Yıldız, Esma. "Investigation of Factors Affecting the Sense of Community of Distance Education Learners in Online Learning Environments." Journal of Qualitative Research in Education 8, no. 1 (January 30, 2020): 180–205. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.1s.9m.
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Pankowska, Malgorzata. "Value Development at Online Distance Learning University." Journal of Theoretical and Applied Electronic Commerce Research 1, no. 3 (December 1, 2006): 28–41. http://dx.doi.org/10.3390/jtaer1030020.
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The paper covers different interpretations of Online Distance Learning (ODL) organization and explanation of current managerial theories that have impact on its development. In the paper, two research methods have been applied i.e. case studies and literature interpretation. First, author presents case studies and delivers characteristics of the four case studies of ODL institutions project development. In the main part of the paper, basing on the case studies and literature studies, author delivers the model of value creation and sharing at ODL university. Author argues that ODL university value creation demands a completely new approach towards educational processes. Their development requires knowledge and relationship management, IT architecture development, resource management by contracts, standardization for controllability, compatibility and interoperability. The paper contains a review of standards applicable in online distance education organizations. Author concludes that proposed value development model is important for ODL organization strategy management.