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Journal articles on the topic 'Distance learning students'

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

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1

Sandhu, Dayal, and Prof Archana Kapoor. "Determinants of Students’ Satisfaction towards Hybrid Distance Learning." Indian Journal of Applied Research 4, no. 8 (October 1, 2011): 127–28. http://dx.doi.org/10.15373/2249555x/august2014/36.

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2

Tóthová, D., and K. Hennyeyová. "Preparation of e-learning methodology in distance learning." Agricultural Economics (Zemědělská ekonomika) 48, No. 8 (March 1, 2012): 364–66. http://dx.doi.org/10.17221/5336-agricecon.

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Education should be understood as a method of sharing and disseminating information. It deals not only with obtaining the right information in the right time but also with full understanding and processing of the information in the given context. Distance learning is a technology, where the distance between a teacher and a student, or among students, is characterized by the speed of the feedback, i.e. how quickly the student gets the feedback from his teacher – tutor. This type of education cannot exist without electronic education. It means providing the students with the content of a course via all electronic media including Internet, intranet and CD-ROMs. Before processing of the materials into this form, it is necessary to develop the methodology, which could be used effectively by distance learning project teams.
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3

Khamova, Svetlana. "Students` autonomy in distance learning." Humanities and Social Sciences 84, no. 1 (March 1, 2022): 199–215. http://dx.doi.org/10.18522/2070-1403-2021-84-1-199-215.

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4

Lockwood, Fred. "Preparing students for distance learning." Open Learning: The Journal of Open, Distance and e-Learning 1, no. 1 (February 1986): 44–45. http://dx.doi.org/10.1080/0268051860010110.

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5

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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7

Muslicha, Aria Nur Farida. "EFFECTIVE COMMUNICATION FOR DISTANCE LEARNING." SIGEH ELT : Journal of Literature and Linguistics 1, no. 1 (March 13, 2021): 76–86. http://dx.doi.org/10.36269/sigeh.v1i1.480.

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The purpose of this study was to determine effective communication for distance learning. Which is viewed from the presence, response, understanding information from lecturers, and use of student communication applications in effective communication for distance lectures. This research uses descriptive quantitative method. Data were collected by administering a questionnaire accompanied by the reasons for choosing the answer chosen. The data in this study were analyzed descriptively which was presented in the form of a round diagram to describe effective communication for distance learning for students of the Islamic Education study program at the Tarbiyah Muhammadiyah University of Tanjung Redeb. The results showed that the attendance of students on a predetermined class schedule was 92%. Judging from the student response from the presence of lecturers by 100%. In terms of the student's ability to understand information from the lecturer, 55%. And in terms of online communication applications that are easier to use by students who are learning distance, WhatsApp is 62%. This shows that the message delivered by lecturers in distance learning can be accepted by all students. And the use of WhatsApp as a communication application that is most widely used by students has helped to realize effective communication for long-distance lectures.
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8

Hnatyshena, Iryna. "Distance Learning of Foreign Languages for Students of Economic Specialties." Revista Gestão Inovação e Tecnologias 11, no. 3 (June 30, 2021): 1041–58. http://dx.doi.org/10.47059/revistageintec.v11i3.1994.

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9

Vilkhovchenko, Nadiia P. "ESP distance learning methods At technical universities." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 116–23. http://dx.doi.org/10.32342/2522-4115-2022-1-23-14.

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The paper focuses on the urgent problems of linguadidactics caused by Covid-19 pandemic and the need to implement online learning at all Ukrainian institutions of higher learning. English for Specific Purposes online learning involves modern methods that are constantly being improved. They are aimed at effective interaction of all participants in the learning process. The Department of Foreign Languages in Lviv polytechnic national university analyzed the feedback from the teaching staff and students concerning methods applied in online classes which were held during the quarantine period in 2020–2021. Observations of teaching experience, as well as the positive feedback from students proved that online learning English for specific purposes can be as effective as the offline one. The study considers a number of important principles that should be followed in order to succeed in distance learning. English for Specific Purposes online tools involved both synchronous and asynchronous methods. The former methods included videoconferences held with the help of various applications, e.g. Zoom, Microsoft Teams, Google Meet etc. Asynchronous means consisted of using instant messengers, email, educational platforms, i.e. virtual learning environment of the university based on the Moodle platform. We conducted a survey among students of five groups of different technical specialties. The survey aimed at finding out their opinion concerning effectiveness of ESP online lessons. It helped to discover what kind of difficulties the students had faced. The survey also allowed us to understand which types of activities were better perceived during video conferences in comparison with lessons in the classroom (i.e. listening and watching video). The analysis of the results obtained brought us to a conclusion about the most efficient way of conducting online classes. Thus, a combination of asynchronous and synchronous methods appeared to be the most effective tool for online mastering of ESP. On the one hand, the asynchronous method can be effective to consolidate lexical and grammar material, as well as develop reading skills. On the other hand, synchronous method provides direct communication in the «student-teacher» format and is the most effective means of transmission and acquiring new knowledge in the discipline of English for Specific Purposes. It also develops speaking skills while involving students in work with breakout rooms. The paper also discusses the issue of students’ knowledge and skills assessment. The process of control has become automated and, thus, more convenient. Diagnostic and control works were performed in the form of current and final tests, hosted on the Moodle platform (virtual learning environment of Lviv Polytechnic National University). This greatly facilitates teacher’s work; as such tests contain a convenient option of automatic checking the correctness of students’ answers to the tests.
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Shumakova, Serafima Yurievna, Ekaterina Anatolyevna Shugaeva, Inga Konstantinovna Orlova, Artem Yuryevich Lakhtin, Sophia Ravilevna Sadekova, and Antonina Nikolaevna Vakulenko. "Distance education of students." Laplage em Revista 6, Extra-C (December 30, 2020): 282–91. http://dx.doi.org/10.24115/s2446-622020206extra-c653p.282-291.

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The aim of the study is to reveal the typical social and psychological opportunities and limitations of distance learning via the Internet. The study of scientific-methodical and pedagogical literature on the problem of social and psychological opportunities and limitations in distance learning in higher education institutions were used. The article presents the views of scholars on the theoretical aspects of social and psychological opportunities and limitations of distance education of university students. Different aspects of students' attitude to distance learning in the conditions of coronavirus pandemic spreading have been described based on a survey of humanities students. Based on the results of the research, three groups of opportunities and limitations of distance education of students ― pedagogical, information-technological, and psychological ― as well as their content have been identified.
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11

Romanova, O. V., A. I. Kapichnikov, N. V. Solotova, L. M. Ivanova, and O. B. Kapichnikova. "Distance learning for students to Latin." Alma mater. Vestnik Vysshey Shkoly, no. 10 (October 2021): 72–75. http://dx.doi.org/10.20339/am.10-21.072.

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Presented are features of the preparation of foreign students in the conditions of distance learning. It was taken into account that the economy, education, medicine, politics were filled with new content and technology of implementation, and at the same time there was a tendency of global competition between different countries. New trends in world development have increased the importance of a person’s intellectual resource. The article considers the formation of a new paradigm of the educational process in universities and changes in both the content and the technological component of the training process of future bachelors, masters and postgraduates in universities. The importance of introducing innovations in the educational process, including in the training of foreign students, was taken into account. Innovative changes in the educational sphere in the context of globalization, the impact of the pandemic on this process are considered. The experience of such training at the Saratov Agrarian University is analyzed. The forms of international cooperation in the conditions of this university are considered. The stages, forms and methods of distance learning of the Latin language for foreign students at the Faculty of Veterinary Medicine, Food and Biotechnology are presented. The relevance of the problem has contributed to the fact that the question of the use of innovations, the features of distance education has found wide distribution in the modern theory and practice of teaching. In a number of universities of our country, a scientific direction related to the organization of international cooperation and the training of foreign students has become widespread. The theoretical significance of the proposed article is to reveal the features of distance learning of foreign students in the conditions of the university. The practical significance lies in the disclosure of the teaching methods of these students, in particular on the material of the Latin language.
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12

SHEVCHUK, Аnatolii, Olena REDKO, and Halyna SHIKITKA. "Features of distance learning organization students." Humanities science current issues 3, no. 36 (2021): 295–302. http://dx.doi.org/10.24919/2308-4863/36-3-49.

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13

Filcher, Carol, and Greg Miller. "Learning Strategies For Distance Eduation Students." Journal of Agricultural Education 41, no. 1 (March 2000): 60–68. http://dx.doi.org/10.5032/jae.2000.01060.

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14

Huntley, Ian, Terry Mangles, and Gil Slater. "Using micros with distance‐learning students." International Journal of Mathematical Education in Science and Technology 16, no. 3 (May 1985): 373–78. http://dx.doi.org/10.1080/0020739850160306.

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15

Davis, Hazel M. "Distance Learning Students and Library Services." Community & Junior College Libraries 9, no. 2 (June 2000): 3–13. http://dx.doi.org/10.1300/j107v09n02_02.

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16

Smith, Edward D. "Letters: Distance Learning: Are Students Satisfied?" Change: The Magazine of Higher Learning 31, no. 6 (November 1999): 4. http://dx.doi.org/10.1080/00091389909604226.

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17

Branekova, D. "THE SUCCESSFUL MODEL OF DISTANCE LEARNING." Trakia Journal of Sciences 18, Suppl.1 (2020): 275–84. http://dx.doi.org/10.15547/tjs.2020.s.01.047.

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The main focus of the article is the presentation of a model of distance learning in the process of its implementation in the conditions of a global pandemic. A study is included related to the readiness of teachers and students to implement distance learning without time for prior preparation. The influence of the model has been studied on the readiness of the students for learning, as well as the student's attitude to distance learning. Recommendations are made for the development and improvement of the model of distance learning as a component of the university educational environment.
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18

Vilmantė, Kumpikaitė-Valiūnienė. "Distance Learning and Facebook's Usage in the Study Process: Students‟ Attitude." International Journal of Information and Education Technology 6, no. 2 (2016): 122–26. http://dx.doi.org/10.7763/ijiet.2016.v6.670.

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19

Verzhanskaya, O., and T. Laguta. "Difficulties of distance learning." New Collegium 3, no. 105 (November 22, 2021): 33–37. http://dx.doi.org/10.30837/nc.2021.3.33.

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The difficulties encountered by teachers during distance learning are described. These include the teacher's inability to work with new educational technologies, the low level of information culture among individual teachers, psychological problems, the inability to organize joint cognitive activities with students, and others. The content of special training of teachers for the conditions of distance learning is proposed. It was noted that professional development should become a continuous and constant process. The tasks of the advanced training system have been updated, namely: training teachers in the ideology of distance learning, studying the organizational and technological environment, continuous assimilation of promising information technologies of education, continuous training in the latest achievements of psychology and pedagogy, training in forms of control of students' knowledge. The skills of a teacher necessary for the successful organization of communicative interaction with students in the distance learning system are considered.For the successful organization of communicative interaction with students in the distance learning system, the teacher must be able to apply the forms of verbal and non-verbal communication; conduct a virtual discussion, establish contact with the audience on-line; involve in discussion, expressing one's own opinion and establishing interpersonal interaction; conduct training sessions taking into account the psychological characteristics of student behavior in a virtual environment; find an individual approach to students during distance learning; create a positive emotional atmosphere between the subjects of distance learning. Prospects for further research are in the development and creation of a special adaptation program for teachers who teach in a distance learning environment. The program for training teachers should cover the main issues of distance learning: legislative framework, computer literacy, the use of information systems, psychological and pedagogical features of the implementation of distance learning.
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Heriyanto, Yanuar Yoga Prasetyawan, and Ika Krismayani. "Distance learning information literacy: Undergraduate students experience distance learning during the COVID-19 setting." Information Development 37, no. 3 (June 4, 2021): 458–66. http://dx.doi.org/10.1177/02666669211018248.

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This qualitative study provides an understanding about undergraduate students’ information literacy experience during their involvement with distance learning in an Indonesian university. Findings present evidence to inform the development of the distance learning process in Indonesia and informed learning responses that enhance the learning of undergraduate students. A total of 17 undergraduate students were interviewed using a semi-structured interview technique. The data collected were analyzed using thematic analysis, revealing four themes related to students’ information literacy experience during distance learning, namely, understanding distance learning, platform literacy, learning strategy, and learning resources. Findings can inform the development of informed learning responses to enhance the transition of undergraduate students into distance learning during a pandemic situation. These results may also be of benefit to teaching faculties for enhancing teaching and learning activities and to provide support for students.
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Zormanova, Lucie. "Learning Strategies Applied by University Students in Distance Learning." International Journal of Research in E-learning 7, no. 1 (June 22, 2021): 1–20. http://dx.doi.org/10.31261/ijrel.2021.7.1.04.

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This review study aims to provide an overview of previous research on learning strategies used by students studying in a distance-learning form. The basic sources for research were the Web of Science, Research, Gate and Google Scholar databases. We also proceeded with a subsequent search based on frequent citations, using the Internet search engine Google.In accordance with the aim of this study, we sought answers to the following research questions in the analysis:1. Which learning strategies are most frequently used by students studying in a distance-learning form?2. In connection with which factors influencing distance-learning outcomes are learning strategies examined?3. Which research methods are used to study distance-learning strategies?We came to the following conclusions: In distance learning, it is necessary to help students develop their autonomous learning competence, knowledge of diverse learning strategies and reflective use of learning strategies, and increase the repertoire of reading strategies used by students. For some distance-learning students, however, the use of diverse learning strategies poses an issue; adult distance-learning students use only a fairly limited repertoire of learning strategies. Adult students use only those learning strategies which have worked for them in the past and are therefore convinced of their effectiveness. The most frequently used learning strategies for distance-learning students are retelling the text in their own words, with which students check whether they have understood the text sufficiently, compilation of an overview of information based on the read text, and the use of mnemonics.In connection with the factors influencing distance-learning outcomes, research has shown that there is a relationship between the degree of cognitive development and the use of a broader repertoire of learning strategies. It was found that the effectiveness of learning in self-directed learning and the use of a wider repertoire of learning strategies are closely related to students’ mood, selfconfidence, self-assurance, and perseverance. In this study of learning strategies, quantitative and qualitative research methods are applied. However, mixed method research design is the most commonly used approach.
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Maksimyuk, Elena V. "Students ‘view on distance education." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (October 21, 2021): 157–70. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.11.

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The paper analyzes the results of an associative experiment conducted with second-year students (SibADI, Omsk) in the fall of 2020 with the aim of assessing the experience of the mass introduction of distance learning technologies, assessing the receptive reactions of students, identifying the degree of emotional comfort of learning during a pandemic, the difficulties they had to be faced, their sources and the degree of recurrence. The results of the study became the basis for the development of methodological recommendations in order to increase the degree of effectiveness of the educational process in a distance format. The introduction reveals the essence of the concept of distance education, its goals and objectives at different stages in different countries. A number of advantages provided by the distance learning format and its relevance in the modern world are highlighted. The results of the experiment showed that not all students are psychologically ready for a sharp transition to distance learning. The wide public resonance aroused increased interest in researching the problems that have arisen in this educational sphere. The associative experiment took place in two stages. The first question was aimed at identifying the preferences of the form of education of full-time students. The question was: What form of education do you prefer full-time or distance learning? The responses ratio was 70:30. Seventy percent of the surveyed respondents preferred full-time education, the rest distance learning. In the second part, they were invited to take part in an associative experiment to reconstruct a fragment of the national linguistic picture of the world in a certain historical period. Through an associative experiment, we were able to identify and analyze the psychoemotional assessment of the components and their frequency within the modified concept of distance education; practical recommendations of a didactic nature were proposed for reducing negative connotations and removing psychological barriers in the process of distance learning.
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Koķe, Tatjana, and Ilze Norvele. "Incorporation of learning strategies into adult distance learning." Studies for the Learning Society 1, no. 1 (January 1, 2008): 39–48. http://dx.doi.org/10.2478/v10240-012-0017-y.

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Incorporation of learning strategies into adult distance learning The paper is based on a study of a group of adult students in a distance learning environment. The focus of the study is on the student comprehension of particular learning strategies. The students' experiences are documented by using case study method and interviews, as well as a quantitative analysis of the results of a survey. The conclusions are that a direct teaching component for learning strategies in a distance learning course may improve the students' strategy awareness as well as contribute to the empowerment of adult students as autonomous learners by reducing their anxiety dealing with new learning situations, by fostering reflection and meta-cognition, and by providing a sense of achievement.
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Rahayu, Annisa Nuraeni, Siti Mujdalipah, and Dwi Lestari R. "Measuring Level of Students’ Independent Learning In Distance Learning." Jurnal Pendidikan Terbuka Dan Jarak Jauh 23, no. 1 (June 21, 2022): 42–54. http://dx.doi.org/10.33830/ptjj.v23i1.3436.2022.

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This study aims to determine the level of students’ independent learning based on indicators of independent learning in terms of the process and management of students when they were studying. When students learn independently, it plays an important role in learning success and helping students obtained optimal learning outcomes. This research was used analytic descriptive research methods and survey techniques, used four indicators of independent learning in terms of the process and management of students when they were studying. The results showed that most of the students had independent learning in high to very high categories on the indicators of having initiative and motivation to learning, able to diagnose learning needs, able to determine learning targets and learning goals, and able to monitor, organize, and control learning. The results showed that almost all students had a level of independent learning in the high to the very high category on those three indicators.
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E. Fourie, Letitia. "How South African open distance learning students use social media: a survey." Problems and Perspectives in Management 14, no. 1 (March 2, 2016): 71–78. http://dx.doi.org/10.21511/ppm.14(1).2016.08.

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Various studies have been conducted on the use of social media but there is a gap in the literature with regard to social media use in South Africa as well as the difference in social media usage between Generation Y and older students. Thus the main purpose of this article is to determine how open distance learning (ODL) students use social media and if age makes a difference in social media usage. An online self-administered questionnaire was sent to a sample of first year ODL students via email that consisted of a Likert scale that surveyed how they used social media. The results indicate that students mostly use social media for entertainment purposes. A slight difference in the use of social media by Generation Y students and older students are found. Generation Y use social media mainly for entertainment purposes whereas older students indicate that they use it more for information seeking purposes. By taking these results into consideration, organizations can develop more tailored marketing messages to the consumers in the different age groups. If they want to reach Generation Y with a marketing message it should be more entertaining. Whereas marketing message aimed at older students should be in the form of more informative messages
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Kayser, Ina, and Thomas Merz. "Lone Wolves in Distance Learning?" International Journal of Mobile and Blended Learning 12, no. 1 (January 2020): 82–94. http://dx.doi.org/10.4018/ijmbl.2020010106.

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Distance learners are often referred to as ‘lone wolves' who, as a result of the geographical distance and other system-specific characteristics of distance learning programs, place little emphasis on communicating with the university and, in particular, their fellow students. This article, following a demonstration of the developments in the field of distance learning, focuses on the communication patterns of distance learners. As part of a quantitative study, the students of a German distance university answered a survey on this topic. A significant result was the division of the students into three groups according to their tendency to communicate: Power communicators, regular communicators, and the lone wolves. Moreover, a shift within the student cohorts can be identified: students in later semesters prefer synchronous communication as opposed to the asynchronous use of emails. Learning analytics and a shift in the role of academic support towards mentoring can support an increase in the tendency to communicate and, ultimately, in student motivation and performance.
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Vasyukov, O. G. "Distance learning: pros & cons." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2021): 12–16. http://dx.doi.org/10.20339/am.02-21.012.

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Discussed is actual question about, how long distance learning has come to the Russian education system. Will this form of education become the main one in view of planning the federal project “Digital Educational Environment”? The results of the questionnaire of students on of their personal desire to switch to distance learning are considered. 59.87% of students do not want to switch to distance learning, 31.6% want to switch, 5.9% have not decided on the answer and 2.63% of students supported the joint use of traditional and distance forms of teaching. The positive and negative sides of distance learning from the point of view of the surveyed students are stated. Positive motives for the transition to distance learning were: the convenience of working on your computer; saving free time due to the time spent on the way to the university and back; more flexible study schedule; improving safety for one's health, improving the environment; students who live far from the university also noted the savings in money. Motives against the transition to distance learning were named: difficult perception of the material without live communication with teachers; an increase in the number of questions in comparison with regular training; disruption of some classes for technical reasons; lack of software on the home PC; non-compliance of the software on your computer with the requirements; an increase in the amount of time spent at the computer; some students cite the difficulty of self-organization at home as a reason. The attitude to distance learning of some government officials and the elite of the Russian state is shown. The negative influence on the creative component of the work of programmers in the remote mode is noted. The author of the article proposes to bring the issue of the large-scale introduction of distance learning planned in the government to a general wide discussion in order to prevent miscalculations in this very important issue and to choose a solution that is profitable at first, but incurring large losses in the future. The author notes a tendency for a more positive attitude of students towards distance learning compared to April and May 2020.
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Dr. Ubaidullah Khan. "Course Evaluation in Distance Learning." Tasdiqتصدیق۔ 4, no. 01 (July 5, 2022): 1–11. http://dx.doi.org/10.56276/tasdiq.v4i01.81.

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This article is part of a course evaluation project at Allama Iqbal Open University, one of the largest universities in Pakistan and the main university offering education through the Distance Learning System. The first part of this project was a quantitative analysis of the responses of students to the course evaluation survey whereas this article presents a qualitative analysis of open-ended questions asked to students studying Phonology course and teachers teaching this course at Islamabad and Rawalpindi campuses of the university. The students presented their point of view regarding the three components under inquiry and suggested improvements in the course by upgrading the course contents and improving the quality of tutorial support.
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Kitto, S. L., L. Griffiths, J. Pesek, E. Mackenzie, and K. Bauer. "414 Biotechnology in Agriculture: A Multimedia Approach to Problem-based Learning and Distance Learning." HortScience 35, no. 3 (June 2000): 464D—464. http://dx.doi.org/10.21273/hortsci.35.3.464d.

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In 1997, we added distance students to a traditional, classroom-taught biotechnology course. To reach distance students, we used a multimedia approach: lectures via videotapes and problem-based learning exercises (PBL) via the Internet. About a third of the course was taught using PBL. The major challenge of the course was to teach the PBL segments to distance and traditional students working in groups. We explored ways to use multimedia technology that would allow distance students to participate in the PBL segments of the course. To assess the effectiveness of the methods used in this project, we compared the distance students with traditional students using measures of perceived and actual knowledge of biotechnology. The student–student interactive PBL segments were challenging because the traditional students were working in “real time” and the distance students were working in “distance time.” Distance students did as well as in the course as traditional students; however, management of groups composed of distance and traditional students was challenging. PBL could probably be used more effectively and successfully with student groups composed solely of distance students.
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Фоминых, Светлана Олеговна, Галина Александровна Александрова, and Ирина Владимировна Филиппова. "TECHNICAL BACHELOR STUDENTS’ ATTITUDE TO DISTANCE LEARNING." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(109) (January 26, 2021): 233–40. http://dx.doi.org/10.37972/chgpu.2020.109.4.029.

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В условиях распространения Covid-19 в нашей стране практически все образовательные учреждения перешли на дистанционные образовательные технологии. У преподавателей и студентов вуза не было возможности плавного перехода к дистанционной форме обучения, а сроки были максимально сжаты. Предметом исследования является отношение студентов ЧГПУ им. И. Я. Яковлева к дистанционному обучению.Исследование проводилось на основе анкетирования студентов очной формы обучения, вынужденных в условиях распространения Covid-19 перейти на новый для них формат обучения. По результатам опроса можно сделать вывод, что основная доля респондентов на сегодняшний день не готова полностью отказаться от традиционных методов обучения в пользу дистанционных образовательных технологий.Проведенное исследование показало увеличение учебной нагрузки на студентов во время дистанционного обучения, а также позволило выявить его положительные стороны (занятия в комфортной и привычной обстановке; гибкость учебного процесса; возможность совмещать работу с учебой и т. д.) и трудности, с которыми пришлось столкнуться студентам в процессе дистанционного обучения (сложность выполнения практических заданий без объяснений преподавателя, большой объем заданий, учебной информации и т. д. In the context of the spread of Covid-19 in our country, almost all educational institutions have switched to distance educational technologies. University lecturers and students did not have a chance to go to distance learning gradually, and the terms were rather short. The subject of the research is the attitude of Yakovlev University students to distance learning.The study was carried out on the basis of the results of the questionnaire on the transition to a new form of education in the context of Covid-19. This questionnaire was held among full-time students who had experienced that transition. According to the results of the survey, it can be concluded that the majority of the respondents today are not ready to completely abandon the traditional form of learning in favor of distance learning technologies.The study showed an increase in the study load on students during distance learning, and also made it possible to identify its positive aspects (learning in a comfortable and familiar environment; flexibility of the educational process; the ability to combine work with study, etc.) and the difficulties that students were to face in the process of distance learning (the difficulty of completing practical tasks without explanations from the lecturer, a large amount of information asked, etc.).
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Moshkina, Elena, Dmitry Elakhovsky, and Alexey Nazarov. "Distance learning in physics for extramural students." Lifelong education: the XXI century 16, no. 4 (December 2016): 103–18. http://dx.doi.org/10.15393/j5.art.2016.3345.

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ZHYHORA, Iryna, and Valerii ZHYHORA. "THE TOOLS FOR ORGANIZING STUDENTS' DISTANCE LEARNING." Humanities science current issues 1, no. 52 (2022): 238–43. http://dx.doi.org/10.24919/2308-4863/52-1-35.

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Шатырхан, А. У., А. Бекатар, А. Б. Қулдыбай, and А. М. Жолдыбаева. "PSYCHOEMOTIONAL STATE OF STUDENTS IN DISTANCE LEARNING." Vestnik, no. 2 (June 25, 2021): 147–49. http://dx.doi.org/10.53065/kaznmu.2021.56.28.025.

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Пандемия COVID-19 привела к самой большой неудаче в работе системы образования, которая затронула около 1,6 миллиарда учеников в более чем 190 странах и на всех континентах. Закрытие школ и других образовательных учреждений составило 94 процента мирового контингента учащихся, в странах с низким и средним уровнем дохода этот показатель составляет 99 процентов. Кроме того, расходы на образование угрожают охватить будущие поколения и устранить прогресс, достигнутый в течение десятилетий, что способствует доступности образования для девочек и молодых женщин и их продолжению обучения. Если говорить об экономических последствиях пандемии, то в следующем году еще 23,8 миллиона детей и молодых людей (от детей дошкольного возраста до студентов высших учебных заведений) могут бросить учебу или не получить доступ к образованию. The COVID-19 pandemic has led to the biggest failure of the education system, affecting about 1.6 billion students in more than 190 countries and on all continents. The closure of schools and other educational institutions accounted for 94 per cent of the global student population, compared to 99 per cent in low-and middle-income countries. In addition, spending on education threatens to reach future generations and reverse the progress made over decades, which contributes to the accessibility of education for girls and young women and their continuing education. In terms of the economic impact of the pandemic, an additional 23.8 million children and young people (from pre-school children to university students) may drop out or not have access to education next year.
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Kolumbayeva, Sh Zh, and A. K. Aitpayeva. "DISTANCE LEARNING OPPORTUNITIES FOR DEVELOPING STUDENTS ' INDEPENDENC." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 102–6. http://dx.doi.org/10.51889/2020-2.1728-5496.17.

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The article discusses the possibilities of distance learning. Today, distance learning is intensively included in the educational sphere, which can be explained by a number of advantages of this pedagogical system. Moreover, some experts consider such training to be the most effective form of human education, regardless of age, since the training tools created on the basis of modern media in combination with new technological solutions, as well as modern methodological support, in principle, allow you to independently master the ways of learning activities, create conditions for independent development of subjects of the educational cycle. Distance learning opportunities are a set of methods, forms and means of interaction with a person in the process of independent, but controlled development of a certain array of knowledge. The training technology is based on the Foundation of a certain content and must meet the requirements of its presentation. The content of the proposed knowledge is accumulated in special courses and modules designed for distance learning and based on the existing educational standards in the country, as well as in data and knowledge banks, video libraries, and so on.
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Yakovlev, V. F. "PREVENTING STUDENTS’ ACADEMIC DISHONESTY IN DISTANCE LEARNING." Otkrytoe i distantsionnoe obrazovanie, no. 1(61) (March 1, 2016): 14–19. http://dx.doi.org/10.17223/16095944/61/2.

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Петрова, Татьяна Николаевна, and Надежда Николаевна Пьянзина. "ATTITUDE OF UNIVERSITY STUDENTS TO DISTANCE LEARNING." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(108) (October 20, 2020): 206–12. http://dx.doi.org/10.37972/chgpu.2020.108.3.024.

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В последние годы одной из весьма востребованныхформ организации учебного процесса является дистанционное обучение. Быстрому внедрению данной формы обучения в образовательный процесс поспособствовала и пандемия. Предметом исследования является отношение обучающихся к дистанционному формату обучения. Исследование проводилось на основе опроса непосредственных участников данной формы работы - обучающихся. По результатам опроса можно сделать вывод, что дистанционная форма не является для обучающихся совершенно новым форматом организации учебного процесса. Это объясняется тем, что многие преподаватели в своей работе уже используют такую форму обучения студентов на основе информационных технологий. В большинстве своем обучающиеся испытывали трудности в самостоятельной организации своего учебного пространства в условиях «домашнего обучения». При этом основная доля опрошенных считает, что дистанционное обучение - это благоприятная система получения знаний. Проведенное исследование позволило выявить положительные моменты (возможности самообразования и самообучения, индивидуальный темп обучения, экономия времени и т. д.) и имеющиеся проблемы (недостаточный уровень компьютерной грамотности, низкая техническая оснащенность, низкая пропускная способность интернета, недостаточная наполненность дистанционных курсов учебно-методическими материалами) удаленного обучения, что имеет практическое значение для его дальнейшего совершенствования. In recent years, one of the very popular forms of organization of the educational process is distance learning. The pandemic also contributed to the rapid introduction of this form of education into the educational process. The subject of the study is the attitude of students to the distance learning format. The study was conducted on the basis of a survey of direct participants in this form of work - students. According to the results of the survey, we can conclude that the transition to a distance learning form is not a completely new format for organizing the educational process for students.This is due to the fact that many teachers in their work already use this form of student learning based on information technology. The majority of students experienced difficulties in the independent organization of their educational space in the conditions of «home learning». At the same time, the most respondents consider that distance learning is a favorable system for acquiring knowledge. The study allowed us to identify positive aspects (opportunities for self-education and selftraining, individual learning pace, time saving, etc.) and existing problems (insufficient computer literacy, low technical equipment, low Internet bandwidth, and insufficient content distance courses with teaching materials) distance learning, which is of practical importance for its further improvement.
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DMITRIYEVA, Yelena Y., Svetlana S. DEMTSURA, Tatiana N. LEBEDEVA, Olga R. SHEFER, Valeriy A. MIKHAILOV, Valentina V. MIKHAILOVA, and Svetlana V. SANNIKOVA. "Features of modern distance learning for students." Espacios 41, no. 48 (December 17, 2020): 17–27. http://dx.doi.org/10.48082/espacios-a20v41n48p02.

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The study examines the features of distance learning for university students from different countries. The current problem has escalated during the pandemic to ensure the safety of students and university staff. The authors pay great attention to the peculiarities of distance learning in Russia, based on an analysis of the literature and regulatory documents. The results obtained show that most universities provide distance learning on modern technical, software, subject, methodological, administrative and management basis and cloud of service support.
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38

Jegede, Olugbemiro J., and Jannette Kirkwood. "Students' anxiety in learning through distance education." Distance Education 15, no. 2 (January 1994): 279–90. http://dx.doi.org/10.1080/0158791940150207.

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39

Osika, Elizabeth Reed, and Douglas P. Sharp. "Minimum Technical Competencies for Distance Learning Students." Journal of Research on Technology in Education 34, no. 3 (March 2002): 318–25. http://dx.doi.org/10.1080/15391523.2002.10782352.

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40

Pozdnyakova, Oksana, and Anatoly Pozdnyakov. "Adult Students’ Problems in the Distance Learning." Procedia Engineering 178 (2017): 243–48. http://dx.doi.org/10.1016/j.proeng.2017.01.105.

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Khairuddin, Zulaikha, Nik Nur Athirah Nik Mohd Arif, and Zurina Khairuddin. "Students' Readiness on Online Distance Learning (ODL)." Universal Journal of Educational Research 8, no. 12 (December 2020): 7141–50. http://dx.doi.org/10.13189/ujer.2020.081281.

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42

Adams, Cheryll M., and Tracy L. Cross. "Distance Learning Opportunities for Academically Gifted Students." Journal of Secondary Gifted Education 11, no. 2 (November 1999): 88–96. http://dx.doi.org/10.4219/jsge-1999-618.

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43

Zhuravleva, I. A. "Students’ perception of distance learning at university." Alma mater. Vestnik Vysshey Shkoly 8 (August 2020): 12–15. http://dx.doi.org/10.20339/am.08-20.012.

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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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45

Sara, Fransiska Niken, and Lispridona Diner. "The Effect of Distance Learning on the Kanji Reading Ability of 4th Semester Students." Japanese Research on Linguistics, Literature, and Culture 4, no. 2 (May 31, 2022): 129–40. http://dx.doi.org/10.33633/jr.v4i2.6189.

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Distance learning that works during the covid-19 pandemic changed the student's ability to receive or understand the learning content. Kanji is one of the difficult lecture materials for Japanese language students. A very large number of kanji letters and students' study habits are only made before a test becomes an obstacle in mastering kanji, so persistence, interest, and motivation are needed to learn kanji during distance learning. The preliminary study results show that students' motivation and interest decreased during distance learning. This study aims to determine whether there is an effect of distance learning on the ability to read kanji in fourth-semester students. The instrument used was a questionnaire distributed online with 47 students of Japanese Language Education class 2019 involved as respondents. The study results show that distance learning affects students' kanji reading skills by 22.4%. A student's ability to read kanji is influenced by external and internal factors, including a lack of support from friends and family during the study from home, lack of interest in learning kanji during distance learning, lack of time to practice and learn kanji every day, and students still tend to learn kanji only when there is an exam
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46

Cruz Vázquez, Jonathan Axel, Elena Fabiola Ruiz Ledesma, and Lorena Chavarría Báez. "Virtual worlds in distance learning." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (June 1, 2022): 907. http://dx.doi.org/10.11591/ijere.v11i2.21752.

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<span lang="EN-US">Virtual worlds are considered an additional proposal within the e-learning model. Online platforms have not been enough resources to be successful in the teaching and learning processes, therefore, it is necessary to search more options that contribute to their improvement. Virtual worlds, through inverse and visual experiences for the student, offer new panoramas that allow living situations and solving problems in different areas, such as mathematics. This article analyzes the opinion of higher-level students regarding the use of virtual worlds in their distance classes. Likewise, the virtual worlds provide help in improving teacher-student and student-student relationships. Some cases of educational institutions that integrated the use of virtual worlds into their classes are shown. A Likert-type scale questionnaire has been applied to a sample of 65 higher-level students. Its reliability was validated by means of Cronbach's alpha coefficients and Pearson's. It was found that students consider that the use of virtual worlds would improve class work and relationships between their peers and their teachers. It is remarkably undoubted that virtual worlds within education path are considered an excellent tool for e-learning. However, although the interest on the part of students is high, it is necessary to carry out more researching and developing procedures on the virtual worlds as an alternative to support learning. </span>
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Alliprandini, Paula Mariza Zedu. "The Use of Learning Strategies in Distance Learning." International Journal of Information and Communication Technology Education 14, no. 3 (July 2018): 81–90. http://dx.doi.org/10.4018/ijicte.2018070107.

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The objective of this article was to examine the use of learning strategies used by students of distance learning, enrolled in courses from two public institutions. A total of 821 students took part in the research, 532 of them from the South Institution and 289 from the Midwest Institution of Brazil. Data was composed from the factors: emotion control, search for interpersonal help, repetition and organization, motivation control, elaboration, search for help in the teaching material, and monitoring comprehension. Results evidenced that students from the South are more strategic in all of the analyzed factors. The analysis regarding age range evidenced differences only in factor monitoring comprehension by participants of the South, who were in the higher age range showed more strategic skills. Results presented suggest the need for training tutors focused in teaching learning strategies, which could bring satisfactory results in the sense of promoting the success of DL.
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48

Atakova, A., and T. Storchak. "Attitude of Students to Distance Education." Bulletin of Science and Practice 7, no. 12 (December 15, 2021): 356–59. http://dx.doi.org/10.33619/2414-2948/73/44.

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The article lists various difficulties and problems of the transition to a distance learning format. A sociological study was carried out among full-time students at Nizhnevartovsk State University and identified the main problems that students face during the forced transition to distance learning during the period of self-isolation. Most often, students had problems due to lack of communication with friends, problems with technology and the Internet, difficulties in learning at home.
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Susilawati, Puspita Ratna, and Luisa Diana Handoyo. "Game-based learning: An alternatif learning model in covid-19 distance learning." Biosfer 15, no. 2 (October 27, 2022): 280–91. http://dx.doi.org/10.21009/biosferjpb.25753.

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Distance learning as Covid-19 pandemic solution has student learning boredom as a negative impact. Game application can increase students' enthusiasm and motivation to learn in distance learning. The game-based learning (GBL) model is potentially applied to create a fun learning atmosphere and overcome learning boredom. This study aims to determine the effect of GBL implementation on cognitive learning outcomes and student responses in the biological interaction chapter in Covid-19 distance learning. This research wasexperimental research (one-group pretest-posttest design). The research sample was 25 students. This research used one treatment group without a control group. The test questions were used as cognitive learning outcomes instruments. The questionnaire was used as a student response instrument. Game application used were classified as mobile games, single-player games, role-playing game (RPG). GBL syntaxes were pre-experimentation, experimentation, reflection, activity, and discussion. The results showed that the implementation of GBL in the biological interaction chapter in Covid-19 distance learning affected students' cognitive learning outcomes. The effect of this model could improve students' cognitive learning outcomes with 28% students of low category N-gain while 72% students of medium and high.
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Tangonan, Andie. "Teachers' Awareness of Students' Learning Situations During Distance Learning: Implications for Students' Academic Performance." International Journal of Educational Methodology 9, no. 1 (February 15, 2023): 75–93. http://dx.doi.org/10.12973/ijem.9.1.75.

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<p style="text-align: justify;">This study focused on teachers' awareness of students' learning situations during distance learning. It took place at the Nueva Ecija University of Science and Technology (NEUST) - Gabaldon Campus during the academic year 2021-2022. The study employed descriptive-comparative and descriptive-correlational designs. The 249 students were selected using a stratified sampling technique, whereas the 25 teachers were selected using a purposive sampling technique. Findings revealed that teachers are aware of their students' situations. The students believe that they faced learning challenges during distance learning. There is a significant difference between male and female teachers in terms of student learning environment awareness, but no statistically significant difference in the teacher's awareness of the student's learning situation across age groups, service years, and academic rank. There is a significant difference in the learning anxiety of male and female students but not in the learning environment and blended learning readiness. The learning environment and readiness for blended learning do not differ significantly across age groups of students, but anxiety does. A statistically significant difference in student readiness in blended learning was observed based on students' courses but not on the learning environment or anxiety. There is no significant difference in students' learning situations based on family income or parental educational attainment. There was no significant difference in student achievement based on the teachers' level of awareness. Achievement is positively correlated with learning environment and readiness but negatively associated with anxiety. In addition, the study discussed its theoretical and practical implications. </p>
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