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Journal articles on the topic 'Distance teaching of geography'
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Kontvainas, Rimantas, and Marina Radčenko. "Geography Teacher Approach to Using Virtual Learning Environment in Education of Geography." Pedagogika 109, no. 1 (March 26, 2013): 118–26. http://dx.doi.org/10.15823/p.2013.1841.
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XX–XXI century technological breakthrough created a new ideology and philosophy of education that influenced all education system: new teaching and learning measures have created new teaching methods. Education of nowadays is associated with the use of information and communication tools.
We often mentioned the words “virtual learning”, “distance learning” or “e-learning”. In general, these terms can be regarded as synonymous, because they generally mean a distance learning. Predicting the perspective of distance learning for this type of education has been established a special software that provides the proper functioning of various e-measures. This program is called open source virtual environments development software (usually just a “virtual learning environment” or in short VLE). In the period of 1996–2000 virtual learning environment has been created for distance education.
In Lithuania the use of the virtual learning environment is growing. Almost all high schools have their own virtual environment. The interesting of VLE is growing and in the secondary schools. That is why it is important to find out what motivates teachers to use or not to use VLE. This article aims to analyze the geography teachers‘ attitudes towards education by using a VLE. The survey revealed that most of teachers, which are working with the VLE, indicates that virtual learning environment is useful, unlike teachers, who do not use VLE. They guess that virtual learning environment is useful only partly. Many teachers began using VLE to improve their classification and to make their traditional way of teaching more interesting. Teachers indicate that the VLE is improving learning process and its results, because teaching becomes interactive and therefore more interesting, resulting in increased motivation for learning.
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Mironowicz, Izabela, and Martina Schretzenmayr. "Is This Distance Teaching Planning That Bad?" disP - The Planning Review 56, no. 4 (October 1, 2020): 107–21. http://dx.doi.org/10.1080/02513625.2020.1906064.
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Berezhnaya, G. S. "Improving the teaching of economic geography in geography departments of universities for sustainable development." E3S Web of Conferences 291 (2021): 05014. http://dx.doi.org/10.1051/e3sconf/202129105014.
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The paper considers the major aspects of improving the teaching of economic and geographical courses for students of the field 05.03.02 “Geography” in the interests of sustainable development. The study of the course “Economic and social Geography of Russia” is considered in detail as an example. Based on the analysis of documents regulating the learning process, scientific and pedagogical literature and generalization of the experience in teaching the course, current trends in selection of academic content, organization of educational process, system of evaluation of students’ achievements were revealed. Attention to the issues of sustainable development in the capture of all topics, an integrated approach to the study of industries and regions, the activation of students’ cognitive activity in all types of classes, the appropriate use of electronic, including distance teaching methods, ensuring evaluation transparency and accounting of students’ learning achievements meets the interests of sustainable society development.
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ÜSTÜN DUMAN, Gül Banu, and Yalçın YURDAKUL. "EDUCATORS’ ATTITUDE AND PERSPECTIVES TOWARDS THEIR USAGE OF MATERIALS AND THE TECHNOLOGICAL INFRASTRUCTURE IN DISTANCE EDUCATION OF TEACHING TURKISH AS A FOREIGN LANGUAGE." Zeitschrift für die Welt der Türken / Journal of World of Turks 13, no. 1 (April 15, 2021): 419–38. http://dx.doi.org/10.46291/zfwt/130121.
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Distance education, rapidly developing with the developments in global communication advances, has become widespread due to Covid-19 pandemic. Teaching Turkish as a Foreign Language synchronously via distance education has been conducted across a wide geography both in and outside Turkey. With the sudden appearance of the pandemic, educators have had to switch into distance education without having sufficient preparations. A successful distance education period is solely possible with the sufficient technological, curricular, and pedagogical preparedness. In this study, educators’ attitude and perspectives towards their usage of materials and the technological infrastructure in distance education of Teaching Turkish as a Foreign Language are being under examination. A questionnaire with open and closed ended questions is applied and the results are evaluated in the study. The problems regarding the usages of the materials and infrastructure are being identified and the solutions are offered to improve the period of distance education. Keywords: teaching Turkish to foreigners, distance education, material use, technological infrastructure
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Sulovska, Monika, Miroslava Tomaskova, and Alica Vancova. "ANALYSIS OF THE CURRENT STATE OF TEACHING THE SUBJECT OF GEOGRAPHY OF PUPILS WITH MILD INTELLECTUAL DISABILITY." Slavonic Pedagogical Studies Journal 10, no. 1 (February 2021): 69–77. http://dx.doi.org/10.18355/pg.2021.10.1.6.
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The article maps the current state of learning the subject geography for pupils with a mild degree of mental disability in the condition of special classes and special primary schools in Slovakia. The aim of the research was to identify, describe and analyze the needs of teachers of geography in these two educational environments. The data was obtained from 78 teachers of geography by using the questionnaire method. The analysis of data revealed the biggest shortcomings not only in the methodological support of this subject but also in the absence of teacher´s education. Statistically based research results point not only to the absence of digital educational content but also to the more frequented use of digital technologies, to which a new form of distance education has contributed to a large extent.
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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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Moja, Teboho, and Chika Trevor Sehoole. "Pedagogical Issues and Gender in Cyberspace Education: Distance Education in South Africa." African and Asian Studies 2, no. 4 (2003): 475–96. http://dx.doi.org/10.1163/156920903773004022.
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AbstractThe purpose of this paper is to analyse the pedagogical and gender issues embedded in distance and cyberspace education. Pedagogical issues to be addressed relate to access, teaching and learning, quality, and research within distance and cyberspace education. The paper will further analyse the gender dimension in cyberspace education in South Africa. Our paper limits itself to cyberspace teaching and learning as a process that takes place using the Internet or the World Wide Web, or uses some digital information and communications technology (ICT). We understand ICT to be a broad concept that includes all forms of electronic communications in both digital and analogue forms. Pedagogical issues in this paper are covered in a broader context, but our analyses of gender issues is limited to cyberspace education. Some literature refers to latter modes of learning as "e-learning" (Bates 2001). Different people have defined the concept, and the more common definition is that cyberspace is the total interconnectedness of human beings through computers and telecommunications without regard to physical geography. William Gibson is credited with inventing or popularising the concept in his novel.
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Rijcke, Izaak de. "Survey Law Education Through Distance Learning." GEOMATICA 66, no. 1 (March 2012): 51–53. http://dx.doi.org/10.5623/cig2012-008.
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After many months of research and course design, an initial distance learning course offering was delivered in early 2011 called, “Introduction to Canadian Common Law for Land Surveyors”. The course was designed to expose foreign trained professional land surveyors to the study of boundary law. Many present candidates for articles and licensing in professional land surveying have been welcomed to Canada as permanent residents as part of an immigration screening process that recognizes foreign education and credentials. In meeting its obligation to offer learning opportunities for such candidates to gain admission to the practice of professional surveying in Ontario, AOLS undertook the development of adult learning courses in all disciplines, including survey law. This presentation will describe the issues surrounding development and delivery of survey law learning. The challenges are usually daunting enough when the subject matter is law. What has made the development of this series of courses novel is the use of a Learning Management System (LMS) which allows for the integration of reading resources, external references, video vignettes, and a replay of past learning sessions. The course design has been internet based and allows for learner participation from a distance through the internet. For adult learners who are working, have families, and live away from the teaching venue, these courses offer new opportunities in the education of the geomatics professional. For existing members looking for professional development, the full suite of courses promises to be a rich resource for staying current and in touch with new developments in boundary law.
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Izagirre-Olaizola, Julen, and Jon Morandeira-Arca. "Business Management Teaching-Learning Processes in Times of Pandemic: Flipped Classroom at A Distance." Sustainability 12, no. 23 (December 4, 2020): 10137. http://dx.doi.org/10.3390/su122310137.
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The main objective of this study is to present a teaching-learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching-learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.
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Rosales-Asensio, Enrique, Carlos Sierra, Clara Pérez-Molina, Jesús Romero-Mayoral, and Antonio Colmenar-Santos. "Teaching Using Collaborative Research Projects: Experiences with Adult Learners in Distance Education." Sustainability 13, no. 18 (September 18, 2021): 10437. http://dx.doi.org/10.3390/su131810437.
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This research studies the acquisition and improvement of specific cognitive, functional, and social competencies of the students enrolled in a university module in which we applied Collaborative Research Project (CRP) strategy. The module was Research Methodology for a master’s degree in research in electrical engineering, electronics and industrial control given at the National Distance Education University (UNED) in Spain. This practice was applied to a research project in which the private sector was interested in. We have been aiming at increasing academia–industry interaction while promoting active learning; both are principles advocated by the European Higher Education Area (EHEA). Having applied this strategy, the module learning outcomes were evaluated following the guideline standards set by the National Agency for Quality Assessment of Universities (ANECA) of the Spanish Government. The results from this evaluation indicated that CRP, even when carried out by using distance learning, has encouraged the students’ interest in both research and the module. It has also fostered collaboration between students and lecturers while increasing their degree of satisfaction. We highlight the difficulties in merging all the outcomes from the students’ research as the main drawback.
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Sari, Dini Rosita. "Rural EFL Teachers’ Emotions and Agency in Online Language Teaching: I Will Survive." Vision: Journal for Language and Foreign Language Learning 10, no. 1 (July 22, 2021): 1–16. http://dx.doi.org/10.21580/vjv10i17727.
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This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.
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Cicha, Karina, Mariia Rizun, Paulina Rutecka, and Artur Strzelecki. "COVID-19 and Higher Education: First-Year Students’ Expectations toward Distance Learning." Sustainability 13, no. 4 (February 9, 2021): 1889. http://dx.doi.org/10.3390/su13041889.
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The article deals with distance education, which as a teaching method had to be suddenly introduced in schools and higher education institutions as a result of the global pandemic situation. The paper captures the second wave of Poland’s pandemic situation in relation to global circumstances and the methods of conducting distance learning used across the globe. The purpose of this study was to investigate first-year students’ expectations about the education shift to distance learning. GETAMEL, which is the adapted General Extended Technology Acceptance Model for E-Learning, was used in the study. The study analyzed the influence of Experience, Subjective Norms, Enjoyment, Computer Anxiety, and Self-Efficacy on students’ expectations in the context of distance learning during the COVID-19 pandemic. To test the research model presented during the research, The Partial Least Squares method of Structural Equation Modeling was used. An online survey was created to conduct the research, which collected data from 670 Polish first-year undergraduate students. The acquired data were analyzed using the SmartPLS 3 software. The results of the research indicated that the most important factors that influence the feelings of students and can convince them to change from teaching in the classroom to teaching in the distance learning model are the feeling of pleasure in this form of education and a sense of self-efficacy. The results of this study may be of particular interest to education practitioners, including teachers, and a starting point for further research on e-learning models, including, in particular, the understanding of students’ expectations regarding distance learning.
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Dinis, Raquel José de Jesus Vigário, João José Monteiro Mora Porteiro, Susana Goulart Costa, and Rute Isabel Rodrigues Dias Gregório. "Formação de professores em B-Learning na uUniversidade dos Açores: reflexão sobre a experiência formativa na área de história, geografia e cultura dos Açores (Portugal)." Cadernos de Educação Tecnologia e Sociedade 11, no. 4 (December 29, 2018): 594. http://dx.doi.org/10.14571/brajets.v11.n4.594-612.
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The curricular approach to History, Geography and Culture of the Azores, within the non-disciplinary curriculum area of Citizenship, results from a decision of the Regional Government of the Azores. The University of the Azores prepared - under request of Regional Secretariat for Education and Culture - the Curriculum Matrix and the Program for teaching History, Geography and Culture of the Azores, in the 6th grade of the 2nd cycle of Basic Education. In 2016, a Training Workshop was designed to support the work of the teachers involved, aiming to provide an updated scientific approach to the program contents, to support discussion and reflection on the possibilities of pedagogical approach, and to address the construction and sharing of teaching materials in the field. This Training Workshop was designed to occur in B-learning (with classroom sessions and distance learning), involving sixty 6th grade teachers, dispersed throughout the nine islands of the Azorean Archipelago. To support the online learning component a Virtual Learning Environment was conceived, following a methodology inspired by principles of Educational Design Research. It was designed to enable the supervised construction, evaluation and validation of teaching materials in History, Geography and Culture of the Azores, operating as a community of research and practice. This article analyzes the path taken in the organization and management of the Virtual Learning Environment that supported this Training Workshop, and aims to deepen the reflection on the potential and possible constraints underlying B-Learning in-service teacher education at the University of the Azores.
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Estelami, Hooman. "An Exploratory Study Of The Effects Of Online Course Efficiency Perceptions On Student Evaluation Of Teaching (SET) Measures." American Journal of Business Education (AJBE) 9, no. 2 (March 31, 2016): 67–82. http://dx.doi.org/10.19030/ajbe.v9i2.9613.
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One of the fundamental drivers of the growing use of distance learning methods in modern business education has been the efficiency gains associated with this method of educational delivery. Distance methods benefit both students and educational institutions as they facilitate the processing of large volumes of learning material to overcome barriers related to time, geography and physical facility constraints. Nevertheless, existing research has not examined the extent by which these efficiency gains, compared to traditional face-to-face teaching, are recognized by online students. Moreover, the extent by which students’ perceptions of course efficiency affects other key educational measures, such as intent to take online courses in the future, and instructor and course ratings, has not been examined in current research. In this paper, utilizing data from student evaluation of teaching (SET) surveys from multiple sections of three online marketing courses, the effects of perceived course efficiency on various SET measures are examined. The results indicate, that contrary to popular belief, students who view online courses as efficient exhibit lower sentiments towards the course and the instructor, and are also academically weaker than other students. The paper concludes with a discussion of the findings and future directions for research.
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Tompkins, Lynda S. "A New Light on Distance Learning—Fiber Optics." Journal of Educational Technology Systems 21, no. 3 (March 1993): 265–75. http://dx.doi.org/10.2190/0wtv-6yye-c061-6p9k.
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Distance education is changing as the capabilities offered by electronic technology expand. The distant learner is no longer isolated from the educational source by geographic barriers. Two-way interaction between teacher and student is now possible through bound and unbound media. A common method of delivering distance education is satellite transmission. Satellite networks provide one-way video transmission augmented with two-way audio transmission via telephone connections. T1 lines and fiber optic cables can provide two-way video and audio communication. T1 lines provide compressed video images which are not full motion, while Tiber optic systems deliver full-motion video. Fiber optic systems are becoming a popular method to deliver education at a distance. Several states have adopted fiber networks to meet school districts' curricular demands. In face of decreasing budgets and teacher availability, fiber optics may be a cost effective teaching method for the future.
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Sukmanova, N., and E. Sukmanova. "Experience of Using Information Resources While Teaching the Topic of "The World's Population» in the Course of Geography for the 10th – 11th Grades." Profession-Oriented School 9, no. 2 (May 17, 2021): 31–35. http://dx.doi.org/10.12737/1998-0744-2021-9-2-31-35.
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The article considers the main elements of the emerging information and educational environment. The reasons for the decline in the attractiveness of geography among schoolchildren are determined. Various approaches to the organization of remote classes with the use of a computer and the use of geoinformation technologies are proposed. As an alternative source of geographical information, images of the Earth from space are presented, made both for the world as a whole, and for individual regions and countries. The authors offer options for tasks using information resources in the context of distance learning of geography in grades 10-11. The techniques of using photos of the world's regions making from space, online statistics on the topics "World population" and "World Regions" are considered. The main types of activities and planned results when working with these resources are analyzed. Information about the use of online population counters in real time is of great interest. Such variants of tasks make it possible to simultaneously analyze natural and socio-economic processes, forming a higher level of spatial thinking.
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Potupchik, E. G. "Organization and conducting the integrated lesson "Geoinformation systems in our life" in the distance learning context." Informatics in school, no. 2 (April 27, 2021): 41–54. http://dx.doi.org/10.32517/2221-1993-2021-20-2-41-54.
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The article deals with the problem of developing methodological support and organizing lessons in a modern school in the context of distance learning. As practice shows, modern Russian schools for the most part do not have significant experience in organizing and conducting online lessons. Many teachers were not ready to organize distance learning, because they had never conducted such lessons before. In this regard, the relevance of this work is due to the contradiction between the lack of high-quality teaching materials for organizing and conducting lessons in a distance form and the need to conduct online lessons in the context of the coronavirus pandemic. The article presents the integrated lesson "Geoinformation systems in our life" at the junction of two subject areas: informatics and geography. An approach to organizing and conducting such a lesson for 9th grade students in gymnasium 9, Krasnoyarsk in the usual learning environment (as part of the educational process in the school) is described, as well as the possibility of organizing and conducting this lesson in a distance format. The experience described in the article is intended to help teachers adapt the materials for standard lessons to use in online lessons. The materials presented in the article can be replicated in educational organizations at middle school, and also used to improve the skills of informatics teachers.
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Shuster, Michèle, and Karen Peterson. "A short Teaching Residency Spanning 1,657 Miles." International Journal of Designs for Learning 10, no. 1 (May 10, 2019): 78–90. http://dx.doi.org/10.14434/ijdl.v10i1.24916.
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In scientific disciplines, most postdoctoral fellowships focus on research training. Postdoctoral fellows (“postdocs”) develop research expertise and research projects that they will use in future independent faculty positions. This research focus often precludes opportunities for undergraduate teaching. However, most academic faculty positions require faculty to teach at the undergraduate level. The result is that many postdocs are exceptionally well-qualified to meet the research expectations of future faculty positions, but lack experience and training in innovative and evidence-based undergraduate teaching strategies. Training in evi-dence-based teaching approaches can result in two tangible outcomes. First, the quality of applications by the postdocs for tenure-track faculty positions at institutions with substan-tive teaching expectations can be improved. Second, we can anticipate stronger alignment of teaching and learning expectations between new faculty and their undergraduate students. There are many programs that provide training in teaching to early career researchers. We describe the design and implementation of a mentored teaching experience that faced some unique challenges, including a large geographic distance between the postdocs and the teaching mentor and teaching site. We describe how we addressed the challenges, what the benefits to various stakeholders have been, and the key elements that contributed to the success of the program.
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Domínguez-Lloria, Sara, Sara Fernández-Aguayo, José-Antonio Marín-Marín, and Myriam Alvariñas-Villaverde. "Effectiveness of a Collaborative Platform for the Mastery of Competencies in the Distance Learning Modality during COVID-19." Sustainability 13, no. 11 (May 23, 2021): 5854. http://dx.doi.org/10.3390/su13115854.
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The need to adapt to new learning scenarios due to the impact of COVID-19 on our education system is undeniable. This fact means that we must adapt teaching to non-face-to-face scenarios in order to adapt the teaching processes without the students losing the acquisition of competences. The aim of this study is to evaluate the effectiveness of a digital application for the development of competences of primary education undergraduate students in a non-face-to-face teaching context derived from the pandemic through a service-learning project. To achieve this objective, a specific programme was designed using a collaborative platform. Numerous instruments were used to assess the acquisition of basic, specific, general and transversal competences. On a quantitative level, the Teamworks Skills Questionnaire and an evaluation rubric were used, and on a qualitative level, a student field diary, a survey to measure satisfaction and an observational record were used. The main results show that after the implementation of the use of the platform, both the level of competence of the students and their satisfaction with the project were very high and that the impact on their training was very positive. Among the main conclusions, we highlight that the use of this type of platform allows students to acquire competences in non-classroom contexts. On the other hand, we conclude that training in the use of digital tools in initial teacher training is necessary for good professional performance. On the other hand, this experience allowed future teachers to realise the need to master new technologies in order to be able to adapt to the new needs that different educational scenarios pose in the information society.
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Pretorius, Rudi Wessel, Ryan Anderson, Anisa Khotoo, and Richelle Pienaar. "Creating a context for campus sustainability through teaching and learning." International Journal of Sustainability in Higher Education 20, no. 3 (March 4, 2019): 530–47. http://dx.doi.org/10.1108/ijshe-02-2019-0066.
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Purpose This paper aims to reflect on approaches through which open, distance and e-learning (ODeL) students can use their local environments for assessments and explores how this shapes their conceptualisations of “university” and “campus”. Key issues and lessons learnt are covered, thus providing pointers for implementation of the type of assessment approaches that are presented. Design/methodology/approach Using three undergraduate sustainability-related modules in the Department of Geography, University of South Africa (Unisa), the lecturers’ reflections on the real-world sustainability learning experiences of students in these modules (2015-2018) have been cross-correlated and compared to present an integrated picture of emerging best practice. Findings The use of real-world, place-based applications, which form a central theme in the assessment strategy for all three modules, allows students to deal hands-on with sustainability issues, establishes a connection between ODeL students and the university and presents an opportunity to engage these students in real-world sustainability learning despite not being on campus. Research limitations/implications The case study format and qualitative, reflective methodology present limitations, while specifically focusing on ODeL and the final phase of undergraduate studies. Despite these limitations, the lessons learnt can be of value to universities currently transferring to online offerings, with possible impacts for sustainability learning. Originality/value This paper addresses misconceptions on the role of ODeL in transforming to sustainability. The criticism that ODeL is suitable for primarily theoretical training is countered by evidence that appropriately structured assessments requiring ODeL students to engage with real-world issues in their local environments, can provide valuable sustainability learning experiences.
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Chan, Mavis, Cecilia Chun, Holly Fung, Jimmy H. M. Lee, and Peter J. Stuckey. "Teaching Constraint Programming Using Fable-Based Learning." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 09 (April 3, 2020): 13366–73. http://dx.doi.org/10.1609/aaai.v34i09.7059.
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The paper presents the pedagogical innovations and experience of the co-development of three MOOCs on the subject of “Modeling and Solving Discrete Optimization Problems” by two universities. In a nutshell, the MOOCs feature the Fable-Based Learning approach, which is a form of problem-based learning encapsulated in a coherent story plot. Each lecture video begins with an animation that tells a story following a novel. The protagonists of the story encounter a problem requiring technical assistance from the two professors from modern time via a magical tablet granted to them by a fairy god. The new pedagogy aims at increasing learners' motivation and interests as well as situating the learners in a coherent learning context. In addition to scriptwriting, animation production and situating the teaching materials in the story plot, another challenge of the project is the remote distance between the two institutions as well as the need to produce all teaching materials in both (Mandarin) Chinese and English to cater for different geographic learning needs. The MOOCs have been running recurrently on Coursera since 2017. We present learner statistics and feedback, and discuss our experience with and preliminary observations of adopting the online materials in a Flipped Classroom setting.
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Prince, Gerald. "Talking French." PMLA/Publications of the Modern Language Association of America 131, no. 5 (October 2016): 1489–94. http://dx.doi.org/10.1632/pmla.2016.131.5.1489.
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I Am Not Particularly Sensitive to Space and Location, Except When it Comes to Real Estate. Still, I Cannot Help But Notice their increased importance in the human sciences: philosophers evoke heterotopies and dream of geophilosophy, historians explore lieux de mémoire (“sites of memory”), and distant reading or surface reading competes with close reading. It is as if to the end of history there corresponded a beginning of geography, and some scholars, like Michel Collot, have even spoken of a spatial turn (15).In teaching and studying French literature, which I have been doing for a long time, geographic forces have always had a significant role, because of the distance between France and the United States and because of the global situation of the two countries. That the distance has become less daunting in the past fifty or sixty years has led to more scholarly exchanges, smoother collaborations, easier access to subjects or objects, and the study of the literary extrême contemporain (“extremely contemporary”), say, or that of modern popular literature is now less problematic. As for the global situation, there has been a French loss and an American gain of cultural power, with less United States attention paid to French cultural products. This relative disaffection permeates many texts. I remember quite well how Donald Morrison buried French culture (Morrison and Compagnon), and I will not forget that Mark Bittman even argued in the New York Times that one ate better in London than in Paris. Across the ocean too, there was concern. As early as the 1990s, Jean-Marie Domenach deplored the twilight of French civilization. A few years later, Nicolas Baverez described a falling France.
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Robertson, John. "Teaching Controversial Issues: The Attitudes of Student Primary Teachers." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.
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Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in South-west Scotland. Eighty-seven final-year student teachers for the 5–12 age range took part in the study over a period of two years. The data gathered reveal considerable variety in responses but a clear rejection of issues involving personal, face-to-face violence by contrast with zealous enthusiasm for teaching using issues of perhaps equally tragic consequences but of a more impersonal nature such as famine or pollution-associated disease. The potentially explanatory variables - chronological and spatial or geographic distance - were helpful in understanding some choices but the presence of other variables made interpretation extremely complex and uncertain.
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Meccawy, Maram, Zilal Meccawy, and Aisha Alsobhi. "Teaching and Learning in Survival Mode: Students and Faculty Perceptions of Distance Education during the COVID-19 Lockdown." Sustainability 13, no. 14 (July 19, 2021): 8053. http://dx.doi.org/10.3390/su13148053.
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(1) This study demonstrates how a Saudi university has responded to the COVID-19 lockdown in order to examine the success factors and highlight any challenges. The main purpose was to determine the perceptions of students and faculty towards emergency online distance learning from a teaching and learning perspective; (2) A cross-faculty study was conducted: two different self-administered questionnaires were developed for students and faculty, respectively. In addition, data was collected from official reports; (3) The results show that students had a more positive perception of e-Learning despite the difficulties that they may have faced, while faculty results leaned slightly towards a negative perception. However, there was not a definite positive or negative perception, depending on the aspect of teaching that was being evaluated. The study also indicated that faculty and students’ gender had no significant effect on their perceptions. Overall results showed that the university performed well in accordance with three of the five pillars of online learning quality framework in terms of student satisfaction, access and scalability. On the other, improvements are needed to achieve better results for faculty satisfaction and learning effectiveness; (4) The findings present a number of suggestions for increasing satisfaction to improve the online learning experience post COVID-19.
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Cervi, Laura, José Manuel Pérez Tornero, and Santiago Tejedor. "The Challenge of Teaching Mobile Journalism through MOOCs: A Case Study." Sustainability 12, no. 13 (June 30, 2020): 5307. http://dx.doi.org/10.3390/su12135307.
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Smartphones have become a key social tool: They have changed the way people consume, receive and produce information, providing potentially anyone with the opportunity to create and share content through a variety of platforms. The use of smartphones for gathering, producing, editing and disseminating news gave birth to a new journalistic practice, mobile journalism. Incorporating mobile journalism is, thus, the current challenge for journalism educators. Our article aims at discovering whether new models of education, such as massive online courses, can help mobile journalism training. The research focuses on the first pilot project of a massive open online courses (MOOC) on mobile journalism, the Y-NEX MOOC. By assessing structure, functioning and participants’ opinion, the objective is to discover if MOOCs prove to be useful tools in mobile journalism training. Results show that this model of distance open learning can be helpful for mobile journalism training, providing some recommendations for improvement.
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Steinberger, Pnina, Yovav Eshet, and Keren Grinautsky. "No Anxious Student Is Left Behind: Statistics Anxiety, Personality Traits, and Academic Dishonesty—Lessons from COVID-19." Sustainability 13, no. 9 (April 23, 2021): 4762. http://dx.doi.org/10.3390/su13094762.
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Scholarly studies have revealed that exposure to statistics courses affect students’ anxiety levels and that this has been associated with unethical misconduct. Thus, the present research’s main objective is to comprehend the mediating role Statistics Anxiety plays on the relationship comprising students’ personality traits and academic dishonesty as manifesting before and during the COVID-19 pandemic. Its aim is to understand this phenomenon and provide theoretical tools for fostering sustainably personalized distance learning and instruction. Data were collected from students studying for a bachelor’s degree in the social sciences at three different Israeli colleges. The sample comprises 316 participants and data were analyzed using Structural Equation Modelling (SEM). The results show a significant mediation manifested by an indirect effect between personality traits and academic dishonesty via statistics anxiety only in emergency remote teaching, although no parallel significant mediation was observed in the face-to-face course. These results could be explained by differences in delivery methods. Thus, we recommend that in the emergency remote teaching environment instructors’ presence include: (1) supportive, emphatic interaction to reduce virtual distance and (2) Social Emotional Learning (SEL) strategies, which foster students’ learning challenges and prevent anxiety and academic dishonesty.
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Maněnová, Martina, Janet Wolf, Martin Skutil, and Jitka Vítová. "Combating the Coronavirus Pandemic in Small Schools." Sustainability 13, no. 13 (June 24, 2021): 7086. http://dx.doi.org/10.3390/su13137086.
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Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.
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Rejeki, Sri, Diah Kristina, and Nur Arifah Drajati. "Emotional Geographies of an EFL Teacher in Asmat, Papua; Male Perspective." International Journal of Language Teaching and Education 2, no. 2 (August 1, 2018): 113–21. http://dx.doi.org/10.22437/ijolte.v2i2.5204.
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Teaching is not only about knowledge, cognition, and skill but also emotional relationships among the students, colleagues, and parents. Particularly for teaching English in rural areas in Indonesia, there are several challenges that should be handled: geographical feature of these area, their culture and the way of life, the quality of both students and teachers, and so on. This research paper investigates teacher emotions experienced by a male EFL teacher in one of rural areas while dealing with those challenges. Teacher emotions are one of significant aspect that could not be left behind in teaching and learning activity. This research will explore comprehensively the distance and closeness felt by the teacher while teaching English there. This qualitative research was conducted using a narrative case study approach. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant. This research contributes to Indonesian government as the one that concerns in 3T areas, EFL teachers who have to handle complex situations while teaching, and other researchers who are interested in conducting emotional geographic research.
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Bork-Hüffer, Tabea, Vanessa Kulcar, Ferdinand Brielmair, Andrea Markl, Daniel Marian Immer, Barbara Juen, Maria Hildegard Walter, and Katja Kaufmann. "University Students’ Perception, Evaluation, and Spaces of Distance Learning during the COVID-19 Pandemic in Austria: What Can We Learn for Post-Pandemic Educational Futures?" Sustainability 13, no. 14 (July 7, 2021): 7595. http://dx.doi.org/10.3390/su13147595.
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The COVID-19 pandemic caught societies worldwide unprepared in 2020. In Austria, after a lockdown was decreed on 16 March 2020, educational institutions had to switch to a patched-up distance learning approach, which has been largely maintained to date. This article delivers empirical insights from an interdisciplinary mixed-methods research study that investigated university students’ perceptions of and experiences with distance learning as well as their educational (home) spaces during the pandemic in Innsbruck, Austria. It combines results from a quantitative survey conducted with 2742 students in early 2021 with a qualitative multi-method and longitudinal research study that accompanied 98 students throughout four data-collection phases in 2020. Results show a significant improvement since spring 2020 with both teachers and learners adjusting to the distance learning formats and the use of digital tools, yet students urgently desired a return to face-to-face teaching and university life, particularly for its social benefits. Strikingly, more than half of the participants wanted to maintain the option of overall distance education after the pandemic. Based on the perspectives of students, it is appropriate to demand significant changes in post-pandemic education adapted to the era of the post-digital, for which this article gives short-term as well as medium-term recommendations.
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Elrawy, Sara, and Doaa Abouelmagd. "Architectural and Urban Education in Egypt in the Post Covid-19 Pandemic." European Journal of Sustainable Development 10, no. 2 (June 1, 2021): 91–112. http://dx.doi.org/10.14207/ejsd.2021.v10n2p91.
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Quality of education is a global Sustainable Development Goal (SDG) to be achieved by the united nations by 2030. The covid-19 pandemic resulted in a significant problem in education worldwide and Egypt with problems related to the shift to distance learning and accessibility to technology and facilities supporting this shift. This paper aims to contribute to the currently ongoing research that asses the changes in architecture and urban education due to the Coronavirus pandemic, including the shift to distance learning in the practical courses that initially need studio work. The state of distance education via the Internet is difficult for architectural teaching curricula. Most studio environment courses require in-class follow-up. In developing countries like Egypt, not all architecture schools are equipped to move to e-learning, and most have not dealt with this before. This paper assesses student satisfaction and analyzes the entire process of distance learning in practical architectural courses during the coronavirus pandemic in Egypt. the research applies a quantitative and qualitative approach. A questionnaire was designed and distributed; 304 students from 17 Egyptian schools of architecture responded. A survey and series of interviews were completed among twelve schools of architecture in Egypt to analyze their responses during the crises and study the shift to e-learning in teaching the practical courses. The paper shows that the psychological effect and working solo from home have affected the students the most. There is a need to solve the internet problems, train the staff and the students to use the online tools for virtual classes, and provide a stable e-learning platform. The future of the traditional studio environment is under questioning. This study responds to the urgent need to evaluate the effect of Covid-19 on architecture education and to question the studio environment in the future to achieve a sustainable higher education in schools of architecture in Egypt.
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Zaikov, Konstantin S., Aleksandr A. Saburov, Aleksandr M. Tamitskiy, and Aleksey S. Nikiforov. "Online Education in the Russian Arctic: Employers’ Confidence and Educational Institutions’ Readiness." Sustainability 13, no. 12 (June 16, 2021): 6798. http://dx.doi.org/10.3390/su13126798.
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The rapid spread of online learning demonstrates that it is becoming one of the trends in the development of vocational education in the modern world. Along with the obvious advantages of online learning such as cost reduction, cross-border opportunities for receiving it, and adaptability for students, educational institutions encounter specific difficulties: a lack of optimal teaching methods, inflexibility of the institutional environment to the use of new teaching technologies, the transformation of communication between teachers and students, and technological unpreparedness for the development of online learning. At the same time, the need to solve the problem of accessibility of education and fill the shortage of labor resources in Russia, in particular its Arctic zone (AZRF), will contribute to the spread of online learning practices. To consider developing online education, this article, on the one hand, presents the results of a study of the regional employers’ confidence in education in a non-traditional format and, on the other hand, shows the readiness of vocational educational institutions to implement training programs in a distance format. The main research method was a questionnaire survey, in which 2240 organizations and 344 professional educational institutions located in the Russian Arctic took part. The survey results indicate that more than half of employers (58%) declared the applicability of online learning in the Russian Arctic, but about 40.6% of companies do not consider applicants with a diploma from online education. At the same time, employers’ confidence in distance learning in higher education is lower than in vocational secondary education. Additionally, the majority of institutions of higher education (62.5%) believe in the possibility of using distance education in the Russian Arctic, while organizations of vocational secondary education (64.98%) have the opposite opinion. Based on the results of the study, recommendations for federal and regional authorities were prepared.
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Zajdel, Małgorzata, Małgorzata Michalcewicz-Kaniowska, Paweł Modrzyński, Anna Komarnicka, and Joanna Modrzyńska. "Conditions and Determinants of Distance Education for Students during the COVID-19 Pandemic—Evaluation in the Kuyavia-Pomerania Region in Poland." Sustainability 13, no. 18 (September 17, 2021): 10373. http://dx.doi.org/10.3390/su131810373.
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This research project is the first and only comprehensive regional study in Poland including all teachers and headteachers of primary and secondary schools. The aim of the study was to determine the factors influencing the learning process carried out remotely and to examine the potential of this form of education for primary and secondary school students and its future use to improve the quality and accessibility of education. An important aspect of this research was also the assessment of the respondents’ capabilities and competences in the area of operating and using digital tools in the educational process. During the COVID-19 pandemic, a total of 9070 teachers took part in this study. The method of data collection was an online survey. The research instrument consisted of a survey questionnaire. The survey was conducted electronically using tools provided by Google. The following methods were used to evaluate the data: count tables, which allowed for data exploration; a graphical method—cross-sectional analysis; and individual correlation analysis, which allowed for preliminary data evaluation. The results obtained within the research process conducted allowed us to achieve our goals. According to 42.4% of the teachers surveyed, remote learning is a good alternative to traditional teaching. The study also confirmed, inter alia, the presence of a correlation between technical conditions of classes and specific forms and levels of education, with 49.7% of respondents indicating that remote learning depends mainly on the quality of technical parameters, including a good or very good Internet connection. The biggest advantages of e-learning, as indicated by the respondents, were the possibility of working from home, conveniently sharing educational materials, and utilising additional teaching aids. Health issues and long times spent in front of the computer were highlighted as the greatest drawbacks of this teaching method. The results also showed that, as the age of the teachers increases, the acceptance and trust in distance learning activities increases while the fear of using this form of student learning decreases. This study lays the foundation for designing systemic, nationwide solutions, and thus, the authors are planning to continue their research in the context of comparative analysis of different regions and to analyse this process in the context of the entire country. The analyses performed form a part of a global line of research in the field of education and in the implementation of innovative tools and forms of education provision.
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Akcil, Umut, Huseyin Uzunboylu, and Elanur Kinik. "Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review." Sustainability 13, no. 9 (April 29, 2021): 5018. http://dx.doi.org/10.3390/su13095018.
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During the pandemic, educators around the world were unexpectedly encouraged to switch to online and distance learning. They tried to integrate face-to-face learning–teaching processes in the classrooms into the technological environment and to sustain this process in the best way. In this research, it is aimed to examine the current results in the current studies on technology integration into the teaching–learning processes in the literature. In order to collect data, a descriptive compilation pattern was used within the frame of the Literature Search method based on the qualitative method. The data obtained by examining the current articles obtained with the keyword “Technology Integration” were used in the research. As a result of the study, it was seen that technology integration is a complex and multidimensional process with several dynamics, and full integration cannot be achieved. As a result, recommendations were made in the context of various models and Google Workspace tools to help ensure technology integration in line with the obstacles specified in the studies.
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Sobral, Sónia Rolland. "Two Decades of Research in e-Learning: A Deep Bibliometric Analysis." International Journal of Information and Education Technology 11, no. 9 (2021): 398–404. http://dx.doi.org/10.18178/ijiet.2021.11.9.1541.
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E-learning is the electronic version of distance learning: a planned teaching that presupposes a physical separation between the teacher and the student. The distance is either geographic or temporal, and communication can be asynchronous or synchronous, respectively. E-learning has been a target of high-quality research for the last two decades. The purpose of this paper is to analyze the scientific production on e-learning in journals indexed on Elsevier’s Scopus. The sample was composed by 25330 articles from 2000 to 2019. The results obtained by bibliometric analysis showed that rates publication continue to increase. A report was made on the journals, languages, authors, keywords, organizations and countries that publish in the field. This analysis was done for all articles as well as for the most cited articles. The bibliometric analysis was done for a total of 20 years, as well as for four 5-year periods. This article provides information from the past, but mostly clues about research on e-learning in the future.
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Boton, Conrad. "Remote Teaching of Building Information Modeling During the COVID-19 Pandemic: A Case Study." Sustainability 12, no. 20 (October 19, 2020): 8665. http://dx.doi.org/10.3390/su12208665.
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This article reports on a Building information modeling (BIM) distance learning experience in a pandemic context. Based on a description of the experience and a survey completed by the learners at the end of the course, the article presents and discusses various aspects of the training, including the overall satisfaction of the learners, their evaluation of the technical aspects and the practical work, as well as the proposals made to improve the course. The analysis shows that some elements of the teaching functioned well, while others were rated as being less satisfactory by the students. More specifically, the learners highlighted the need to find ways and means to improve the level of interaction, which is reduced by online education. The use of video clips as a support for practical work was recognized as being effective, but it seems useful also to resort to the use of collaborative platforms dedicated to the construction industry. A critical aspect is the remote access to computer labs with computers where the taught software is installed, as not all of the learners will always have the option of having it on their personal computers. Although the results of the experiment are difficult to generalize due to its particular context, they identify interesting avenues for improvement while paving the way to unique opportunities for the use of active pedagogy principles in BIM education.
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Almeida, Ricardo Santos de, and Aparecida Mendonça Silva Germano. "PRÁTICA DE ESTÁGIO SUPERVISIONADO EM GEOGRAFIA NO ENSINO MÉDIO: PRÁXIS NA FORMAÇÃO DE PROFESSORES/AS EM UMA ESCOLA PÚBLICA ESTADUAL EM ÁREA RURAL DE IGACI/ALAGOAS." Revista Ensino de Geografia (Recife) 1, no. 3 (February 2, 2019): 193. http://dx.doi.org/10.51359/2594-9616.2018.240453.
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Este artigo resulta-se das reflexões realizadas ao longo do Estágio supervisionado IV, no curso de Geografia modalidade a distância da Universidade Federal de Alagoas (UFAL) e objetiva-se por descrever e analisar as práticas metodológicas vivenciadas no período de seis semanas em uma escola pública estadual, dos resultados apresentados à interação dos futuros professores com turmas do ensino médio proporcionam um aprendizado importante e ganho de habilidades e competências que servem de base para o futuro profissional. Para esta análise foram utilizados referenciais teóricos como Libâneo, Freire e Pimenta, e utilização do plano de aula que foi acompanhando pelo professor responsável pelo estágio, foram analisados documentos da escola como Projeto Político Pedagógico e relatórios institucionais que serviram de base para a sistematização, assim as reflexões estão divididas em seções: o ensino de geografia em discussão: a escola como espaço de produção do conhecimento por se entender que é fundamental conhecer a escola e seu entorno para se buscar valorizar a realidade local dos alunos/as, o estudante como agente no processo de construção do conhecimento, o professor como agente de transformação: ações metodológicas utilizadas pelo professor-regente em sala de aula e uma descrição do Diário das atividades: Regência uma ação prática do ensino de Geografia. STUDY PRACTICE SUPERVISED IN GEOGRAPHY IN MIDDLE SCHOOL: PRACTICE IN THE TRAINING OF TEACHERS IN A STATE PUBLIC SCHOOL IN RURAL AREA OF IGACI/ALAGOAS Abstract: This article is a result of the reflections carried out along the supervised stage IV, in the course of Geography distance modality of the Universidade Federal de Alagoas (UFAL) and aims to describe and analyze the methodological practices experienced in the six-week period in a state public school, of the results presented to the interaction of the future teachers with high school classes provide important learning and gain of skills and competences that are the basis for the future professional. For this analysis, theoretical references such as Libâneo, Freire and Pimenta were used, and the use of the lesson plan that was followed by the teacher responsible for the internship, analyzed documents of the school as a Political Pedagogical Project and institutional reports that served as a basis for systematization. the reflections are divided into sections: geography teaching under discussion: the school as a space for the production of knowledge because it is understood that it is fundamental to know the school and its surroundings in order to seek to value the local reality of the students, the student as an agent in the process of knowledge construction, the teacher as agent of transformation: methodological actions used by the teacher-regent in the classroom and a description of the Diary of the activities: Regence a practical action of the teaching of Geography.
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Pozo Sánchez, Santiago, Jesús López-Belmonte, Antonio-José Moreno-Guerrero, José María Sola Reche, and Arturo Fuentes Cabrera. "Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students." Sustainability 12, no. 9 (May 4, 2020): 3729. http://dx.doi.org/10.3390/su12093729.
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The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.
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Rodrigues, Margarida, Rui Silva, and Mário Franco. "Teaching and Researching in the Context of COVID-19: An Empirical Study in Higher Education." Sustainability 13, no. 16 (August 4, 2021): 8718. http://dx.doi.org/10.3390/su13168718.
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There is increasing recognition worldwide of the importance of academic activities, specifically in situations of pandemics. Therefore, this study aimed to understand the effects of COVID-19 on lecturers/researchers and Ph.D. and master students who have faced unexpected and continuous disruption in their teaching and research activities. To fulfil the aims, the study focused on a mixed method approach quantitative study based on a questionnaire administered on social networks and open questions. The unit of analysis was lecturers/researchers and Ph.D. and master students. The results obtained show that this lengthy interruption had severe impacts on their activities, requiring new competencies and capacities to deal with changes in a short period of time, including less positive feelings affecting them and their families. The main contribution of this study lies in identifying the barriers and opportunities created by this virus in the academic world and in presenting a theoretical framework to improve the situation, given that the confinement exponentiated negative and psychological feelings in academics, although telework is seen as a positive factor with continuity in the future, as a way to foster the social, environmental sustainability of Higher Education Institutions (HEIs) and the wellbeing of their human capital. As implications for practice, the evidence points to the need for academics to be provided with training in E-learning, about technological tools for use in distance-learning and to reconsider how they carry out their research on the ground.
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Hargitai, Dávid Máté, Florina Pinzaru, and Zoltán Veres. "Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic." Sustainability 13, no. 5 (February 25, 2021): 2478. http://dx.doi.org/10.3390/su13052478.
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The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.
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Arruda, Luciana Maria Santos de, and Carla Cristina Reinaldo Gimenes de Sena. "Mind maps produced by visual impaired students." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-16-2019.
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<p><strong>Abstract.</strong> This paper presents part of the results obtained by a master’s research entitled “Teaching of Geography to visually impaired students: new methodologies to discuss the concept of landscape”. The data collected was the result of 8 years’ experience in teaching Geography to visually impaired students at the Benjamin Constant Institute (IBC), a school in Rio de Janeiro specialized in teaching blind and visual impaired students for over 150 years. This study was motivated by the difficulty such students face during the learning process of geographic concepts.</p><p>The hypothesis raised during the research was that the use of didactic materials, which include the senses other than sight, mitigate such difficulties by enabling alternative sensorial paths. We chose the topic <i>landscapes</i> and the representation forms of such an important category in Geography.</p><p>Three visually impaired students (blind) were asked to represent the landscapes they find during their daily trip to school, highlighting their own perceptions, and how the other senses collaborate to the apprehension of the landscape. Each student drew and described his route. According to Kozel (2007, p.120), “the concept of lived world, brought by phenomenology, works as meaningful input to understand mental maps”. Therefore, these maps represent the world, in which the students are inserted.</p><p>Student 1 – Lives in Japeri, state of Rio de Janeiro, 84km far from the Institute. In his drawing, he chose to depict streets close to his house, the Institute, the train service line Central do Brasil and the beaches. He did not place the items in correct order: the drawings were placed side-by-side.</p><p>Student 2 – Lives in Honório Gurgel, a neighborhood in the north region of the city of Rio de Janeiro, 33km far from the Institute. He walks to the train station in Honório Gurgel. He states that he can apprehend and identify the surroundings of his house and the changes that occur throughout the day. In his drawing, he chose to depict the entire path from his house to school, including all details he was able to apprehend. His notion of laterality, space and distance is very keen. This means he understands well the spatial organization of his neighborhood and his path to the Institute.</p><p>Student 3 – Lives in Duque de Caxias, 33km far from the Institute. He wakes up daily at 4h30. He also apprehends the silence and the small number of people and cars on the streets. When he leaves home, he has his mental map ready, indicating how he must proceed, in order to get to the Institute. “When I leave home, I already have my mental map analyzed and planned”. He chose to draw the main points of his path, starting with the train station Central do Brasil, where he arrives by bus, followed by the beaches Aterro do Flamengo, and finally the Institute. He arranged all places according to his commuting.</p><p>The development of the research showed the importance of mental maps for the spatial organization of people with disabilities. It also showed how they use other senses to apprehend their surroundings. After the activity, it was possible to build a model with texture and sound, so that the students could compare their own perceptions with the representation of the path from their houses to the Institute. It is important to use multisensorial didactic materials elaborated according to tactile cartographic techniques, so that visually impaired students have quality throughout their learning process.</p></p>
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Babatimehin, Oyekanmi, Oludotun Oladele Olagundoye, and Matthew Rotimi Afolabi. "Patterns of Patient Flow to Obafemi Awolowo University Teaching Hospital Complex’s Cancer Treatment Centre, Ile-Ife, Osun State, Nigeria." Bulletin of Geography. Socio-economic Series 35, no. 35 (March 1, 2017): 7–18. http://dx.doi.org/10.1515/bog-2017-0001.
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AbstractThis study analyses the spatial dimensions of patronage of Obafemi Awolowo University Teaching Hospital Complex’s Cancer Treatment Centre, Ile-Ife, Osun State, Nigeria, with a view to provide information on the sphere of influence of the centre and to inform future locational decisions. The geographic coordinates of relevant phenomena were obtained using a GPS receiver. Also, the medical records of cancer patients were assessed for relevant information. The collected data were analysed using descriptive and inferential statistics, and geo-spatial techniques. The data showed that a total of 1809 patients from 15 states in Nigeria were enrolled for the treatment of cancer at the hospital. The volume of patronage at the centre was seen to be inversely related to the distance travelled by patients (r = −.657, p>0.05). For instance, 85% of the patients came from the three (3) states nearest to the health facility, with Osun, the host State, accounting for about half (50.6%) of the total number. Additionally, the study revealed some demographic and socio-economic peculiarities among the cancer patients.
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Collado-Valero, Joshua, Gemma Rodríguez-Infante, Marta Romero-González, Sara Gamboa-Ternero, Ignasi Navarro-Soria, and Rocío Lavigne-Cerván. "Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19." Sustainability 13, no. 10 (May 11, 2021): 5336. http://dx.doi.org/10.3390/su13105336.
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Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.
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Dal Molin, Adriana, Liz Cristiane Dias, and Jéssica Moara Da Cunha Tessmann. "GEOGRAFIA ESCOLAR NO ENSINO FUNDAMENTAL: ANÁLISE DO CONTEXTO DA PRÁTICA DA POLÍTICA EDUCACIONAL PARA JOVENS E ADULTOS / SCHOOL GEOGRAPHY IN FUNDAMENTAL TEACHING: ANALYSIS OF THE CONTEXT OF THE PRACTICE OF EDUCATIONAL POLICY FOR YOUTH ANLD ADULTS." Geographia Meridionalis 3, no. 3 (January 9, 2018): 385. http://dx.doi.org/10.15210/gm.v3i3.12226.
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Esse artigo traz para discussão a Geografia Escolar no Ensino Fundamental a partir da análise do contexto da prática da política educacional para Jovens e Adultos. Nosso objetivo é ampliar o debate acerca do tema à luz da contribuição teórica de Stephen Ball sobre o ciclo de políticas educacionais. Para tanto, adotamos como metodologia a abordagem qualitativa com ênfase na observação. O cotidiano escolar é permeado por diferentes concepções de educação e os limites entre o texto legal de uma política e a prática escolar podem ser demarcados pela ação dos profissionais responsáveis pela educação em diferentes espaços e tempos. Por fim, evidenciamos certa distância entre o proposto pela macro política educacional e o contexto da prática no cotidiano da escola deixando em aberto a discussão e a tomada de decisões e ações para que a oferta da modalidade seja efetivamente uma oportunidade para aquelas pessoas que não tiveram acesso em idade regular ou precisaram abandonar a escola precocemente.Abstract:This article brings to the discussion the School Geography in Elementary School from the analysis of the context of the practice of the educational policy for Young people and Adults. Our aim is to broaden the debate on the subject in light of Stephen Ball's theoretical contribution to the educational policy cycle. To do so, we adopted as methodology the qualitative approach with emphasis on observation. The daily school life is permeated by different conceptions of education and the limits between the legal text of a policy and the school practice can be demarcated by the action of professionals responsible for education in different spaces and times. Finally, we show a certain distance between the proposed by the macro educational policy and the context of the practice in the daily school, leaving open discussion and decision making and actions so that the offer of the modality is effectively an opportunity for those who have not had access or had to leave school early.Keywords: Youth and Adult Education. Policy Cycle. Geography.
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Sederevičiūtė-Pačiauskienė, Živilė, Ilona Valantinaitė, and Romualdas Kliukas. "Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19." Sustainability 13, no. 8 (April 10, 2021): 4234. http://dx.doi.org/10.3390/su13084234.
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This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in the education system—university teachers, general education teachers, students, and children’s parents—coped with the encountered challenge and what was important to them under the changed conditions. This paper uses a communication management objective to describe how participants in the education system responded to the emerging distance learning situation and its challenges. The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers, and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows for concluding that, after a successful transition to distance learning, the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis emerged. The research showed that the adaptation period was necessary at the beginning of these new activities. Competent leadership was expected from the teacher. Additionally, the preparation of all the actors in the education process was needed. The data offer a window into the dynamics of online teaching in crisis and experiences with a new activity that are key to success. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice.
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Sobaih, Abu Elnasr E., Amany E. Salem, Ahmed M. Hasanein, and Ahmed E. Abu Elnasr. "Responses to COVID-19 in Higher Education: Students’ Learning Experience Using Microsoft Teams versus Social Network Sites." Sustainability 13, no. 18 (September 8, 2021): 10036. http://dx.doi.org/10.3390/su131810036.
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The long-lasting impact of COVID-19 forced governments to continue with distance learning. Due to the absence of a formal digital learning management system (DLMS), public universities in many countries adopted social network sites (SNSs), e.g., Facebook and WhatsApp, and/or digital communication platforms, e.g., Microsoft (MS) Teams and Zoom for teaching and learning. This research investigates students’ learning experiences and responses to course/s incorporating SNSs and MS Teams as a sole distance learning platform during COVID-19. An online, pre-tested, questionnaire was used, directed at bachelor students in public institutions in Egypt, offering tourism and hotel programs, who received their courses using both SNSs and MS Teams. The results showed that the usage of both SNSs and MS Teams helped students to access information and learning resources, have good impact on their knowledge construction and critical refection, and report overall positive learning experience. The results of paired-samples t-test showed statistically significant differences between students’ experiences of course/s incorporating SNSs and MS Teams. However, students recorded limited support by their educators and peers and low participation in course activities that adopted MS Teams. They also reported poor assessment and feedback with course/s that incorporated SNSs. Hence, several implications for scholars, policymakers, and educators were presented for achieving better learning experience and to cope with the pandemic or similar crises, especially in universities with poor infrastructure, including unavailability of DLMS.
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Zepeda, Ofelia. "Developing Awareness and Strategies for Tohono O'odham Language Maintenance." Practicing Anthropology 21, no. 2 (April 1, 1999): 20–22. http://dx.doi.org/10.17730/praa.21.2.xk608522r77r34k4.
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In the recent history of the teaching of American Indian languages at the university and college levels, the University of Arizona has had one of the longer traditions of uninterrupted American Indian language course offerings—some 15 years. These courses have included a Hopi Language and Culture course offered by the Anthropology Department; a year-long Elementary Tohono O'odham course offered by the Linguistics Department; and Beginning and Intermediate Navajo, also offered by the Linguistics Department. All of these courses are cross-listed with American Indian Studies. Additionally, for the past five years the O'odham language course and a Yaqui language course have been offered by the local junior college; O'odham and Yaqui have also been offered for university or college credit within their respective reservation communities. One semester the O'odham language course was taught simultaneously at four different sites due to geographic distance between the sponsoring institution and reservation communities, and because of high demand by interested people, primarily O'odham themselves.
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Herrador-Alcaide, Teresa C., Montserrat Hernández-Solís, and J. Fortunato Hontoria. "Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students." Sustainability 12, no. 12 (June 24, 2020): 5171. http://dx.doi.org/10.3390/su12125171.
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Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.
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Sáiz Manzanares, María Consuelo, Juan José Rodríguez Diez, Raúl Marticorena Sánchez, María José Zaparaín Yáñez, and Rebeca Cerezo Menéndez. "Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques." Sustainability 12, no. 5 (March 5, 2020): 1970. http://dx.doi.org/10.3390/su12051970.
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The use of learning environments that apply Advanced Learning Technologies (ALTs) and Self-Regulated Learning (SRL) is increasingly frequent. In this study, eye-tracking technology was used to analyze scan-path differences in a History of Art learning task. The study involved 36 participants (students versus university teachers with and without previous knowledge). The scan-paths were registered during the viewing of video based on SRL. Subsequently, the participants were asked to solve a crossword puzzle, and relevant vs. non-relevant Areas of Interest (AOI) were defined. Conventional statistical techniques (ANCOVA) and data mining techniques (string-edit methods and k-means clustering) were applied. The former only detected differences for the crossword puzzle. However, the latter, with the Uniform Distance model, detected the participants with the most effective scan-path. The use of this technique successfully predicted 64.9% of the variance in learning results. The contribution of this study is to analyze the teaching–learning process with resources that allow a personalized response to each learner, understanding education as a right throughout life from a sustainable perspective.
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Polyvkan, M. I. "SPECIFICS OF SELECTING AND EXPERIENCE OF IMPLEMENTATING DISTANCE LEARNING TECHNOLOGIES AT THE DEPARTMENT OF HISTOLOGY, CYTOLOGY AND EMBRYOLOGY OF IVANO-FRANKIVSK NATIONAL MEDICAL UNIVERSITY." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 1 (March 21, 2021): 133–37. http://dx.doi.org/10.31718/2077-1096.21.1.133.
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Because of COVID-19 spreading since March 2020, European countries began to introduce quarantine measures that inevitably led to the closure of all educational institutions. In the context of globalization and the development of the Internet, opportunities for lifelong education and self-education have appeared and are rapidly evolving. In particular, distance learning is available for a large audience including self-education-oriented learners and teachers, as well as can improve the qualification levels of specialists. The learners can reside in different geographic regions, represent different ethnic groups and cultures, but they are all united by one desire to update and expand their knowledge, improve practical skills. Most of medical universities in Ukraine had to modify their courses for distance learning format in a short time. The readiness for this process was different for each university: both purely technical problems arose, mainly due to the lack of the Internet in rural areas, out-of-date computers, no specially prepared educational and methodological materials and guidance on the one hand, and difficulties associated with no experience in organizing this form of education, on the other. To conduct all forms of training at the Ivano-Frankivsk National Medical University in quarantine restrictions, various interactive teaching techniques were chosen in the form of videoconferences, organized by using the corporate Microsoft Teams platform. This teamwork centre brings together chat, appointments, notes and attachments in its workspace. This teamwork platform brings together chat, appointments, notes and attachments in its workspace. On this platform, in the form of webinars, the heads of the information department of the University conducted training for educators sharing practical recommendations for organizing distance learning. Scientific and pedagogical staff of the Department of Histology, Cytology and Embryology managed effectively enough to adapt educational distance learning technologies for the study and knowledge of the students of the microscopic and ultramicroscopic structure of the structures of the human body, its development and changes in the different conditions to develop and boost their general and professional medical competence. Distance learning can be considered a very promising form of organizing the educational process in the context of life-long learning. In the medical field, due to the large number of practical skills at the undergraduate stage and the complexity of their development remotely, the maximum effectiveness of this form of education is currently presented when receiving correspondence pharmaceutical education and postgraduate advanced training of doctors.
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Walsh, Corey F., Ryan P. O'Connell, and Elizabeth Kvach. "Patterns of Healthcare Access and Utilization among Nonurban Transgender and Nonbinary Patients at a Large Safety Net Health System in Colorado." Annals of LGBTQ Public and Population Health 1, no. 3 (September 1, 2020): 186–99. http://dx.doi.org/10.1891/lgbtq-2020-0010.
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Current research characterizing transgender and nonbinary (TNB) communities focuses on coastal, urban centers and inadequately recognizes intersections of geography and gender identity. This study evaluates demographics, health insurance, mental health, one-way distance to care, and types of care accessed for a cohort of nonurban TNB patients seeking care at a large, safety net health system in Denver, Colorado. Electronic medical record (EMR) data were used to identify this TNB patient cohort (n = 1,230) Characteristics of age, race/ethnicity, sex assigned at birth, gender identity, insurance, residence ZIP code, alcohol use disorder, tobacco use, marijuana use, depression, and anxiety were extracted. Chart review characterized utilization patterns among non-Denver TNB patients (n = 232). Denver TNB patients were more likely to have the following characteristics: black or Hispanic identity, marijuana use, commercial insurance, depression, anxiety; comparatively, non-Denver TNB patients were more likely to be white and have public insurance coverage. The non-Denver cohort traveled an average of 82.52 miles one-way. A majority of non-Denver patients accessed gender-affirming (99%), hormone-related (81%), primary (78%), and preventive (69%) care. A minority of these patients (23%) accessed surgical transition care. Proximity to care is one of many important factors for TNB patients seeking care. The number of non-Denver TNB traveling for healthcare likely reflects a lack of accessibility to local gender-affirming care, which should prompt nonurban medical providers to seek training that meets this need. Medical educators should improve teaching on gender-affirming healthcare, particularly for rural educational tracks.