Relevant bibliographies by topics / Filipino distance education system

Academic literature on the topic 'Filipino distance education system'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Filipino distance education system"

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Villaveza, Princess Lea Paula D. "Learning Activities for Modular Distance Learning in Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc. Tuy and Nasugbu Campuses." Instabright International Journal of Multidisciplinary Research 4, no. 1 (February 15, 2022): 23–74. http://dx.doi.org/10.52877/instabright.04.01.0109.

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In the era of globalization and internationalization, the school is at the forefront of meeting the challenges of the 21st century education. Innovations abound, millions of information are made available in the worldwide web and new ways of management practices and learning have emerged (Dayagbil, 2016). Distance learning is a learning delivery modality which occurs when the teacher and learners are geographically remote from each other. Modular Distance Learning (MDL) is a type of distance learning that uses modules to transfer learning to the students. (Llego, 2020). The education system has immensely transformed from traditional way of learning into a more diverse one which can cope with the fast-changing world. It can now address the different skills of the 21st century learners. The integration of different learning modalities into the curriculum makes it more accessible for everyone. In the Philippines, the Department of Education widens learners’ access to quality education through the Alternative Delivery Mode. Based on Republic Act 10618 or an Act Establishing Rural Farm Schools as Alternative Delivery Mode of Secondary Education and Appropriating Funds of 2013, the Alternative Delivery Mode may include the use of facilitator - aided and interactive self - instructional print and audio - based learning materials, video tapes, face - to - face structured learning groups, demonstration sessions, home visits, mentoring and remediation. This implies that aside from the formal education in which students are confined in the classrooms, there are ways to reach out to learners especially if they are incapable of attending regular class days. To further address the accessibility of education for the Filipino learners, the Philippines reaffirmed its global commitment to bring benefits of education to “every citizen to every society” and developed the National Plan of Action to Achieve Education for All which also aimed to achieve an improved quality of basic education for every Filipino. It includes reforms in the curriculum and introduced the Alternative Delivery Modes that promote access and holding power of school through the implementation of the Project EASE (Effective Alternative Secondary Education) to complement the existing formal education to make secondary education more accessible to students in disadvantaged situations. Learning is facilitated through the use of modules as instructional materials during the period when students are out of the classroom. Truly, the Philippine government together with the Department of Education continuously strive to provide and improve the quality of education for every Filipino to meet the demands of the global community. Even during these trying times as we face the COVID-19 pandemic, the department yield ways to adapt to the new normal by launching various distance learning modalities for the school year 2020-2021. This is to ensure that the pandemic will not hinder learning but also to secure the health of every stakeholder in the learning process. Based on the survey results from the Learner Enrolment and Survey Forms distributed by the schools nationwide, both private and public, the parents as well as the learners’ preferred modular distance learning than online distance learning. The 8.8 million parents opted for modular learning while only 3.8 million chose online learning. On the other hand, 7.2 million enrolees preferred modular distance learning while only 2 million enrolees opted for online distance learning. (Malipol, 2020). It is for this that this study was thought of. It attempts to assess the utilization of Modular Distance Learning Strategies of Teachers in Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc. Tuy and Nasugbu Campuses during the academic year 2020 - 2021.
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Bautista, Angelito Palma, Doris Gelvoligaya Bleza, Cielito Bernardino Buhain, and Dianne Morta Balibrea. "School Support Received and the Challenges Encountered in Distance Learning Education by Filipino Teachers during the Covid-19 Pandemic." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 360–85. http://dx.doi.org/10.26803/ijlter.20.6.19.

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Distance learning has become the sole modality of the teaching and learning process in the Philippines due to the Covid-19 pandemic. Since face-to-face classes are still prohibited with no end in sight, it is important to assess the experience of teachers handling distance learning education in terms of the support they have received, and the challenges encountered. This study examines the support provided by the schools, the challenges encountered by the teachers, and the support they need to thrive in distance learning education. By applying a quantitative approach through an online survey, 151 teachers - including 108 women, 41 men, and 2 respondents who did not mention their gender - served as the respondents of this study. The study derived promising results in that the majority of the respondents received adequate support from their respective schools in terms of capacity building, technical and data privacy matters, systems of information dissemination, and online learning management. Financial and emotional support mechanisms are two areas for improvement. The common problems encountered include motivating the students, using ICT, managing the time allotted for online sessions, and evaluating the learners’ knowledge. The teachers were also looking for more free resources and tools, webinars to share ideas and challenges, and professional development. Overall, the respondents were confident handling remote classes during the pandemic. The Department of Education (DepEd) and the schools may devise targeted programs, training, and support mechanisms to ensure that no one in the education sector is left behind.
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Salva, Royce A., Lualhati O. Cadavedo, Ser Voie O. Cadavedo, and Kristine T. Patinga. "Study Habits of Secondary Students from A Philippine City Schools Division during Distance Learning." Asia Pacific Journal of Educators and Education 37, no. 1 (July 29, 2022): 87–103. http://dx.doi.org/10.21315/apjee2022.37.1.5.

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Study habits is presumed to be a promising indicator as regards the scholastic standing and academic success of students. However, with the unforeseen paradigm shifts in the Philippine education system due to COVID-19, millions of Filipino learners are confronted with various school-related concerns. Their established study habits are undoubtedly disrupted, if not yet depleted. This led the researchers to instigate this research and gather the data pertinent to the attainment of its general objective. In total, there were 4,056 secondary students from nine junior and senior high schools who voluntarily participated in the conduct of this study. With the intention of this quantitative research to gauge the degree of study habits of the respondents, and its potential significance of differences when grouped according to an identified set of independent variables, a set of statistical tools were espoused. For the results, the respondents accumulated an overall mean of 4.14 or often, which implies positive academic practice given its frequent recurrence. Hereafter, t-test and ANOVA statistics also declared that their study habits are significantly different when the mean scores are juxtaposed according to sex (p-value = 2.536E-12 < 0.05), socio-economic status (p-value = 0.03 < 0.05), education level (p-value = 0.02 < 0.05), and preferred modality of learning delivery (p-value = 0.02 < 0.05). This infers that the disparities in the study habits of secondary students are exceedingly distinguishable when clustered as per their demographic information and chosen instructional channel—inclined to the rejection of the null hypotheses.
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Bautista Jr., Angelito Palma, Dianne Morta Balibrea, and Doris Gelvoligaya Bleza. "Filipino Teachers’ Attitudes towards Distance Learning during the Covid-19 Pandemic." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 232–50. http://dx.doi.org/10.26803/ijlter.21.2.13.

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Due to the impact of the COVID-19 pandemic, distance education has subsequently turned into the dominant mode of teaching, especially in the Philippines, where the majority of schools are still physically closed. Over a year since distance education was fully implemented in the country, it is essential to understand the general attitudes towards distance learning of Filipino teachers who have been teaching at various educational levels, including elementary, secondary, and tertiary levels, particularly in terms of student interaction, student performance, tool use, and availability, the support they have received from their schools, their willingness to handle distance and learning classes, as well as their experience in online teaching. The quantitative study was conducted with 151 respondents, using an online survey. Regarding their general attitude towards distance learning, the majority believe that distance education is not a viable alternative to face-to-face learning. In terms of student performance, a big majority believe that students learn less in distance-education classes; and academic dishonesty is more prevalent in such a setting. Teachers also had a more negative attitude towards the availability of an infrastructure for distance learning and the difficulty of managing the technology needed. Still, they have a more positive attitude regarding the support they receive from their schools. Overall, the study revealed that respondents have mixed attitudes towards distance learning, although there is a statistically significant difference between their gender and their attitudes towards distance learning. Moreover, the benefits of distance learning can be maximized, if appropriate training and support are provided to both teachers and students.
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Chua, Von Christopher Gulpric. "Going the distance: a lesson study on deriving the distance formula." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 149–59. http://dx.doi.org/10.1108/ijlls-08-2018-0052.

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Purpose The purpose of this paper is to determine the challenges that Filipino Mathematics teachers face while developing students’ ability to derive the distance formula; allow teachers to collaboratively formulate a lesson designed to address the challenges they have identified from their own practice; and determine how successful the lesson was and how it can be improved so that other teachers dealing with similar difficulties may be able to implement it. The teacher-participants employed Lesson Study (LS) as an approach to improving pedagogical practice. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Design/methodology/approach An action research methodology through LS approach was employed by the teacher participants. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Findings Based on the post-lesson discussion, the teachers agreed that the process of creating a lesson that seeks to develop the students’ ability to derive formulas are crucial to building understanding of the underlying mathematical concept. Also, teachers’ participation in LS was found to have been insightful as it developed in them a greater appreciation towards establishing a professional learning community that is directed towards examining problems that concerns majority of the teachers involved. Originality/value Research in Philippine education has recently seen the increasing interest in LS as a potent pedagogical practice. Nonetheless, papers that report on LS practice in the local context remains to be lacking. This study contributes to the development of this research area and raises the need for Filipino Mathematics teachers to engage in both LS and action research to generate knowledge from their experiences.
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Jang, Juyoung, Seori Choi, Chang Won Lee, and Stella Go. "Transnational financial education for Filipino migrant workers." Asian and Pacific Migration Journal 28, no. 4 (December 2019): 457–68. http://dx.doi.org/10.1177/0117196819900420.

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This exploratory study sought to identify relevant topics for financial education programs for Filipino Employment Permit System (EPS) workers in Korea. EPS workers are temporary migrant workers who return to their home countries after their contract of employment ends. The study reviewed existing financial education programs for migrants in Korea and the Philippines and collected primary data through surveys and focus group interviews to develop a suitable financial education program for Filipino EPS workers. The results revealed that Filipino EPS workers were passive users of Korean financial services and often lacked financial literacy. Also, they did not have much communication with their families in the Philippines about financial management. A forum about transnational financial education was organized to discuss the implications of the study findings and a pilot financial education program was developed.
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Thorpe, Mary. "Distance education: A system view." Computers & Education 29, no. 4 (December 1997): 209–11. http://dx.doi.org/10.1016/s0360-1315(97)87926-2.

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de Guzman, Allan B., Naihra Jae Z. Dalay, Anthony Joe M. De Guzman, Luigi Lauren E. de Jesus, Jacqueline Barbara C. de Mesa, and Jan Derick D. Flores. "Spirituality in Nursing: Filipino Elderly's Concept of, Distance from, and Involvement with God." Educational Gerontology 35, no. 10 (September 22, 2009): 929–44. http://dx.doi.org/10.1080/03601270902717962.

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Adeyemo, Kolawole Samuel. "Filipino University Students’ Attitude Toward Sexual Minorities." Journal of International Students 10, no. 1 (February 15, 2020): 203–19. http://dx.doi.org/10.32674/jis.v10i1.1030.

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Whether or not sexual minorities in the Philippines higher education system are socially acceptable is not clear. This article specifically investigates the acceptance of gay and lesbian university students in the Philippines and implications for international gay or lesbian students’ sociocultural transition. We sampled opinions of both local and international students in all the academic departments of a private university in the province of Cavite. The participants were selected using a proportionate stratified convenience sampling technique according to which they were grouped by academic department and chosen based on their availability, proximity, and convenience. We administered surveys to 368 registered students in 2011. Of the 368 questionnaires distributed, 358 responses were received, which constitutes a 97.3% response rate. Using transition theory, the article argues that the attitude toward sexual orientation had some negative implications for gay and lesbian international students transitioning into the sociocultural environment of the Philippines.
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Uluğ, Feyzi. "Distance education in the Turkish secondary education system." Educational Technology Research and Development 42, no. 4 (December 1994): 116–19. http://dx.doi.org/10.1007/bf02298060.

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Dissertations / Theses on the topic "Filipino distance education system"

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Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko, and V. Petrenko. "System of distance education." Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13480.

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Kagawa, Osami. "Distance Education System : VIEW Classroom." Kyoto University, 1997. http://hdl.handle.net/2433/160827.

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本文データは平成22年度国立国会図書館の学位論文(博士)のデジタル化実施により作成された画像ファイルを基にpdf変換したものである
Kyoto University (京都大学)
0048
新制・課程博士
博士(工学)
甲第6873号
工博第1624号
新制||工||1069(附属図書館)
UT51-97-H257
京都大学大学院工学研究科情報工学専攻
(主査)教授 上林 彌彦, 教授 矢島 脩三, 教授 池田 克夫
学位規則第4条第1項該当
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Вишневська, Марина Олександрівна. "Distance education system in teaching english." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7217.

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Vasiljev, Artem. "Modern technologies and learning English: distance education." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20866.

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Serce, Fatma Cemile. "A Multi-agent Adaptive Learning System For Distance Education." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609220/index.pdf.

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The adaptiveness provides uniquely identifying and monitoring the learner&rsquo
s learning activities according to his/her respective profile. The adaptive intelligent learning management systems (AILMS) help a wide range of students to achieve their learning goals effectively by delivering knowledge in an adaptive or individualized style through online learning settings. This study presents a multi-agent system, called MODA, developed to provide adaptiveness in learning management systems (LMS). A conceptual framework for adaptive learning systems is proposed for this purpose. The framework is based on the idea that adaptiveness is the best matching between the learner profile and the course content profile. The learning styles of learners and the content type of learning material are used to match the learner to the most suitable content. The thesis covers the pedagogical framework applied in MODA, the technical and multi-agent architectures of MODA, the TCP-IP based protocol providing communication between MODA and LMS, and a sample application of the system to an open source learning management system, OLAT. The study also discusses the possibilities of future interests.
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Wallick, Michael N. "Using advanced computing techniques to implement a distance education system." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/255.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Engineering
Engineering and Computer Science
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Reddy, Prashanth R. "A Low Cost Interactive System for Distance Learning." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321645829.

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Benton, James A. "Perceptions of online distance education within the North Carolina community college system by chief academic officers and chief distance education officers." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0814101-125923/unrestricted/bentonj08242001.pdf.

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Yesiltas, Yalin. "Development Of An Intelligent Tutoring System For Distance Education At Master." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604919/index.pdf.

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This thesis describes an Intelligent Tutoring System developed to be used in distance education at Master&rsquo
s level. The system was designed and implemented to help teachers to generate course material for online tutoring and to help the students to navigate through the course material according to their knowledge level. The system integrates many new technologies and provides individualized learning for students which is one of the most efficient ways for learning. How well the student has learned the course material is tested immediately after each smallest learning unit by end-of-section tests and the knowledge level of the student is derived from the answers given to these tests. This knowledge level is used to build a user model. This thesis describes how this user model is used for navigational support for students while studying on the course material.
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Pogkas, Nikolaos. "The Distance Training System (DTS) application using Dreamweaver MX2004 and JSP application server technology." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FPogkas.pdf.

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Books on the topic "Filipino distance education system"

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System and technology advancements in distance learning. Hershey PA: Information Science Reference, 2013.

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Franklin, Nancy. Distance learning: A guide to system planning and implementation. [Indiana]: School of Continuing Studies, Indiana University, 1995.

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Sigrun, Gunnarsdottir, ed. Tutorial distance learning: Rebuilding our educational system. New York: Kluwer Academic/Plenum Publishers, 2001.

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Allānā, G̲h̲ulām ʻAlī. Distance education system and the role of Allama Iqbal Open University. Islambad, Pakistan: The University, 1987.

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Allana, G. Distance education system and the role of Allama Iqbal Open University. Islamabad, Pakistan: Allama Iqbal Open University, 1985.

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Si xiang zheng zhi jiao yu ti xi zhong de wang luo chuan bo yan jiu: Research on internet communication in ideological and political education system. Beijing Shi: Guang ming ri bao chu ban she, 2011.

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Rekkedal, Torstein. Introducing the personal tutor/counsellor in the system of distance education: Project report 2 : final report. Stabekk: NKI-Skolen, 1985.

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Majumdar, Manabi. Classes for the masses?: Social ambition, social distance, and quality of the government school system. Chennai: Madras Institute of Development Studies, 2000.

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E-learning as a socio-cultural system: A multidimensional analysis. Hershey, PA: Information Science Reference, an imprint of IGI Global, 2014.

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Parkay, Forrest W. Teaching on WHETS (Washington Higher Education Telecommunication System): One professor's experiences. [Pullman, Wash: College of Education, Washington State University, 1998.

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Book chapters on the topic "Filipino distance education system"

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He, Xiangzhen, Fucheng Wan, Xiaowei Ma, and Yuxiang Du. "Database Design of Distance Education System." In Lecture Notes in Electrical Engineering, 679–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40630-0_86.

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Teixeira, António Moreira. "Administrative Support System." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_48-1.

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AbstractAdministrative support provided to teachers, learners, and staff is critical for ensuring the quality of the teaching and learning experience in open, distance, and digital education (ODDE). Having been seen for a long time as a peripheral function, administrative support is now recognized as playing a decisive role in suppressing student dropout, improving teaching effectiveness, and promoting learning success. This chapter examines in detail how administrative support systems are organized and should be redesigned to efficiently assist stakeholders. This analysis is conducted in the framework of the ongoing digital transformation process of higher education institutions (HEIs). Reference models for implementing digital learning innovation are described and analyzed. The chapter proposes that administrative student support in ODDE should not be organized as a separate autonomous structure. It is argued that in such complex and unstable innovation-driven institutional environments, the learner, faculty, and staff administrative support system should be designed as a hub of resources and services operating within an open and flexible learning ecosystem. It is suggested that multidisciplinary teams are set across the HEIs to collaboratively design, deliver, and support ODDE provision. Administrative staff professional development is also suggested to be reorganized in this innovative framework.
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Teixeira, António Moreira. "Administrative Support System." In Handbook of Open, Distance and Digital Education, 861–80. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_48.

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AbstractAdministrative support provided to teachers, learners, and staff is critical for ensuring the quality of the teaching and learning experience in open, distance, and digital education (ODDE). Having been seen for a long time as a peripheral function, administrative support is now recognized as playing a decisive role in suppressing student dropout, improving teaching effectiveness, and promoting learning success. This chapter examines in detail how administrative support systems are organized and should be redesigned to efficiently assist stakeholders. This analysis is conducted in the framework of the ongoing digital transformation process of higher education institutions (HEIs). Reference models for implementing digital learning innovation are described and analyzed. The chapter proposes that administrative student support in ODDE should not be organized as a separate autonomous structure. It is argued that in such complex and unstable innovation-driven institutional environments, the learner, faculty, and staff administrative support system should be designed as a hub of resources and services operating within an open and flexible learning ecosystem. It is suggested that multidisciplinary teams are set across the HEIs to collaboratively design, deliver, and support ODDE provision. Administrative staff professional development is also suggested to be reorganized in this innovative framework.
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Dreyer, Carisma, Nwabisa Bangeni, and Charl Nel. "6. A Framework for Supporting Students Studying English via a Mixed-mode Delivery System." In Distance Education and Languages, edited by Börje Holmberg, Monica Shelley, and Cynthia J. White, 92–118. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853597770-008.

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Aviram, Roni. "The Internet and the Education System." In Distance and E-Learning in Transition, 35–44. Hoboken, NJ USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118557686.ch3.

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Liu, Liyan, Shaorong Wang, Fucang Jia, Hua Li, and Zongkai Lin. "Digital Virtual Human Based Distance Education System." In Computer Supported Cooperative Work in Design I, 319–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11568421_32.

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Tuteja, Gurpreet Singh. "Modernization in Distance Learning Education System Through BOOC’s." In Sustainable Smart Cities in India, 721–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-47145-7_43.

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Wan, Fucheng, Hongzhi Yu, Xianghe Meng, and Wenjuan Chen. "Research of Distance Education System Based on SSH." In Lecture Notes in Electrical Engineering, 165–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40630-0_21.

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Wei, Xiaoxiao, Jie Su, and Lingyi Yin. "Design and Development of Distance Education System Based on Computing System." In Lecture Notes on Data Engineering and Communications Technologies, 151–59. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5857-0_19.

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Bralick, William A., and John S. Robinson. "Using a Multi-User Dialogue system to support software engineering distance education." In Software Engineering Education, 565–82. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/bfb0017642.

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Conference papers on the topic "Filipino distance education system"

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Cleveland and Bailey. "Organizing for distance education." In Proceedings of the Twenty-Seventh Annual Hawaii International Conference on System Sciences. IEEE Comput. Soc. Press, 1994. http://dx.doi.org/10.1109/hicss.1994.323493.

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Kumar, Chandra Bhushan, Anjali Potnis, and Shefali Gupta. "Video conferencing system for distance education." In 2015 IEEE UP Section Conference on Electrical Computer and Electronics (UPCON). IEEE, 2015. http://dx.doi.org/10.1109/upcon.2015.7456682.

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Oliveira, Wagner, and Luis Alfredo Martins do Amaral. "Distance Education as a Service System." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875822.

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Li, Xiaojiang, Qi'an Chen, Luanfang Mei, Juan Chen, and Junfang Shi. "CPK authentication technology applying of distance education management system." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236433.

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Polinkevych, Oksana, Inna Khovrak, and Viktor Trynchuk. "Quality Management of Distance Education." In 2022 IEEE 4th International Conference on Modern Electrical and Energy System (MEES). IEEE, 2022. http://dx.doi.org/10.1109/mees58014.2022.10005695.

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Minamide, Akiyuki, Kazuya Takemata, and Megan Hastie. "Design of a Long-Distance-Controlled Robot System for Distance Education." In 2011 11th IEEE International Conference on Advanced Learning Technologies (ICALT). IEEE, 2011. http://dx.doi.org/10.1109/icalt.2011.62.

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Hongzhen, Xu, Lu Ling, Song Wenlin, and Zhou Shumin. "The Distance Education System Based on VRML." In 2008 International Conference on Computer Science and Software Engineering (CSSE 2008). IEEE, 2008. http://dx.doi.org/10.1109/csse.2008.10.

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Zhang, Weize. "Distance education oriented web instant messaging system." In 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte131132.

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Mimorov, Ilya, Irina Livshits, and Vladimir Vasilev. "Project education method at distance teaching system." In 2013 International Conference on Information and Communication Technology for Education. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/icte131212.

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Cheng, Cong. "Construction of distance education system security mechanism." In 2010 2nd IEEE International Conference on Network Infrastructure and Digital Content (IC-NIDC 2010). IEEE, 2010. http://dx.doi.org/10.1109/icnidc.2010.5657899.

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Reports on the topic "Filipino distance education system"

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MONAKO, T. P. THE PANDEMIC AND THE EDUCATION SYSTEM. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-2-2-79-84.

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The article deals with the issue of distance learning, which was sharply introduced into the education system during the pandemic. The application of distance learning to the entire education system has both positive and negative sides. At this point in time, as practice shows, there are much more negative sides.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Yahupov, Vasyl V., Vladyslav Yu Kyva, and Vladimir I. Zaselskiy. The methodology of development of information and communication competence in teachers of the military education system applying the distance form of learning. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3852.

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The paper theoretically substantiates the methodology of development of information and communication competence (ICC) in teachers of the military education system applying the distance form of learning. Scientific approaches to the concepts of “methodology” have been analyzed and the author’s vision of “the methodology of development of ICC in the military education teachers” has been suggested. In particular, they determine the methodological approaches to the methodology of its development, as well as its main stages, purpose, tasks, content, methods, types of training sessions, tools and organizational forms of learning.
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Бакум, З. П., and В. В. Ткачук. Mining Engineers Training in Context of Innovative System of Ukraine. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/425.

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The paper clarifies the process of a mining engineer training in terms of the innovation system of Ukraine. The authors analyze a number of normative documents concerning innovative activity in Ukraine in general and mining business in particular. In the process of implementation of innovations into mining industrial complex urgent problems are defined. The methodology of information and communication technologies (electronic, distance and mobile studies) usage in engineers training within the conditions of university education is offered. It is marked that the worked out methodology finds its practical introduction: e-learning involves creation of the portal "Electronic mentor"; distance learning is presented in the study of professional disciplines as an example of the course "Сomputer Technologies in Mining"; mobile learning is considered as an example of discipline "Computer Science and Engineering".
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Bonilla-Mejía, Leonardo, and Erika Londoño-Ortega. Geographic Isolation and Learning in Rural Schools. Banco de la República, August 2021. http://dx.doi.org/10.32468/be.1169.

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Rural schools are usually behind in terms of learning, and part of this could be related to geographical isolation. We explore this hypothesis, assessing the effect of distance between rural schools and local governments on learning in Colombia. We use spatial discontinuous regression models based on detailed administrative records from the education system and granular geographic information. Results indicate that distance to towns and Secretary of Education has significant negative effects on students’ standardized test scores. We evaluated alternative mechanisms, finding that the effect of distance is partly explained by differences in critical educational inputs, such as teachers’ education attainment and contract stability. Finally, we assess the mediating role of a program providing monetary incentives to teachers and principals in remote areas.
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Bodnenko, Dmytro M., Halyna A. Kuchakovska, Volodymyr V. Proshkin, and Oksana S. Lytvyn. Using a virtual digital board to organize student’s cooperative learning. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4419.

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The article substantiates the importance of using a virtual digital board to organize student’s cooperative learning in the conditions of distance education, incl. social distance (for the quarantine period 2020). The main advantages of using a virtual digital board are outlined and their functions for the organization of cooperative education are compared. An analysis of the benefits of using virtual digital boards and a survey of experts made it possible to identify the most popular virtual digital boards: Wiki-Wall, Glogster, PadLet, Linoit, Twidla, Trello, Realtimeboard (Miro), Rizzoma. The comparison of the functions of virtual digital boards outlines their ability to organize students’ cooperative learning. The structure of the module E-Learning “Creating education content with tools of virtual digital board Padlet” is presented in the system LMS Moodle. The results of the experiment are presented, which show the effectiveness of the use of instruments of the virtual digital board to organize student’s cooperative learning. Perspectives of researches in developing methods of using a virtual digital board by students of natural-mathematical specialties are determined.
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BERDNIKOVA, A. E., and T. P. MONAKO. FEATURES OF THE FORMATION OF HUMAN CAPITAL IN MODERN CONDITIONS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2070-7568-2021-10-5-1-7-12.

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The relevance of the study is related to the new epidemiological situation in the world. It significantly affects the formation of human capital. The main role in these processes belongs to the higher education system, which simultaneously switched to a distance learning format. The article analyzes the main problems of this process.
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Koomar, Saalim, Caitlin Moss Coflan, and Tom Kaye. Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0042.

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This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). The World Bank (2020) states that by 2030 FCV settings will be home to up to two thirds of the world’s extreme poor; these settings have become increasingly complex over the past decade, with the COVID-19 pandemic threatening to exacerbate existing challenges. This list explores effective uses of EdTech in FCV settings. It particularly emphasises interventions and evidence relevant to the Yemeni context and distance learning during the COVID-19 crisis. These resources were selected with the intention to include practical recommendations on technology-enabled interventions which could support a proposed national distance learning system in Yemen.
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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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