Journal articles on the topic 'Teachers and distance education'
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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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Barter, Barbara G. "Rural Schools and Distance Education." International Journal of Information and Communication Technology Education 7, no. 1 (January 2011): 33–45. http://dx.doi.org/10.4018/jicte.2011010104.
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In 2006, the author began research on current issues in rural education in which teachers recounted narratives of teaching. As deficits, they spoke of an inability to retain teachers, too little diversity in student programming, and lack of access to extra-curricular activities. They also noted challenges brought on by education reform that increased the use of distance education and long distance bussing. Positively, teachers mentioned how much they cared about their students and their school. They were proud of how they worked hard to meet student and community needs. This paper discusses teacher experiences with distance education and the use of the technology required for the delivery of such programs. Teachers urged that distance education must hold a dominant place of importance in the delivery of a well-rounded education to children in rural areas but that such a focus also requires a variety of supports to schools.
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Kostović-Vranješ, Vesna, Mila Bulić, and Viktorija Periša. "Attitudes of teacher education students and class teachers to distance education." Školski vjesnik 70, no. 2 (2021): 135–58. http://dx.doi.org/10.38003/sv.70.2.6.
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The educational system of the Republic of Croatia saw the transition from classroom to distance education starting on March 13, 2020 due to the pandemic of the new, infectious coronavirus COVID-19. The pandemic caused a sudden transition to distance education and a number of difficulties in the implementation of online education, therefore a study was conducted to determine the attitudes of students, who are future class teachers, and practitioner-teachers to distance education in which they participated. The results of the research show significant differences in the perception of the transition from classroom to distance education, revealing it was more difficult for practitioner-teachers to organize and implement online education. The research determined attitudes to distance education and attitudes to television-based education. The obtained research results can be used to improve distance education, which will be carried out as needed, alternating with classroom teaching.
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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Rapport in distance education." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 167. http://dx.doi.org/10.19173/irrodl.v13i1.1057.
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<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>
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Babb, Valorie, Ron Howard, and Ian McGrath. "Distance Education for Language Teachers." Modern Language Journal 80, no. 3 (1996): 401. http://dx.doi.org/10.2307/329450.
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Arif, Muhammad Irfan, Syeda Samina Tahira, and Maria Sohaib Qureshi. "Transforming Distance Education for Teachers’ Continuous Professional Development." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (February 13, 2022): 102–9. http://dx.doi.org/10.52131/pjhss.2022.1001.0178.
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This study proposes a framework for transforming online education for professional development based on prospective teachers' opinions of distance education. One hundred fifty students from Allama Iqbal Open University (Distance Education), from rural and urban areas, were randomly chosen to collect data on several aspects of teachers' professional development, including workshop efficacy, curriculum, evaluation methods, and information and communication technology (ICTs). The data were acquired using a self-developed instrument that was pilot tested. After collection, data were analyzed using means and t-tests. The study found that while AIOU's teacher education programs fulfill the demands of distant students, they do not support prospective teachers' ongoing professional growth. The curriculum of teacher education courses does not completely develop students' creative and professional qualities. There is a lack of balance between theory and practice. The use of ICT in teacher education is not up to standard. The AIOU's teacher education programs also require additional attention to prepare future teachers in remote areas. Distance Education Programs for teachers' CPD requires a lot of focus and excellent tactics. The researchers presented a mechanism to alter distance education for instructors' CPD.
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Aida, Shakiyeva, Zhorabekova Ainur, Alipbek Ardak, Akeshova Madina, Kudabayeva Perizat, and Rizakhojayeva Gulnara. "Formation of professional competencies of a future foreign language teacher in the field of distance education." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 268–81. http://dx.doi.org/10.18844/wjet.v14i1.6724.
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The aim of this study is to evaluate the opinions of teacher candidates and teachers related to foreign language teaching through distance education and to make forward-looking recommendations in line with these views. The study group consists of 30 teacher candidates who studied foreign language teaching at various universities in Kazakhstan during the 2020–2021 academic year and 35 English teachers who teach English in secondary schools in Almaty. The study was carried out within the scope of qualitative research and research data were collected with two semi-structured interview forms created by the researcher. The data obtained from the research are categorised by content analysis. As a result of the study, teacher candidates found distance education more inefficient in education than formal education and inadequate to provide distance education. Teachers, on the other hand, saw distance education as advantageous in terms of saving time and space, disadvantaged by student motivation, teacher inexperience and technical glitches. As a result of the research, it has emerged that urgent solutions are needed to eliminate the need to provide a separate education on distance education to teacher candidates and teachers, student motivation and technical problems.
Keywords: distance education, advantages of distance education, disadvantages of distance education, foreign language teacher candidates, foreign language teachers, teacher opinions
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Vrazhnova, Marina Nikolaevna, Mark Socratovich Anastasov, and Galina Yurievna Nikiporets-Takigawa. "Impact of professional self-improvement on the effectiveness of teachers in distance education." Revista Tempos e Espaços em Educação 14, no. 33 (July 30, 2021): e16159. http://dx.doi.org/10.20952/revtee.v14i33.16159.
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Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.
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Tashkenbayeva, Zhuldyz, Aitzhan Abdyrov, Baurzhan Nurkeshov, Gulzhan Muratova, Aliya Кoxegen, and Laila Smailova. "Effective ways of teaching in distance education." Cypriot Journal of Educational Sciences 17, no. 10 (October 31, 2022): 3821–33. http://dx.doi.org/10.18844/cjes.v17i10.8252.
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The purpose of this research is to obtain the opinions of primary school teachers about effective teaching methods in distance education. In this study, the phenomenology design, one of the qualitative research models, was used. The participant group of the research consists of 32 primary school teachers who gave education in various primary schools in the Astana, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. Descriptive analysis method was used in the analysis of the research data. As a result of the research, it was determined that the vast majority of primary school teachers found distance education somewhat effective. The difficulties faced by primary school teachers in distance education applications are inefficient courses, limitations on the internet and computer, low motivation and high level of anxiety and communication problems. Primary school teachers' views on the methods to be followed in making distance education effective has been categorised as providing proficiency training in educational technologies, providing blended learning opportunities, creating interaction opportunities, involving the family in the learning process and creating an effective assessment and evaluation environment. In addition, primary school teachers include effective teaching methods in distance education as creating a blended learning environment, creating a simultaneous and divergent learning environment, creating a simultaneous learning environment and creating a different time learning environment.
Keywords: Distance education, teacher opinions, primary school teachers;
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Prokhorova, Maria P. "Flipped Learning for Preservice Teachers in Distance Education: First Results." Revista Gestão Inovação e Tecnologias 11, no. 4 (July 10, 2021): 799–811. http://dx.doi.org/10.47059/revistageintec.v11i4.2147.
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Gulmira, Mailybaeva, Zholtayeva Gulnar Nurbolatovna, Zhanatbekova Nazym, Menlibekova Gulbakhyt Zholdasbekovna, Seitbattalova Aigerim, and Sarsekulova Dilyara. "Background to the development of technology of formation of teachers readiness for distance learning." World Journal on Educational Technology: Current Issues 14, no. 3 (May 31, 2022): 855–74. http://dx.doi.org/10.18844/wjet.v14i3.7367.
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The current stage of distance education development demands enhancement of standards for training of teachers working in that area. Only professional teachers are able to provide quality education for people with different abilities, interests and needs, considering their personal characteristics and specifics of distance education. It is critically important to analyse the experience and professional qualities of teachers involved in distance learning given the uniqueness of the current situation and a high probability of transition to distance education. The study was focused on establishing the actual preparedness level of teachers for distance learning and identifying prerequisites for formation of teachers’ readiness to provide students distance education. Key words: teacher, readiness, distance education, distance learning technologies, information and communication technologies.
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Teemant, Annela, Marvin E. Smith, Stefinee Pinnegar, and M. Winston Egan. "Modeling Sociocultural Pedagogy in Distance Education." Teachers College Record: The Voice of Scholarship in Education 107, no. 8 (August 2005): 1675–98. http://dx.doi.org/10.1177/016146810510700806.
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Increasing numbers of English as a second language (ESL) learners throughout the United States have created an urgent need for professional development for millions of teachers. Distance education offers an opportunity for high-quality professional development to be delivered to collaborative teams of teachers at local school sites. However, research has shown that effectively meeting the needs of second language learners requires sociocultural pedagogy. The challenge has been to develop an approach to distance education that attends to sociocultural perspectives of learning and models sociocultural pedagogy. In developing a bilingual/ESL endorsement program, teacher educators at Brigham Young University have met this challenge with the ProfessorsPlus model for sociocultural pedagogy in distance education. This article describes this innovative approach to distance education.
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Simone, Christina De. "Preparing Our Teachers for Distance Education." College Teaching 54, no. 1 (January 2006): 183–84. http://dx.doi.org/10.3200/ctch.54.1.183-184.
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Torres, Julio Cesar. "DISTANCE EDUCATION AND TRAINING TEACHERS-TUTORS." International Journal of Human Sciences Research 2, no. 8 (March 31, 2022): 2–9. http://dx.doi.org/10.22533/at.ed.558282201043.
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Movkebayeva, Zulfiya, Itska Derijan, Dana Khamitova, and Assem Akhmetova. "TEACHER READINESS FOR DISTANCE EDUCATION OF DISABLED STUDENTS." Knowledge International Journal 28, no. 3 (December 10, 2018): 1011–14. http://dx.doi.org/10.35120/kij28031011z.
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The article describes the teacher’s readiness for distance learning of students with disabilities in higher education institutions of the Republic of Kazakhstan. The article defines the leading principles of distance education and formulates the problems of managing this process. The authors have conducted a research including questionnaires and interviews with teachers of universities that provide educational activities to disabled students. Resulting data are analyzed, factors affecting the formation of teachers personal attitude to distance education students with disabilities are elicited. The authors revealed a positive attitude of teachers towards the education of disabled students, it is noted that they have a positive motivation in providing all necessary conditions for effective education of this category of students. Teachers are interested in obtaining the necessary knowledge on the organization of distance education for students with disabilities and increasing their own professional qualifications. However, the results of this survey have identified the lack of teacher’s understanding of the characteristics of the psychophysical development of disabled persons, ignorance of the perception specifics of students with hearing and visual disabilities, insufficient understanding of psychological features (fatigue, attention and perception, the visual thinking prevalence, etc.). Teachers of higher educational institutions had difficulty in determining the form of presentation of lecture material, the selection of pedagogical techniques and means of organizing and monitoring the performance of independent practical work. The teachers had some difficulties with the adaptation of educational materials in accessible forms for students with impaired vision and hearing, the materials should be specific and accessible for their understanding. There were particular difficulties in explaining by teachers of abstract concepts and theoretical positions. Based on the identified difficulties in the implementation of distance learning for disabled students describes the possible risks inherent in inclusive higher education. The necessary conditions for organizing the process of distance education for disabled students are highlighted, it should increase readiness of teachers to work with students with disabilities.
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Murray, Angela K., Katie Brown, and Patricia Barton. "Montessori Education at a Distance, Part 1." Journal of Montessori Research 7, no. 1 (May 19, 2021): 1–29. http://dx.doi.org/10.17161/jomr.v7i1.15122.
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The transition to distance learning in the spring of 2020 caused by COVID-19 was particularly challenging for Montessori educators and students because key elements of the Method were not directly transferable to this new and hastily designed format. Hands-on learning with Montessori materials and learning in a community, as well as careful teacher observation, could not be easily replicated when children were learning from home. To understand how educators applied Montessori principles to serve children and families in these highly unusual circumstances, we surveyed Early Childhood and Elementary Montessori teachers about how they translated core elements of Montessori education to a distance-learning environment. The overall results suggest that Montessori distance-learning arrangements balanced live videoconference experiences for children with offline hands-on activities, while also relying on parents’ and caregivers’ involvement. Teachers reported that they largely designed learning experiences themselves, without significant support or guidance from school leaders. Still, teachers reported that they were able to uphold Montessori principles to only a moderate degree under the circumstances. While teachers understandably hunger for support, professional connections, and a return to the classroom experiences that drew them to the field of Montessori education, this study highlights factors that may affect the transition back to school for teachers, parents and caregivers, and students when face-to-face instruction resumes for all children.
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Vorontsova, Anna V., Dmitry B. Vorontsov, Anna G. Samokhvalova, Elena V. Tikhomirova, and Oksana N. Vishnevskaya. "ANALYSIS OF A UNIVERSITY TEACHER’S METHODOLOGICAL READINESS FOR DISTANCE LEARNING." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 88–99. http://dx.doi.org/10.20323/1813-145x-2020-5-116-88-99.
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The article is devoted to the description of the results of a study of the methodological readiness of a university teacher to organize the educational process by means of distance learning. The purpose of the research is to identify significant characteristics of the methodological readiness of a university teacher to use distance tools in connection with the coronavirus pandemic. The study involved two groups: the main and control.The main group is 319 people consisted of teachers from Kostroma State University. The control group is 42 people consisted of teachers from more than 10 universities of the Russian Federation. The study allowed us to come to the conclusions:most faculty support university management and find distance education effective; self-esteem of readiness to work in a remote format is high, but this requires an external examination; positive self-esteem correlates with positive expectations regarding student readiness and knowledge of a wide range of distance education tools;most teachers have negative expectations about the decline in the quality of distance education; teachers insufficiently use distance learning tools that provide communication between subjects of education, the means of monitoring and evaluating educational outcomes dominate; adaptation to the current situation coexists with the desire to enter the office mode of operation and abandon distance formats. The article suggests ways of methodological support for the teacher's work in a remote format: developing a universal feedback mechanism and assessing the quality of education in a certain discipline by students; development and implementation of personalized methodological support programs built on a network basis; encouraging teachers to use distance education tools that enable collaboration and communication in the educational process.
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.
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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Chernova, Irina Valerievna, and Veronika Viktorovna Katermina. "Pedagogical ethics in distance education." SHS Web of Conferences 127 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112701003.
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2020 was a truly revolutionary year in terms of education – from the paradigm of predominantly traditional education, we had to rapidly “step” into a distance format, regardless of our desire and readiness. In 2020 two tectonic shifts happened at once: the shift from synchronous offline classes (education) to synchronous online and then from synchronous formats to asynchronous and mixed. In addition to issues related to the technical support of the educational process, the issue related to the development of new professional and pedagogical principles and rules that would contribute to the highly moral behavior and activities of the teacher in creating a comfortable environment for all participants of distance learning process, emphasizing that ethical requirements must reflect the relationship between teachers and learners. We conducted a research aimed at revealing the principles and values the teachers consider crucial to follow when conducting online classes, the skills they think they need master in order to raise the level of their professional expertise, improve the effectiveness of teaching and learning processes, and make their students self-confident and independent. The results of the survey can be used in designing special courses devoted to professional or pedagogical ethics in online learning.
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Can, Yafes, and Salih Bardakci. "Teachers' opinions on (urgent) distance education activities during the pandemic period." Advances in Mobile Learning Educational Research 2, no. 2 (2022): 351–74. http://dx.doi.org/10.25082/amler.2022.02.005.
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The purpose of this study is to understand teachers' experiences in-depth on distance education activities held urgently during the pandemic and holistically reveal them. For this purpose, the interlocking single event pattern from case study designs was used to have depth meanings from the teachers' views. In the study, a semi-structured questionnaire was created as a data collection tool and applied to sixty-six teachers with snowball sampling. Teachers participating in the study generally work at primary, secondary and high schools. At the end of the study, it was revealed that the interaction between students, student-teacher, and teacher-parent in urgent distance education processes was generally insufficient; there was no socialization. In addition, it was revealed that both teachers and students experienced various positive and negative emotions, the teaching content was insufficient, and there was a lack of technological equipment and knowledge. However, as an alternative, urgent education activities had some positive aspects for the teachers. As a result of the study, it is recommended to design distance education better, provide a better communication channel between teacher-student-parent, eliminate technological infrastructure problems, and provide technical and psychological support to teachers during urgent distance education practices.
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Stambekova, Assel, Saule Zhakipbekova, Kunslu Tussubekova, Bagdat Mazhinov, Mariya Shmidt, and Аinagul Rymhanova. "Education for the disabled in accordance with the quality of inclusive education in the distance education process." World Journal on Educational Technology: Current Issues 14, no. 1 (January 31, 2022): 316–28. http://dx.doi.org/10.18844/wjet.v14i1.6760.
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The aim of this research is to evaluate the disabled education in accordance with the quality of inclusive education in the distance education process in line with the opinions of special education teachers. The research was conducted with 10 special education teachers who were teaching special education and general education in schools with special needs students in Kazakhstan and who agreed to participate in the research voluntarily. The research was designed in accordance with the case study, one of the qualitative research designs. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was revealed that the teachers used online lessons, video sharing, homework control, online activities and mobile applications in the teaching of the lessons in the distance education process; they preferred formal education to distance education; and they found distance education insufficient to meet the individual needs of students in learning. In addition, teachers stated that they found family participation in distance education and teacher–student peer interaction insufficient. The results obtained from the research revealed the necessity of eliminating the obstacles in the education of the disabled in accordance with the quality of inclusive education.
Keywords; Inclusive education, students with disabilities, special education, special education students
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Uzma Murad Panhwar, Muhammad Farshad, and Zohran Jumani. "Use of Reflective Practices on Teaching-Learning in Distance Education." International Journal of Distance Education and E-Learning 5, no. 2 (July 2, 2020): 86–94. http://dx.doi.org/10.36261/ijdeel.v5i2.1044.
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This study is aimed at examining the use of teacher reflective practices in future professional development. The research was conducted to assess the effectiveness of educators' reflective behaviors on prospective teachers. After completing their under-graduation/ graduation degree from the distance teacher education programs, how much they will be professionally developed to use reflective practices effectively. Here, particularly the effectiveness of reflective practices of teacher educators for the professional development of future teachers has been investigated. For this survey, the researcher has used a five-point Likert scale, interview, classroom observation, and one-way Chi-square test. The study concludes with recommendations and implications based on the findings. For this investigation, the population is all the distance teacher educators’ program from all the public universities in Sindh. The researcher selected 595 prospective teachers as a sample purposefully and 32 teacher educators for classroom observation.
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Decker, Jessica C., and Valerie Beltran. "Preservice Teachers in Distance Learning." International Journal of Online Pedagogy and Course Design 11, no. 3 (July 2021): 49–61. http://dx.doi.org/10.4018/ijopcd.2021070104.
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This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.
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Waheed, Abdul, Asad Naeem Manuchaher, and Rashdah Jabeen. "Teachers' Preparation: A Contribution of Distance Education in Pakistan." Global Regional Review V, no. I (March 30, 2020): 519–31. http://dx.doi.org/10.31703/grr.2020(v-i).55.
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The main objectives of the study were to explore the theoretical and practical component of teacher training programme and effectiveness of instructional package particularly the instructional material and contribution of the teacher education programme of distance education in teacher training. In light of the literature review, the three questionnaires were developed to survey the contribution of the teacher education programme of distance education in teacher training. The respondents were of the opinion that the instructional package, particularly instructional material, is effective for teacher training. The tutorial system contributes to the interaction between the tutor and students as well as peer students. T.V programmes on teachers' education are also providing additional information. Lesson planning and different teaching strategies are practised during training workshops. Distance education is on par with the formal system of formal teacher education system.
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Kusmawan, Udan. "A Virtual Lab As A Vehicle For Active Learning Through Distance Education." International Journal on Research in STEM Education 4, no. 2 (November 30, 2022): 18–38. http://dx.doi.org/10.31098/ijrse.v4i2.1188.
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Through a distance education system, the teacher education program meets its challenges in the pedagogy of practical courses. Correspondingly, student-teachers face challenges in completing their practical courses due to professional and geographical constraints. The survey research results revealed the effectiveness of a virtual lab application in connecting the pedagogical approach to the student teacher's needs for practicum through implementing the Scalable Practicum. The results showed that the virtual lab promotes excellent facilitation for student-teachers conducting science Scalable Practicum in their limited circumstances. This study recommends further research on wider scopes and samples to receive more comprehensive pictures regarding the effectiveness of the virtual lab.
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Boylan, Colin. "Practice Teaching in a Distance Education Centre." Australian and International Journal of Rural Education 6, no. 1 (March 1, 1996): 37–41. http://dx.doi.org/10.47381/aijre.v6i1.406.
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Practice teaching is an integtal component of pre-service teacher education courses. Watson, Halton, Grundy and Squires (1986) clearly demonstrated that most New South Wales teacher education students came from metropolitan backgtounds, received their university tuition in a city based institution and completed their practice teaching in city schools. However, Watson, et al (1986) claimed that most of the city trained teachers were reluctant to accept a teaching appointment outside of the city. Under these conditions, long term solutions to the problem of high rural teacher turnover were unlikely to eventuate.
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Erten, Pinar. "Attitudes and Evaluations of the Teachers Towards Distance Education During the COVID-19 Pandemic." Discourse and Communication for Sustainable Education 13, no. 1 (June 1, 2022): 112–44. http://dx.doi.org/10.2478/dcse-2022-0010.
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Abstract This study aims to identify the attitudes and evaluations of the teachers towards distance education which has become compulsory due to the COVID-19 pandemic. Both the attitudes towards distance education and the evaluations regarding this application and process were taken with an online survey prepared in this context. The authors have reached the teachers with the help of various applications and collected the data. The study was performed under the mixed method. It has been determined that the teachersí attitudes towards distance education were negative. This study also examines how teachersí attitudes towards distance education differ according to various parameters and it was found that only the teachers with previous distance education experience have a positive attitude. Apart from these, the views of the teachers were also questioned by various means. It was found out that the teachers have both positive and negative attitudes and evaluations, and suggestions were developed in this regard.
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Fouzia Younas. "A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 42–56. http://dx.doi.org/10.36261/ijdeel.v6i2.1861.
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This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.
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Verzhanskaya, O., and T. Laguta. "Difficulties of distance learning." New Collegium 3, no. 105 (November 22, 2021): 33–37. http://dx.doi.org/10.30837/nc.2021.3.33.
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The difficulties encountered by teachers during distance learning are described. These include the teacher's inability to work with new educational technologies, the low level of information culture among individual teachers, psychological problems, the inability to organize joint cognitive activities with students, and others. The content of special training of teachers for the conditions of distance learning is proposed. It was noted that professional development should become a continuous and constant process. The tasks of the advanced training system have been updated, namely: training teachers in the ideology of distance learning, studying the organizational and technological environment, continuous assimilation of promising information technologies of education, continuous training in the latest achievements of psychology and pedagogy, training in forms of control of students' knowledge. The skills of a teacher necessary for the successful organization of communicative interaction with students in the distance learning system are considered.For the successful organization of communicative interaction with students in the distance learning system, the teacher must be able to apply the forms of verbal and non-verbal communication; conduct a virtual discussion, establish contact with the audience on-line; involve in discussion, expressing one's own opinion and establishing interpersonal interaction; conduct training sessions taking into account the psychological characteristics of student behavior in a virtual environment; find an individual approach to students during distance learning; create a positive emotional atmosphere between the subjects of distance learning. Prospects for further research are in the development and creation of a special adaptation program for teachers who teach in a distance learning environment. The program for training teachers should cover the main issues of distance learning: legislative framework, computer literacy, the use of information systems, psychological and pedagogical features of the implementation of distance learning.
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Ushanov, Alexander, Natalia Morgunovа, and Irina Petunina. "Internet Technologies in Distance Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i10.19129.
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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.
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Altunay, Furkan. "Opinions of Social Studies Teachers on Distance Education." International Journal of Education and Literacy Studies 10, no. 2 (April 30, 2022): 31–40. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.31.
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The COVID-19 pandemic has affected the whole world, has caused serious problems in many areas. Undoubtedly, one of the most important of these areas is education. Education-teaching processes were continued remotely during the pandemic period, which caused the closure of schools almost all over the world. In this study, it is aimed to examine the views of social studies teachers, who have given lectures with the help of distance education during the pandemic period, about distance education. Phenomenology, which is one of the qualitative research designs, was used in the research. The study group of the research consists of 12 social studies teachers who work in a secondary school affiliated to the Ministry of National Education in the city of Bayburt and have given lessons with the help of distance education. A semi-structured interview form was used as a data collection tool to examine teachers’ views on distance education. The collected data were analyzed with thematic analysis method. The data obtained were shown in themes and the findings were supported by direct quotations from the views received from the participants. As a result of the study, it was demonstrated that the negative thoughts of the social studies teachers about distance education were higher than the positive thoughts, and they also expressed problems such as slow connection, internet infrastructure, low participation in the course and insufficient devices for accessing distance education. In addition, it was concluded that all of the participants agreed that social studies teachers should take in-service training, seminars and courses in order to improve themselves in the distance education process and using technology effectively. In this context, it is recommended to give educational seminars on technology literacy to social studies teacher candidates and teachers.
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Andrisyah, Andrisyah, and Asih Nur Ismiatun. "The Impact of Distance Learning Implementation in Early Childhood Education Teacher Profesional Competence." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 5, no. 2 (January 20, 2021): 1815–24. http://dx.doi.org/10.31004/obsesi.v5i2.1009.
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Covid-19 pandemic has an impact on early childhood education. This presents a major challenge for Early Childhood Education educators to improve their professional competence so that they can adapt to conditions in the current Covid-19 pandemic and respond to challenges in the era of society 5.0. The purpose of this study was to analyze the impact of distance learning on ECE teachers’ professional competencies. Sampling used cluster sampling techniques. This study involved 30 ECE teachers from three provinces on the island of Java. The method used is descriptive qualitative. Data collection techniques used open questionnaires containing indicators of ECE teacher’s professional competencies. The results showed that 30 ECE teachers in three provinces increased their professional competence especially in the use of technology that supports distance learning. support from government and institutions, is needed in improving teacher professional competence in the form of training that can reach all ECE teachers in Indonesia as a step towards facing the era of society 5.0.
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Wertzberger, Eileen. "The Future of Field Experiences in Distance Education:." Theory & Practice in Rural Education 9, no. 2 (October 11, 2019): 35–46. http://dx.doi.org/10.3776/tpre.2019.v9n2p35-46.
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In an attempt to be more culturally responsive to the needs of its students, universities across the country are leveraging technologies to make their campuses more readily available to a broader student audience. Yet, with the proliferation of online teacher preparation programs, difficulties arise in providing preservice teachers with quality field experiences. This case study examines how telepresence robotic technology was used to facilitate a field experience that would otherwise have been prohibitive in a master of arts in teaching program. While a substantial body of literature examines the use of virtual environments and technologies in educating hard-to-reach populations, little research has been done in how telepresence technologies may effectively bridge the access gap for preservice teachers who are place-bound geographically. The findings from this study suggest that, when coupled with the implementation of effective co-teaching practices, telepresence technology can facilitate meaningful field experiences in real time, for place-bound preservice teachers without local K-12 institutions to host their field experiences.
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Imania, Sofia, Mirjam Anugerahwati, and Sintha Tresnadewi. "Unpacking EFL Teachers’ TPACK thru the Distance Education." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 7, no. 2 (February 20, 2022): 51. http://dx.doi.org/10.17977/jptpp.v7i2.15188.
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<p><strong>Abstract:</strong> The growth of distance education provides an accessibility of teaching-and-learning-process involving the use of ICT. Hence, teachers’ competencies regarding the integration of ICT also one of the key success of teaching. Through TPACK, this study aims at investigating EFL teachers’ skills on technology integration and their preferable ICT based learning system amidst distance education. Moreover, this study also intends to analyze whether EFL teachers’ TPACK are significantly different in terms of teaching categories and gender. This survey study implicated 139 in-service EFL teacher in the city of Malang, East Java, Indonesia. The data were collected through questionnaire and analyzed by computing the frequency, ANOVA, and t-test. The finding revealed that the EFL teachers’ TPACK was decent. Furthermore, gender and teaching categories were not regarded as the factors that influenced EFL teachers’ TPACK. Lastly, Google Classroom was perceived as the most preferable ICT based learning system according to the teachers. Regarding the result of analysis, recommendation for teachers and educational stakeholders were also made in this study.</p><strong>Abstrak:</strong> Perkembangan Pendidikan Jarak Jauh (PJJ) menawarkan aksesibilitas proses belajar-mengajar yang sangat melibatkan penggunaan TIK. Karenanya, kompetensi guru terhadap integrasi TIK juga diangap sebagai salah satu kunci keberhasilan pembelajaran. Melalui TPACK, penelitian ini bertujuan untuk menginvestigasi ketrampilan guru EFL terkait integrasi teknologi dan sistem pembelajaran berbasis TIK yang guru EFL gunakan saat Pembelajaran Jarak Jauh (PJJ). Selain itu, penelitian ini juga bermaksud untuk menganalisa perbedaan TPACK guru EFL berdasarkan kategori mengajar dan gender. Penelitian survei ini melibatkan 139 guru EFL di Kota Malang, Jawa Timur, Indonesia. Pengumpulan data dilakukan menggunakan kuesioner dan dianalisa dengan menghitung frekuensi jawaban responden, ANOVA, dan t-test. Hasil penlitian menunjukkan bahwa TPACK guru EFL baik. Kemudian, gender dan kategori mengajar bukanlah faktor yang membedakan TPACK guru EFL. Terakhir, <em>Google Classroom </em>merupakan media pembelajaran yang paling disukai oleh guru. Berdasarkan hasil analisa, rekomendasi untuk guru dan beberapa pihak terkait juga dibuat dalam penelitian ini.
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Alghamdi, Amani Khalaf, and Ali Tared Al Dossary. "Saudi education postgraduates’ (Trainee teachers’) perspectives on distance education." World Journal on Educational Technology: Current Issues 13, no. 2 (April 30, 2021): 307–21. http://dx.doi.org/10.18844/wjet.v13i2.5715.
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The purpose of this exploratory study undertaken in Saudi Arabia is to understand how in-service and new teachers perceive distance education. The study involved nineteen male and female postgraduates who were pursuing an education master’s degree during the COVID-19 pandemic. This is a qualitative research asking participants to provide a 300-word response to the open-ended question: “How will you implement what you have learnt in your studies so that distance education can be effectively provided and convince others of the merit of this approach?” The task was presented in Arabic and the complete assignments were returned electronically. The 11,181-word corpus underwent content and thematic analyses yielding eight themes. Participants addressed issues pertinent to teaching and learning, equity in technological access and digital literacy. To make DE in Saudi Arabia successful, thorough preparation of involved parties, including educators and learners, and their digital teaching and learning skills should be mastered.
Keywords: Distance education, e-learning, education postgraduates, Saudi Arabia, “Vision 2030”
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Jankowiak, Barbara, Sylwia Jaskulska, and Anna Rybińska. "Kindergarten Teachers’Attitudes Toward Distance Education During the COVID-19 Outbreak." Yearbook of Pedagogy 43, no. 1 (December 1, 2020): 95–116. http://dx.doi.org/10.2478/rp-2020-0006.
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Summary This research report presents results of a study on kindergarten teacher’s attitudes toward distance education during the COVID-19 pandemic and their associations with selected characteristics related to the teacher’s profession. The tools that the teachers used for distance education were also described. 429 correctly completed surveys were collected. The most positive opinions concerned the development of one’s professional competencies, feeling positive emotions in the relationship with children and their parents. One of the worst assessed areas was those related to the possibility of supporting the social and emotional development of children. Most of the examined aspects of professional functioning, e.g. seniority, the location of the kindergarten, did not differentiate the attitudes. The differences mainly concerned teachers of special kindergartens, who in some aspects of attitudes (e.g. positive emotions towards this form of work) obtained lower results than teachers employed in other types of kindergartens.
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Ahmed Abdullah, Nauman, and Munawar Sultana Mirza. "Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan." International Review of Research in Open and Distributed Learning 21, no. 2 (April 8, 2020): 81–97. http://dx.doi.org/10.19173/irrodl.v21i2.4606.
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In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
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Welch, T. "Reaching teachers? Curriculum challenges for distance teacher education in South Africa." Africa Education Review 5, no. 2 (November 2008): 324–37. http://dx.doi.org/10.1080/18146620802450017.
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Koçoğlu, Erol. "Mental imageries of teachers on distance education in Turkey." African Educational Research Journal 9, no. 1 (March 29, 2021): 237–58. http://dx.doi.org/10.30918/aerj.91.21.041.
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Distance education is an education type applied under ordinary and extraordinary conditions. This type of education has synchronous and asynchronous dimensions of realization. It can be said that computer-based internet technologies gain significance in a process where any of these dimensions are used. In these technology-supported learning environments, it is remarkable that the teacher and the student are in different perimeters. In this context, it can be stated that the concept of distance education requires a particular perspective, and the existing mentality of people diverts this perspective. Therefore, this study primarily aims to determine the teachers' perceptions of distance education concepts according to their genders by using mental imageries. The working group of this research, which was prepared according to the qualitative methods, consisted of 100 teachers (38 males and 62 females) who served in various academic majors in public and private educational institutions in many provinces of Turkey during the 2020-2021 school year. The study data were obtained through a survey in which the participant teachers filled in the blank spaces in the sentence of “ Distance education is similar to ... because ... ”. Study data were interpreted using the content analysis technique. Regarding the distance education concept, teachers produced mental imageries under twelve different themes. When these various themes were evaluated, it was observed that the teachers mostly formed their mental imagery by considering the "Image of Nature" theme.
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Drijvers, Paul, Daniel Thurm, Ellen Vandervieren, Marcel Klinger, Filip Moons, Heleen van der Ree, Amy Mol, Bärbel Barzel, and Michiel Doorman. "Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown." Educational Studies in Mathematics 108, no. 1-2 (October 2021): 35–64. http://dx.doi.org/10.1007/s10649-021-10094-5.
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AbstractThe COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.
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Drijvers, Paul, Daniel Thurm, Ellen Vandervieren, Marcel Klinger, Filip Moons, Heleen van der Ree, Amy Mol, Bärbel Barzel, and Michiel Doorman. "Distance mathematics teaching in Flanders, Germany, and the Netherlands during COVID-19 lockdown." Educational Studies in Mathematics 108, no. 1-2 (October 2021): 35–64. http://dx.doi.org/10.1007/s10649-021-10094-5.
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AbstractThe COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices—in many cases at a distance through digital technology—because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders—the Dutch-speaking part of Belgium—, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers’ practices, as well as students’ views and experiences related to the teacher’s practices.
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Ciplak, Hande, Neslihan Arslan, and Ayten Pinar Bal. "Distance education evaluation scale: Teacher dimension." Pedagogical Research 8, no. 1 (January 1, 2023): em0141. http://dx.doi.org/10.29333/pr/12594.
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The aim of this study is to develop a scale for teachers’ evaluation of the distance education process and to examine teachers’ evaluations of distance education according to the variables of gender and occupational seniority with the measurement tool. The sampling of the research consists of 616 secondary school teachers who work in a large city in the south of Turkey, selected by cluster sampling method. In the analysis of the data, respectively; exploratory and confirmatory factor analysis, Cronbach’s alpha analysis, and Guttman split half value were used. According to exploratory factor analysis applied to establish the construct validity of the scale in question, it was found that the scale explained 66% of the total variance. As a result of confirmatory factor analysis of the obtained structure, it was concluded that the scale had an acceptable model. When the reliability values of the scale were calculated, the Cronbach’s alpha value was determined as .94. As a result, when teachers’ evaluations of distance education are considered, a valid and reliable measurement tool in five-point Likert type consisting of 20 items consisting of “learning environment”, “personality”, and “limitation” sub-factors has been developed.
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Ernest, Paul. "Training mathematics teachers at a distance." Open Learning: The Journal of Open, Distance and e-Learning 2, no. 2 (June 1987): 32–35. http://dx.doi.org/10.1080/0268051870020207.
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Uzunboylu, Hüseyin, Gönül Akçamete, Nilgün Sarp, and Mukaddes Demirok. "Primary Schoolteachers’ Opinions about Gifted Education Programmes in Distance Education." Sustainability 14, no. 24 (December 19, 2022): 17031. http://dx.doi.org/10.3390/su142417031.
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There is a need for scientific information obtained in scientific research environments related to the delivery of curriculum development training for gifted children by primary school teachers in distance education environments. This study aims to evaluate primary schoolteachers’ views on gifted education programmes that can be given through distance education. The research was carried out with 26 classroom teachers teaching in two different public schools in the spring term of the 2021–2022 academic year. The research was carried out according to the qualitative research model. A semi-structured interview form was created, consisting of interview questions about the quality and opinions of classroom teachers regarding education programmes that can be given through distance education. The validity and reliability analysis of the interview form was carried out within the framework of the opinions of field experts. Although the majority of teachers have gifted students, they need a gifted education programme, with the opinion that this training should be given in the hybrid model. When the gifted education programme for teachers is provided in the hybrid model, it is more effective than other models.
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Auziņa, Ilze, and Zigmunds Buliņš. "Virtual Distance Lessons in Secondary School Teachers Continuous Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 9, 2015): 339. http://dx.doi.org/10.17770/sie2012vol2.509.
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The paper provides an overview of organization principles of interactive distance teaching as well as its implementation for continuous education course for bilingual education teachers of 6 programme’s subjects. Distance teaching sessions were organized in 10 school’s computer classes. There are considered possible solutions for interactive distance learning classes. Lessons organization, based on the server’s remote session control is described. It is arranged participating teacher survey regarding usability of applied environment and made conclusions about appropriateness of developed approach.
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Muhaemin, Muhaemin, and Ramdanil Mubarok. "Upgrade Kompetensi Guru PAI Dalam Merespon Pembelajaran Jarak Jauh Dimasa Pandemi Covid-19." Al-Fikr: Jurnal Pendidikan Islam 6, no. 2 (December 28, 2020): 75–82. http://dx.doi.org/10.32489/alfikr.v6i2.80.
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How to improve the competence of Islamic religious. The formulation of the research problem is education teachers in responding to distance learning? The purpose of this study is to describe the improvement efforts made by Islamic religious education teachers to improve their competence. Second: to analyze the dynamics of the implementation of teacher competency improvement. Third: to provide positive suggestions and input for Islamic religious education teachers to improve their competence. The method used in this study is a qualitative research method with a literature review approach and books which are the main reference of this research are Munir's Book, Distance Learning Based on Information and Communication Technology, Bandung: Alfabeta. The conclusion is that in an effort to improve the competence of Islamic religious education teachers, they formulate a strategic plan by paying attention to the objectives and utilization of learning resources, then carry out an interactive, inspiring and fun learning process. Then from these efforts, the Islamic religious education teacher responded by evaluating to be able to provide maximum results, in the distance learning process by increasing competence, designing distance learning devices, designing the implementation of distance learning, so that the evaluation can measure teacher competence. Islamic religious education in response to distance education to improve the quality of learning carried out remotely during the Covid-19 pandemic in the future.
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Samoуlenko, Oleksiy, Olha Snitovska, Olha Fedchyshyn, Oksana Romanyshyna, and Olena Kravchenko. "The Use of a Synthesis Approach to Develop a Model for Training Teachers’ Competencies in Distance Teaching." International Journal of Learning, Teaching and Educational Research 20, no. 7 (July 30, 2021): 308–27. http://dx.doi.org/10.26803/ijlter.20.7.17.
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The purpose of the study was to design and test a comprehensive model that synthesizes and converges the strong points of the examined models of competence development. This is for use in the competency-based training of teachers, including distance instruction. The study used descriptive research methods, such as a self-assessment survey for teachers, observation checklist for video recorded live online sessions, a self-observation questionnaire, and a course satisfaction questionnaire, to investigate how the designed model influences the teachers’ competencies in distance teaching. The variables were the levels of competence of teachers in distance teaching and the levels of sampled teachers’ satisfaction with a professional refresher course. A comprehensive model of teacher competence development, used to deliver the reshaped refresher course, positively influenced the teachers’ competencies in distance teaching. The course participants provided complimentary feedback to evaluate the course using a convergent instructional model. The teacher trainees improved their skills in the adaptation of the lesson materials, for use in a live virtual environment, engaging students in learning through an e-learning platform, conferencing software and messengers (Zoom, Telegram, WhatsApp, Facebook), creating a forum for both teacher-student and student-student interactions. The sampled teachers seemed to enhance their skills in accommodating students’ learning needs, abilities (or disabilities), and learning styles. They appeared to update their skills, using the approaches to create rapport, motivate and inspire students, and involving students in shaping the lesson plan.
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Jaskulska, Sylwia, and Barbara Jankowiak. "Postawy nauczycielek i nauczycieli wobec kształcenia na odległość w czasie pandemii COVID-19." Studia Edukacyjne, no. 57 (June 15, 2020): 47–65. http://dx.doi.org/10.14746/se.2020.57.4.
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Despite the explosion of studies on social consequences of the COVID-19 outbreak, still little is known about the situation of teachers. This research report presents results of a study on teacher’s attitudes toward distance education during the COVID-19 pandemic and their associations with selected characteristicsrelated to the teacher’s profession. The study consisted in answering questions in an online survey. Nearly eight hundred correctly completed surveys were collected. Multivariate analysis of variance (MANOVA) was applied to compare differences between the variables. The results show that the lowest averages on a Likert-type scale describe the cognitive component of attitudes, and the highest ones describe the behavioral component. Awareness of problems with the implementation of the curriculum and basic tasks of the school in the form of a distance education result in teachers’ competence increase and taking specific action. Gender and seniority are not associated with the teachers’ attitudes toward distance education. The type of school and the level of education were associated with attitudes towards distance education. Special schools teachers had the worst experience with distance education. The possible implications of these outcomes are discussed.
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Abykenova, Dariya Bolatovna, Almagul Zhayakovna Assainova, and Aigerim Seytbattalovna Seytbattalova. "INCREASING THE POTENTIAL OF TEACHERS IN DISTANCE LEARNING THROUGH THE DEVELOPMENT OF THE IT – COMMUNITY IN EDUCATION." Bulletin of Toraighyrov University. Pedagogics series, no. 4.2020 (January 11, 2021): 58–65. http://dx.doi.org/10.48081/ekka9777.
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The authors consider the need to increase the potential of teachers in distance learning through the development of networking and the creation of an educational IT community. The article provides definitions of the concepts «teacher’s potential for distance learning», «IT-community in education». A study was carried out, during which 343 teachers of schools, colleges and universities were trained on the use of digital educational technologies for distance learning in advanced training course. The content of training is described, including the knowledge necessary for the teacher to organize training during the quarantine period of the COVID19 pandemic: distance learning, learning models, digital educational resources, Web 3.0 services in training, gamification of the educational process, creating, recording video lectures and publishing them, using MOOCs for formal and informal training, webinar services. Review, room creation. Other streaming platforms.). The study focused on the development of the IT community: teachers performed project activities in groups, participated in discussions and meetups, thanks to which they received feedback from colleagues. An input and output questionnaire was conducted, the results of which showed a positive dynamics in the development of the potential of teachers through active participation in the professional IT community.
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Jameson, J. Matt, and John Mcdonnell. "Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program." Rural Special Education Quarterly 26, no. 2 (June 2007): 26–32. http://dx.doi.org/10.1177/875687050702600205.
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Research indicates that there is a significant and chronic shortage of highly-qualified special education teachers nationally. Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities. This is especially true in rural and remote areas. The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area. However, this necessitates the development and delivery of comprehensive distance education programs. This article describes the evolution of the distance education programs in the Department of Special Education at the University and the current program in place to help alleviate the critical special education teaching shortage in rural and remote areas.