Gotowe bibliografie tematyczne / Distance education

Gotowa bibliografia na temat „Distance education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Distance education"

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Afanas, Dorin. "Distance Education". Labor et Educatio 9 (31.12.2021): 67–82. http://dx.doi.org/10.4467/25439561le.21.005.15359.

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Thе соnсерt оf рrераrаtiоn fоr lifе, whiсh hаs lоng bееn а mаjоr gоаl оf еduсаtiоn systеms аrоund thе wоrld, hаs bесоmе rеdundаnt in thе ореn реrsресtivе by thе hugе trаnsfоrmаtiоns in sосiеty, duе tо сhаngеs in tесhnоlоgy аnd есоnоmy. Fifty yеаrs аgо, lifеlоng lеаrning соuld bе sееn аs аn орtiоn fоr аn аgе with mоrе frее timе. Nоw it hаs bесоmе а nесеssity. Thе оffеrs оf еduсаtiоn аnd trаining hаvе bесоmе sеgmеntеd аnd divеrsifiеd, in ассоrdаnсе with thе vаriоus dеmаnds оf соnsumеrs whо раy fоr the еduсаtiоnаl mоdulеs аdjustеd tо thеir оwn nееds. Distаnсе еduсаtiоn is just оnе ехрrеssiоn оf this nеw соnsumеr оriеntаtiоn оf thе vаriоus trаining institutiоns. Ассumulаtiоn оf сrеdits аnd their trаnsfеr, mоdulаrizаtiоn оf соursеs аrе раrt оf thе sаmе struсturаl trаnsfоrmаtiоn оf thе еduсаtiоnаl рrосеss.
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Da Costa, Fabio, Inayara Gonzalez, Anderson Pelissari i Vitor Azzari. "Distance Education". International Journal for Innovation Education and Research 8, nr 5 (1.05.2020): 109–22. http://dx.doi.org/10.31686/ijier.vol8.iss5.2320.

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Current changes in the socioeconomic variables in which both public and private universities interact require them to manage their image to attract and satisfy their students. Added to this, new technologies are affecting education, increasing the supply and relevance of distance learning in the university structure. Given that, this research aimed to understand which individual factors cause significant differences in perceived university image. This study is a descriptive field research. We collected the data with a survey and analysed the results using factor analyses, t-tests, and linear regression. We found that gender, age, income, and length of interaction between the students and the organization do not influence the overall image. However, the exact sciences students presented a different perception of the researched institutions. Given the results, we concluded that perceived image can be seen as a momentary picture. The study indicates the image as a multidimensional construct. This construct is most expressively associated with intangible aspects.
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Macray, Victoria L., i Jeremy G. Cripps. "Distance Education". Journal of African Business 2, nr 1 (styczeń 2001): 109–28. http://dx.doi.org/10.1300/j156v02n01_07.

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Ganesh, E. S. "Distance Education". IETE Journal of Education 33, nr 1 (styczeń 1992): 34. http://dx.doi.org/10.1080/09747338.1992.11436354.

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Twigg, Carol. "Distance education". Ubiquity 2000, July (lipiec 2000): 1. http://dx.doi.org/10.1145/345495.345499.

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Twigg, Carol. "Distance education". Ubiquity 2000, July (lipiec 2000): 1. http://dx.doi.org/10.1145/345498.345499.

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Wagner, Ellen D. "Distance Education". Adult Learning 7, nr 1 (wrzesień 1995): 18–26. http://dx.doi.org/10.1177/104515959500700109.

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Litzelfelner, Pat, Vernon R. Wiehe i Carole Olson. "Distance Education". Journal of Teaching in Social Work 21, nr 1-2 (25.04.2001): 59–76. http://dx.doi.org/10.1300/j067v21n01_05.

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Petre, Marian. "Distance education". ACM SIGCSE Bulletin 41, nr 4 (18.01.2010): 17–18. http://dx.doi.org/10.1145/1709424.1709433.

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&NA;. "Distance education". Nursing 35 (luty 2005): 10–11. http://dx.doi.org/10.1097/00152193-200502001-00007.

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Rozprawy doktorskie na temat "Distance education"

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McLardy, Ailsa. "Understanding distance education". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31004.

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"Get a university degree at home in your spare time!" proclaim the back covers of magazines. Is this distance education? In fact, what is distance education? There are many definitions of distance education in the literature. They represent distance educators' understanding of the field, and it is partly on the basis of this understanding that professionals develop progams and services. Do learners have the same understanding of distance education? If learners hold different views from educators, the discrepancy may create problems. Therefore, the writer investigated the conceptions of distance education held by learners who had recently begun distance studies at the university level. She interviewed fifteen learners and analyzed the interviews using phenomenography. This is a qualitative methodology with certain limitations which are discussed in the study. Phenomenogaphy attempts to reveal phenomena as they are perceived by individuals. Consequently, it was the most appropriate methodology to discover learners' conceptions of distance education. The investigator found four conceptions of distance education; they can be seen as a seed with a sprout. The kernel is distance education perceived as structure and learner actions; this conception is inward-looking. Around the kernel can develop two other conceptions: distance education as freedom and flexibility and distance education as difficulties counterbalanced by other factors. The fourth conception has two parts: distance education as a door opener (a) to future goals and (b) in everyday life. This is the sprout growing out of the kernel; it is an outward-looking conception. An analysis of the definitions of distance education in the literature revealed nine themes representing educators' understanding of distance education. There is a close relationship between these themes and two conceptions: "distance education as structure and learner actions" and "distance education as difficulties". On the other hand, important aspects of these and the other conceptions are not represented by the themes. Those missing aspects are all learner-centred. Although much is written about learners being the focus of distance education, the definitions in the literature indicate a drift from that ideal. It is time for educators to make distance education truly learner-centred.
Education, Faculty of
Graduate
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Lentell, Helen M. "Distance education as work : making distance education work in campus universities". Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/43124.

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This thesis is about distance education as work in campus universities. It seeks to understand how distance education arose and has been sustained in campus universities. The research uncovers that critical to the development and sustainability of distance education are the workers (academic and administrative) who believe and are committed to this form of provision for those who are otherwise unable to study. The literature on distance education rarely addresses the role of the distance education workers. Rather it suggests that distance education is very unlikely to develop, let alone be sustained, if the appropriate infra structure is not in place to support it. More recently a contrasting approach, ignoring policies and organisational structures, suggests that the wide scale adoption of learning technologies will mainstream distance education into conventional university provision. There will be little or no difference between the two methods of course delivery. My professional observation was that neither accounts could explain the vibrant and successful distance education that had grown bottom up within departments in campus universities in the UK. This provision, whilst successful, remained marginal to mainstream university teaching and learning. The research for this thesis took place between 2012 and 2015. It utilises an iterative ethnographically informed interview process and was in two stages. The first stage was concerned with ascertaining what ten internationally well known and successful leaders of distance education provision considered to be the critical factors for successful distance education provision. Called the leader/experts in the research, I had anticipated that they would stress leadership and management - and they did. However what emerged from these first stage conversations was that above all else it was the people who worked in distance education who made it take off and thrive. Thus whilst infra structure and technology were important, they were second order considerations for success. These leader/experts pointed to the team working and shared values of distance education workers and their role, as leaders in distance education, was to provide an enabling environment for distance education workers. The second and substantive stage of the research explores how 27 distance education workers in 6 departments in three UK campus universities, describe their work and why it is important to them. The analysis of the research data suggests that distance education workers, in all research sites, saw themselves as working in non hierarchical teams where all, regardless of grade or role, supported each other, worked cooperatively and learned together. This is described as the distance education community of practice and is seen by the distance education workers as very different to the typical (individualistic and competitive) ways of working in academic departments. In addition the interviewees all stressed their involvement and engagement with their distance education students, and emphasised that in all aspects of their work they were student centred. Interviewees also stressed their belief in the benefit of distance education, in particular emphasising the values of access. These core ideas and dispositions are described in the thesis as the distance education habitus. The distance education community of practice and distance education habitus give the distance education workers a sense of identity separate to their campus colleagues and explains their tireless efforts to 'work around' the systems and processes of the campus university, which are not designed to ensure the flexibility distance education students require for successful study. However all the interviewees, but most particularly in two of the universities (A and C), also reported that these ways of working were being eroded and stifled by changing managerial practices that promoted what were described as more 'efficient' ways of running the university. These managerial practices included technology led systems approaches to the management of all students, and changing requirements demanded of academic staff. The thesis concludes by drawing analogies with other public sector provision and noting the contradictions that whilst higher education policy makers are addressing the need for flexibility the operational management of universities are making this harder to achieve.
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Munro, Patricia Jane. "Presence at a distance : the educator-learner relationship in distance education and dropout". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32299.

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The purpose of the present study was to provide an understanding of the educator-learner relationship in distance education and then to identify and discuss parts of that relationship associated with dropout. Its underlying assumption was that education, at a distance or face-to-face, involves an educator-learner relationship. There were three justifications for this investigation: to illuminate the educator-learner relationship, to contribute to research on dropout in distance education, and to foster integration between practice and scholarship in the field. The scope of the first research question, what characterizes educator-learner relationships in distance education? necessitated drawing on a broad data base and suggested an interpretive study. The research method chosen was an integrative review of scholarly literature in the field of distance education. In answer to the first research question, the educator-learner relationship in distance education was conceptualized as a wheel with an axle of dialogue, spokes of support, and a rim of independence. The development of this model was the most important result of the present study. Concern among practitioners over high attrition rates led to the second part of the purpose and the second research question, what characteristics of the educator-learner relationship in distance education are associated with dropout? In answer to this question, findings from the dropout literature were filtered through the model of the educator-learner relationship in distance education. Tinto’s research into dropout from higher education informed the analysis. Results indicated that perceived deficiencies in dialogue along the spokes of support in the quadrants of learning and instruction have been associated with dropout. This study recognized that the relationship between educator and learner affects student perceptions of intellectual and social integration and so may influence dropout. Recommendations for research and practice were generated from the model of the educator-learner relationship in distance education. Presence at a distance can be enhanced by a dialogue-centred practice. Suggestions included the tracking of students, professional development for practitioners, and evaluations of distance education practice based on the model of the educator-learner relationship in distance education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko i V. Petrenko. "System of distance education". Thesis, Видавництво СумДУ, 2011. http://essuir.sumdu.edu.ua/handle/123456789/13480.

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Che, Yu. "A study on applying American distance education technologies to distance education in China". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1993. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1993.
Source: Masters Abstracts International, Volume: 45-06, page: 2805. Abstract precedes thesis as 2 preliminary leaves. Typescript. Includes bibliographical references (leaves 48-51).
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Moody, Jane Elizabeth. "WOMEN'S EXPERIENCES WITH DISTANCE EDUCATION". Master's thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4493.

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This thesis examines issues that affect women in online learning, and discusses four women's particular experiences in the University of Central Florida's distance learning program. Online education involves aspects of support and communication that may affect women's learning experiences either positively or negatively. Distance learning may also allow women to pursue their education while still taking care of their families and outside work. In order to get a better idea of how distance learning impacts women, I discuss several studies that examine how distance learning affects women in particular. I identify three areas from this literature that seem to be particularly important in order for women to have a successful distance learning experience: social support, technical support, and awareness of differences in discussion style. After reviewing the existing literature, I discuss how this literature applies to four women's experiences here at UCF. I talk with them about how they perceive their online learning experiences, and about how they feel that the issues identified in the literature are reflected in their own lives. I discuss their issues with support, technical support, and online discussions, and relate these to existing literature in order to come up with areas that may need further exploration or improvement. I conclude the study by providing suggestions and recommendations for professors who deal with women in their online classes. I also suggest areas for further exploration in the field of women's distance education.
M.A.
Department of English
Arts and Sciences
English
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Bergsma, Ryan Kenneth, Kade Gigliotti, Scott Appleby, Kyle Walker, Timmy Hefferan i Sarah Luciano. "ROBOTIC LABORATORY FOR DISTANCE EDUCATION". Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612567.

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Distance education is a growing trend in today’s society. One component, however, that has not been able to be translated well to online learning is the physical experience of a laboratory experiment. Our particular project was to motorize a preexisting optical engineering laboratory experiment so that it could be performed remotely over the Internet anywhere in the world. We engineered this with the goal of providing as much of an in-­‐lab experience as possible hopefully demonstrating the viability of this concept as an educational tool. Ultimately, the project does demonstrate that it is possible to translate physical laboratories to online experiences where the critical concepts of the lab are still effectively learned through the manipulation of a limited selection of the hardware components. However, as a supplement to distance students’ restricted curriculum, this system can be an invaluable learning tool. In the future, this system could be scaled to incorporate more laboratory experiments with the ultimate goal of creating a fully online curriculum.
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Luciano, Sarah C., i Alan R. Kost. "Robotic laboratory for distance education". SPIE-INT SOC OPTICAL ENGINEERING, 2016. http://hdl.handle.net/10150/622536.

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This project involves the construction of a remote-controlled laboratory experiment that can be accessed by online students. The project addresses a need to provide a laboratory experience for students who are taking online courses to be able to provide an in-class experience. The chosen task for the remote user is an optical engineering experiment, specifically aligning a spatial filter. We instrument the physical laboratory set up in Tucson, AZ at the University of Arizona. The hardware in the spatial filter experiment is augmented by motors and cameras to allow the user to remotely control the hardware. The user interacts with a software on their computer, which communicates with a server via Internet connection to the host computer in the Optics Laboratory at the University of Arizona. Our final overall system is comprised of several subsystems. These are the optical experiment set-up, which is a spatial filter experiment; the mechanical subsystem, which interfaces the motors with the micrometers to move the optical hardware; the electrical subsystem, which allows for the electrical communications from the remote computer to the host computer to the hardware; and finally the software subsystem, which is the means by which messages are communicated throughout the system. The goal of the project is to convey as much of an in-lab experience as possible by allowing the user to directly manipulate hardware and receive visual feedback in real-time. Thus, the remote user is able to learn important concepts from this particular experiment and is able to connect theory to the physical world by actually seeing the outcome of a procedure. The latter is a learning experience that is often lost with distance learning and is one that this project hopes to provide.
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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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Pavlenko, V., I. Ponomarenko i A. Turan. "Innovative technologies in distance education". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/19373.

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Książki na temat "Distance education"

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Swapna, Borah, red. Distance education. Delhi: Amar Prakashan, 1987.

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Singh, Abhimanyu. Distance Education in India: Perspectives on distance education. Vancouver, B.C: Commonwealth of Learning, 1992.

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G, Moore Michael, red. Handbook of distance education. Wyd. 2. Mahwah, N.J: L. Erlbaum Associates, 2007.

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Elliot, Sergio. Distance education systems. Rome: Food and Agriculture Organization of the United Nations, 1990.

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Rumble, Greville. Costing distance education. London: Education Division, Human Resource Development Group, Commonwealth Secretariat, 1986.

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Walter, Leal Filho, Tahir Farrukh i Adomssent Maik, red. Distance education and environmental education. Frankfurt am Main: Peter Lang, 1998.

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Lewis, Laurie. Distance education in higher education institutions. Washington, DC (555 New Jersey Ave., NW, Washington 20208-5574): U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Catalano, Amy J. Measurements in Distance Education. New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315229447.

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Moore, Michael Grahame, i William C. Diehl, red. Handbook of Distance Education. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135.

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Davies, Gordon, i Elizabeth Stacey, red. Quality Education @ a Distance. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3.

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Części książek na temat "Distance education"

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Zawacki-Richter, Olaf. "Distance Education". W Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_217-1.

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Zawacki-Richter, Olaf. "Distance Education". W Encyclopedia of Educational Philosophy and Theory, 615–20. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_217.

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Gibson, Chère Campbell. "Distance Education". W Mapping the Field of Adult and Continuing Education, 215–18. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445920-12.

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Halder, Santoshi, i Sanju Saha. "Distance Education". W The Routledge Handbook of Education Technology, 247–65. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003293545-21.

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Garivaldis, Filia. "Transcending “Distance” in Distance Education". W Tertiary Online Teaching and Learning, 137–47. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8928-7_12.

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Ryan, Yoni, i Colin Latchem. "Educational Technologies in Distance Education". W The Wiley Handbook of Learning Technology, 160–79. Hoboken, NJ: John Wiley & Sons, Inc, 2016. http://dx.doi.org/10.1002/9781118736494.ch10.

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Davies, Gordon, i Elizabeth Stacey. "Quality Education @ a Distance". W Quality Education @ a Distance, 1–2. Boston, MA: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35700-3_1.

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Hartnett, Maggie. "Motivation in Distance Education". W Handbook of Distance Education, 145–57. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-13.

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Beaudoin, Michael F. "Distance Education Leadership Reconsidered". W Handbook of Distance Education, 323–35. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-26.

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Belawati, Tian, i Melinda dela Peña Bandalaria. "Distance Education in Asia". W Handbook of Distance Education, 557–73. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-43.

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Streszczenia konferencji na temat "Distance education"

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Taylor, Harriet G. "Distance education by distance education (poster)0". W The supplemental proceedings of the conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/266057.266219.

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Gerhardt-Powals, Jill, i Matthew H. Powals. "Distance education". W the thirty-first SIGCSE technical symposium. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/330908.331881.

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Grachev, Denis. "Distance education". W 2010 4th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2010. http://dx.doi.org/10.1109/icaict.2010.5611793.

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Manalo, Romeo G., i Marivic V. Manalo. "Distance Reading Education". W 2010 IEEE International Conference on Management of Innovation & Technology. IEEE, 2010. http://dx.doi.org/10.1109/icmit.2010.5492733.

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Barker, Keith, Judith Gal-Ezer, Pam Lawhead, Kurt Maly, James E. Miller, Pete Thomas i Elizabeth S. Adams. "Distance education (panel)". W the twenty-eighth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/268084.268226.

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Xenos, Michalis, Bill Vassiliadis i Athanassios N. Skodras. "GRID Technologies => ‘Education’ = ‘Distance Education’". W 1st International ELeGI Conference on Advanced Technology for Enhanced Learning. BCS Learning & Development, 2005. http://dx.doi.org/10.14236/ewic/el2005.21.

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Woodbury, Marsha. "LEEP3---distance education tips". W the 24th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/262051.262104.

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Cleveland i Bailey. "Organizing for distance education". W 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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Davies, Gordon, Wendy Doube, Wendy Lawrence-Fowler i Dale Shaffer. "Quality in distance education". W the thirty-second SIGCSE technical symposium. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/364447.364755.

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Lomic, Marijana, i Zoran Putnik. "On distance education courseware". W the 4th annual SIGCSE/SIGCUE ITiCSE conference. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/305786.305940.

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Raporty organizacyjne na temat "Distance education"

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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych i Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], lipiec 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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Mitchell, Greig W. Application of Distance Learning Technology to Strategic Education. Fort Belvoir, VA: Defense Technical Information Center, luty 1996. http://dx.doi.org/10.21236/ada308992.

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Colbath, Derek, Devin Dalton, Shawna Driscoll, Michael Fleharty, Quentin Genke, Colin Goepfert, Jonathan Goldstein, Brian Jackson, Barry Knoblock i Marta Kolcz-Ryan. Officer Professional Military Education: a New Distance Learning Evolution. Fort Belvoir, VA: Defense Technical Information Center, styczeń 2015. http://dx.doi.org/10.21236/ada624384.

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Davis, Adam J. Creating Diverse Learning Opportunities for High School Agriculture Education Students through Distance Education Programs. Ames (Iowa): Iowa State University, maj 2023. http://dx.doi.org/10.31274/cc-20240624-446.

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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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Kopyilova, N. A. Distance learning course «Pedagogics of higher education (postgraduate training program)». OFERNIO, czerwiec 2021. http://dx.doi.org/10.12731/ofernio.2021.24858.

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Block, Clifford. Distance Teaching Strategies to Reduce the Dropout Rate and Improve Learning in Secondary Education. Inter-American Development Bank, lipiec 2001. http://dx.doi.org/10.18235/0006704.

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Hernandez, Philippe Jose S., Maria Carinnes P. Alejandria, Rowena S. Guiang, Alvie P. Bergado-Timbangcaya, Jean S. Taypa, Peejay D. Bengwasan, Ma Francia Sazon-de Chavez i in. Guidance Counsellors on COVID-19 Experiences: Distance Education Successes and Challenges. Journal of the Australian and New Zealand Student Services Association, styczeń 2024. http://dx.doi.org/10.30688/janzssa.2024-1-02.

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This qualitative exploration documented the lived experiences of 12 guidance counsellors in Philippine public and private universities. During the height of the COVID-19 pandemic (2020–2022), school closures forced counsellors to adapt to new modalities. Through online semi-structured interviews, counsellors shared how they delivered their services via distance/virtual means. Thematic analysis elicited findings on the successes and challenges reported. For successes, new learnings, wider reach of services through online platforms, involvement of faculty members in referrals, and mental health education were highlighted. Meanwhile, challenges included students discontinuing counselling, the stigma associated with seeking mental health support, and lack of manpower. The counsellors provided recommendations for improvement of services moving forward.
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Coleman, Terry. Distance education opportunity for agriculture students at Iowa Central Community College. Ames (Iowa): Iowa State University, styczeń 2018. http://dx.doi.org/10.31274/cc-20240624-561.

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Tkachenko, Tatyana, Evgeny Silchuk, Lidiya Neupokoeva, Anastasia Shestakova, Natalia Berthold, Olesya Pasko, Igor Koloman, Anastasia Shaforostova, Dmitry Syskov i Svetlana Tuzlukova. Information technologies in pedagogy: the information educational environment of the Medical University. SIB-Expertise, styczeń 2024. http://dx.doi.org/10.12731/er0787.29012024.

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The electronic educational resource is designed for teachers to master the theoretical foundations and practical skills of using information technology in the educational process and education management, as well as the application of various models of e-learning (EE) and distance learning technologies (DOT) in teaching practice. The electronic educational resource provides for the study of the regulatory framework governing the use of information and distance learning technologies in the education system. Formation and improvement of skills in using the tools of the digital educational environment of the medical university in the context of the transformation of distance learning. The course contains 2 modules MODULE 1. Information technology in education management. MODULE 2. Information technology in the educational process
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