Статті в журналах: "Attitude Towards Distance Learning"

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FARHAT, GHUFRANA. "Learner’s Attitude towards Self Learning Material in Distance Education." Global Journal For Research Analysis 3, no. 2 (June 15, 2012): 65–67. http://dx.doi.org/10.15373/22778160/february2014/21.

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Dikmen, Melih. "The Mediating Role of Medical Students’ Attitudes towards Distance Education in the Relationship between E-Learning Styles and Academic Achievements." Journal of Educational Issues 6, no. 2 (November 16, 2020): 351. http://dx.doi.org/10.5296/jei.v6i2.17789.

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The COVID-19 global outbreak is a growing concern for continuing medical education. The COVID-19 pandemic has led many medical education programs to be carried out online in the world. This research aims to examine the mediating effect of attitudes towards distance education in explaining the relationship between e-learning styles and academic achievements of students in medical education conducted online. The research was carried out on 148 students studying in a six-year medical program at a university. In the research, students completed the e-learning styles scale, attitude scale towards distance education, and online questionnaire include some demographic information via Moodle-based Learning Management System (LMS). In addition, end of year grade point averages of the students was also used within the scope of the research. In the research, the direct effect of e-learning styles on the grade point average and an indirect effect on attitude towards distance education were tested with the mediation model. It was determined that gender is not a significant variable on e-learning styles and attitudes towards distance education. It was observed that students with higher daily internet usage times had higher attitudes towards distance education. In the research, it was observed that the attitude towards distance education has a mediating effect on the relationship between e-learning style and academic success. It is important to consider e-learning styles and attitudes towards distance education to increase academic success in online medical courses and provide better learning outcomes.

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Isaias, Pedro, Francisco Reis, Clara Coutinho, and Jose Alberto Lencastre. "Empathic technologies for distance/mobile learning." Interactive Technology and Smart Education 14, no. 2 (June 19, 2017): 159–80. http://dx.doi.org/10.1108/itse-02-2017-0014.

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Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of technology (UTAUT) was used as a framework for the research model. The analysis of their acceptance is done via an extended version of the UTAUT that focuses on the use of the variable attitude toward technology and uses gender, age and experience as moderators. A partial least square technique has been used to test the nine hypotheses. Findings The results confirmed three of the nine hypotheses: performance expectancy and effort expectancy had a positive influence on the students attitudes towards empathic forums, while the effect of social influence and facilitating conditions was considered insignificant; social influence had a positive influence on the students’ behavioral intention to use emphatic forums, while attitude toward technology, performance expectancy, facilitating conditions and effort expectancy were considered not relevant. Originality/value The focus of this study was the influence of attitude toward empathic forums, used for mobile and distance learning, and the results establish the grounds for future research on attitude as an important determinant of technology acceptance.

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Bautista Jr., Angelito Palma, Dianne Morta Balibrea, and Doris Gelvoligaya Bleza. "Filipino Teachers’ Attitudes towards Distance Learning during the Covid-19 Pandemic." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 232–50. http://dx.doi.org/10.26803/ijlter.21.2.13.

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Due to the impact of the COVID-19 pandemic, distance education has subsequently turned into the dominant mode of teaching, especially in the Philippines, where the majority of schools are still physically closed. Over a year since distance education was fully implemented in the country, it is essential to understand the general attitudes towards distance learning of Filipino teachers who have been teaching at various educational levels, including elementary, secondary, and tertiary levels, particularly in terms of student interaction, student performance, tool use, and availability, the support they have received from their schools, their willingness to handle distance and learning classes, as well as their experience in online teaching. The quantitative study was conducted with 151 respondents, using an online survey. Regarding their general attitude towards distance learning, the majority believe that distance education is not a viable alternative to face-to-face learning. In terms of student performance, a big majority believe that students learn less in distance-education classes; and academic dishonesty is more prevalent in such a setting. Teachers also had a more negative attitude towards the availability of an infrastructure for distance learning and the difficulty of managing the technology needed. Still, they have a more positive attitude regarding the support they receive from their schools. Overall, the study revealed that respondents have mixed attitudes towards distance learning, although there is a statistically significant difference between their gender and their attitudes towards distance learning. Moreover, the benefits of distance learning can be maximized, if appropriate training and support are provided to both teachers and students.

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Hamida, Souraya, Kamel Hazhazi, and Abdelhafid Kadri. "Attitudes of University Professors towards Distance Education during the COVID-19 Pandemic." Acta Educationis Generalis 12, no. 2 (June 1, 2022): 77–89. http://dx.doi.org/10.2478/atd-2022-0015.

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Abstract Introduction: With the spread of the COVID-19 pandemic, we wanted to study the attitudes of university professors towards distance education during the home-quarantine period. Methods: The sample of the study included 426 professors from 37 universities across the country. The study used the questionnaire as a tool to collect information, based on electronic distribution. Besides, the descriptive method was used to analyse the results. Results: Findings revealed positive trends among university professors towards distance learning during the home-quarantine period. In addition, the results indicated that distance learning can be adopted by both sexes without any additional special features. Moreover, the finding demonstrated positive attitudes towards distance learning with non-significant differences concerning their speciality. It means that professors’ speciality was not a hindrance in the distance learning process. Furthermore, the results suggested that distance learning could be one of the promising pedagogical technologies for higher education in Algeria. Discussion: We conclude that the distance learning is a good alternative to the classic traditional system. Also, it facilitates the training and qualification process for the student. Moreover, professors have a positive attitude towards the distance learning process. In addition, the gender and the academic speciality do not affect the attitude among professors towards the use of distance learning. Limitations: The study results are only regionally generalisable because the study data were only collected in Algeria. Conclusions: Distance learning is a good alternative in these current circumstances. In addition, professors have a positive attitude towards the distance learning process.

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Gordeeva, T. O., O. A. Sychev, and M. A. Stepanova. "Attitude of Schoolchildren Towards Emergency Distance Learning: Relations with Intrinsic Motivation and School Satisfaction." Психологическая наука и образование 27, no. 6 (2022): 46–56. http://dx.doi.org/10.17759/pse.2022270604.

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The results of a study of retrospective attitudes towards distance learning during the COVID-19 pandemic among secondary school students are presented (N=439, grades 5-8th). Motivational predictors of this relationship were analyzed, explaining the individual differences among schoolchildren in their preference for distance learning. With the help of structural equation modeling, it is shown that a negative attitude towards distance learning that took place in the recent past, compared to traditional learning, is associated with greater satisfaction of their basic needs for autonomy, competence and relatedness with teachers and classmates, and this relationship is mediated by intrinsic learning motivation, which, in turn, predicts attitudes towards forced distance learning, school satisfaction, and academic performance. It is shown that intrinsically motivated schoolchildren who are interested in the educational process, in general, have a negative attitude towards the forced distance learning that took place during COVID-19 pandemic and would not want it to return.

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Ajijola, Esther M., Oyeronke Olufunmilola Ogunlade, and Gboyega Ayodeji Aladesusi. "The attitude of Distance Learners towards the Utilization of Learning Management System (A case study of National Open University of Nigeria)." Indonesian Journal of Teaching in Science 1, no. 1 (April 22, 2021): 53–62. http://dx.doi.org/10.17509/ijotis.v1i1.39403.

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One significant innovative technology to expand teaching and learning mostly in Distance Education is Learning Management System (LMS). LMS allow learning institutions to offer a larger number of courses online whether full or blended, by providing institutions with a digital space for numerous purpose which includes documentation, tracking and online training. However, for the relevance of LMS within an education context, distance learners’ attitudes towards the use of LMS must be investigated. The study therefore aimed at examining the Attitude of Distance Learners towards the Utilization of LMS (A case study of the National Open University of Nigeria). Data were collected from 697 respondents using a research adapted questionnaire. Data collected for the study were analyzed using mean and standard deviation to answer research question one while hypotheses one and two were tested using independent t-test and ANOVA respectively. The findings indicated that there was a significant difference between male and female distance learners on their attitude toward the use of LMS. Thus, no significant difference existed among science, arts, and social science distance learners’ attitude towards the use of LMS. It was therefore recommended that efforts should be made to ensure that distance learners do not just have a positive attitude towards the use of LMS but should be taught the value of LMS to ensure its effective utilization.

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FARHAT, GHUFRANA. "Learner’s Attitude Towards Self Learning Material in Relation to Their Achievement in Distance Education." International Journal of Scientific Research 3, no. 3 (June 1, 2012): 76–78. http://dx.doi.org/10.15373/22778179/march2014/25.

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DURDU, Elanur, and Mehmet ALBAYRAK. "Evaluation of students' perception and attitude towards distance learning." International Journal of Social Sciences and Education Research 6, no. 2 (June 30, 2020): 252–68. http://dx.doi.org/10.24289/ijsser.728184.

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Belousova, Alla, Yuliya Mochalova, and Yulya Tushnova. "Attitude to Distance Learning of Schoolchildren and Students: Subjective Assessments of Advantages and Disadvantages." Education Sciences 12, no. 1 (January 14, 2022): 46. http://dx.doi.org/10.3390/educsci12010046.

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Currently, during the pandemic, the forced transition to distance learning carries a number of problems. These problems affect various aspects of education, including the study of students’ attitudes to distance learning. The purpose of this research is to study the features of the subjective attitude of schoolchildren and students to distance learning. This research involved 140 secondary school students (average age M = 10.7, SD = 7.2 (66.3% men)) and 30 university students (average age M = 22.5, SD = 2.4 (20% men)). The methods used were a questionnaire, Chi-square test and Criterion φ*. Fisher angular transformation. The study showed that schoolchildren do not intend to continue studying in the distance form if they choose, with a generally positive attitude towards distance learning. The self-assessment of motivation to study in a distance format has not changed, both among schoolchildren and students. Students are more likely to have a positive attitude to distance learning than schoolchildren. The variety of choices of advantages and disadvantages of distance learning is greater among students than among schoolchildren. The perspective of this study is thus to study the factors that determine the positive and negative attitudes to distance learning.

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Balcı, Tarık, Ceren Nur Temiz, and Ahmet Haktan Sivrikaya. "Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers’ E-Learning Attitudes and Readiness Levels." Journal of Educational Issues 7, no. 1 (May 14, 2021): 296. http://dx.doi.org/10.5296/jei.v7i1.18508.

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In this study, pre-service teachers’ attitudes and readiness towards e-learning during the COVID-19 pandemic were examined. This research was carried out in the Fall Semester of the 2020-2021 Academic Year, with the participation of 519 pre-service teachers from Balıkesir University Necatibey Faculty of Education and Faculty of Sport Sciences, Department of Physical Education and Sports Education. In the collection of data, the General Attitude Scale towards e-learning developed by Haznedar and Baran (2012) and the Online Learning Readiness Scale adapted to Turkish Culture by İlhan and Çetin (2013), were used. In this study, it was found that pre-service teachers had a negative attitude towards e-learning and that they considered themselves competent in terms of e-learning readiness. There was no difference in terms of e-learning attitudes and readiness of the teacher candidates according to the department they studied. In addition, it was found that there was a significant relationship between pre-service teachers’ attitudes towards e-learning and their readiness, and that e-learning readiness was an effective factor in the adoption of the e-learning process.

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Kanibolotska, Maria, Marharita Dergach, Alina Melnyk, and Mykola Fedorov. "The Peculiarities of Verbalisation of Emotions by the Teachers in Distance Learning." Revista Romaneasca pentru Educatie Multidimensionala 14, no. 1 (February 9, 2022): 356–69. http://dx.doi.org/10.18662/rrem/14.1/523.

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The purpose of the study is to identify and categorise the lexical units denoting teachers’ emotions in the context of distance learning during the COVID-19 lockdown. Research methods: discourse and content analysis, categorisation, questionnaire “The emotional aspects and attitudes of teachers to various aspects of reform in secondary education”. The sample consisted of 413 teachers (90.3% female) who participated in an online survey. Teachers taught at different educational levels (i.e., elementary, middle and secondary schools). They completed self-report questionnaire that assessed their feelings towards remote learning. Predominantly positive and sthenic emotions (interest and joy) were reported regarding distance learning. The perception of online learning as the only possible form has changed teachers’ discourse regarding interaction with students: there was a shift from positive emotions towards negatively marked asthenic lexical units (disappointment, anxiety and disapproval). The emotional component of teachers’ attitudes towards online learning was characterised as undifferentiated in the beginning of distance learning. As teachers’ involvement in online learning increased, the share of respondents with an indifferent attitude decreased, while the share with a positive attitude towards this innovation - increased. Teachers’ discourse is characterised by a positive emotional connotation at the start of online learning; however, the awareness of the inevitability of such a format led to the predominance of negatively marked, asthenic emotions. A decrease was measured in the frequency of such lexical units such as “interest” and “joy”, while “confidence in oneself” has sharply increased.

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Karagul, Sedat, and Erhan Sen. "Turkish Teachers’ Attitudes Towards Distance Learning During the Covid-19 Pandemic." International Education Studies 14, no. 10 (September 18, 2021): 53. http://dx.doi.org/10.5539/ies.v14n10p53.

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All schools in Turkey have switched to distance learning since the onset of the pandemic. This paper investigated Turkish teachers’ attitudes towards distance learning based on different variables. This study adopted a mixed research design employing both quantitative and qualitative data collection methods. The sample consisted of 292 Turkish teachers. The qualitative stage involved 292 Turkish teachers, while the qualitative stage involved ten Turkish teachers. Data were collected using a demographic characteristics questionnaire and the Distance Learning Attitude Scale (DLAS) developed by Ağır (2007). Frequency, percentage, arithmetic mean, and standard deviation were used for analysis. A t-test was used to determine whether participants’ attitudes towards distance learning differed by “gender” and “degree.” An ANOVA was used to determine whether participants’ attitudes towards distance learning differed by “work experience” and “knowledge and experience in distance learning.” The Mann-Whitney U test was used to determine whether participants’ attitudes towards distance learning differed by “school type.” A Scheffe’s Test was used to make posthoc comparisons to determine the source of significant differences. Qualitative data were collected through focus group interviews using a semi-structured interview form (n=10). The qualitative data were analyzed using content analysis. The results showed that participants had positive attitudes towards some aspects of distance learning, whereas they had negative attitudes towards others. Their DLAS scores significantly differed by “school type,” “work experience,” and “knowledge and experience in distance learning” but not by “gender” and “degree.”

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Alblaihed, Munthir. "An Investigation Into Postgraduate Students’ Knowledge of and Attitude Towards Using E-learning Platform." International Journal of Education and Information Technologies 14 (January 28, 2021): 162–71. http://dx.doi.org/10.46300/9109.2020.14.19.

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The study aimed to identify the relationship between students' knowledge and their attitudes towards using the e-learning platform. As well as to identify the possibility of predicting students' trend towards using the e-learning platform based on their knowledge of using it, their study status (campus/ distance learning), their gender, and their first language. The questionnaires were prepared to measure two main structures, students' knowledge of using the e-learning platform and their attitude towards it. The study sample included students attending a master's and doctoral as part of the British university course process. The sample consisted of 48 students (total students in this course), 29 students on campus (60%), and 19 students in distance learning (40%). The results revealed no correlation between students' knowledge and their attitudes towards using the learning platform. The existence of a positive trend towards the use of the e-learning platform among students registered through the e-learning platform more than the students registered on the university campus, the absence of statistically significant differences attributed to the effect of gender, based on their first language, in terms of predicting students' knowledge and their tendency towards using E-learning platform based on variables (status, gender and first language). It was found that the students' condition is an indicator of the situation that may indicate further study to investigate new factors that may affect students' knowledge and their attitude towards using the e-learning platform.

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C. Bacomo, April Clarice, Lucy P. Daculap, Mary Grace O. Ocampo, Crystalyn D. Paguia, Jupeth T. Pentang, and Ronalyn M. Bautista. "Modular Learning Efficiency: Learner’s Attitude and Performance Towards Self-Learning Modules." International Multidisciplinary Research Journal 4, no. 2 (June 6, 2022): 60–72. http://dx.doi.org/10.54476/s149512.

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Learner’s attitude towards modular distance learning catches uncertainties as a world crisis occurs up to this point. As self-learning modules (SLMs) become a supplemental means of learning in new normal education, this study investigated efficiency towards the learners’ attitude and performance. Specifically, the study described the learners’ profile and their attitude and performance towards SLMs. It also ascertained the relationship between the learner’s profile with their attitude and performance, as well as the relationship between attitude and performance relevant to SLMs. A descriptive-correlational research design was employed in the study with 88 non-randomly chosen participants from secondary schools in West Philippines. The learners’ GWA (general weighted average) was used to determine their performance and a survey questionnaire for their profile and attitude. Frequency counts, percentage, and Spearman’s rank correlation coefficient were used to analyze the data gathered with the aid of Jamovi software. Results revealed a strong correlation between attitude and performance, but there was no link between learner’s attitude and performance as to the learner’s profile. It was affirmed that attitude is a compelling factor that is related with performance. Hence, this research has broader ramifications that can direct the Bureau of Learning Delivery to orient the module writers to further contextualize the learning materials that can compound learner’s disposition and academic performance.

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Krupnyk, Ivan R., Svetlana I. Babatina, and Hanna A. Krupnyk. "FEATURES OF PERCEPTION OF APPLICANTS TO HIGHER EDUCATION DISTANCE LEARNING." Information Technologies and Learning Tools 91, no. 5 (October 31, 2022): 98–112. http://dx.doi.org/10.33407/itlt.v91i5.4853.

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The use of distance learning in the modern educational space of Zoom, Google Meet and other applications, as the main training format, has revealed a fairly large number of urgent challenges in terms of its effective use. The article outlines the difficulties of teaching online, which are noted by domestic and foreign researchers. It is noted that it is the subjective perception of distance learning by subjects of the educational process, in particular by applicants for higher education, that significantly affects the efficiency of knowledge assimilation. The attitude to distance learning of students of various professional fields has been investigated. The factors of positive and negative attitudes towards online learning are characterized. A statistically significant difference was revealed, and a comparative analysis and interpretation of differences between the indicators of satisfaction-dissatisfaction with distance education was carried out. It has been proven that the differences significantly depend on the professional orientation of the respondents. Taking into account the specifics of educational components will significantly affect the attitude of students to distance learning. In order to clarify the subjective attitude to online learning, to reduce the influence of the social environment, suggestion and attitudes, the respondents were offered, in addition to the authors’ questionnaire, the “Diary of emotions” questionnaire, which is used as a projective technique for studying the emotional state. It was revealed that the majority of applicants are dominated by a positive emotional state, but at the same time, the largest number of negative emotions from the list of negative emotions concerns precisely distance learning. Positive emotions are caused, as a rule, by situations of interpersonal communication with peers and this is an important factor that negatively affects the perception of learning, limiting direct, constant contacts with society. Among the prospects for further research, the importance of further studying the relationship of personal factors, in particular motivation and attitudes towards distance education, was noted.

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Tsvetkova, Irina, Olga Evchenko, and Svetlana Vasilyeva. "Challenges of Applying Distance Technology to the Study of History (based on the results of a sociological survey of students in Togliatti)." SHS Web of Conferences 141 (2022): 03006. http://dx.doi.org/10.1051/shsconf/202214103006.

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The article discusses the problems of distance learning. They are relevant due to the increase in the demand for continuing education, the development of teaching methods for humanities, particularly history. Distance learning in history is related to the task of shaping historical thinking. The purpose of the article is to study the attitude of university lecturers and students towards distance learning in history classes. The empirical basis of the article was the results of a sociological survey conducted among the students of Togliatti State University in 2021 (N=287).The analysis of the survey results shows that the students’ views on distance learning in history are divided. About half of the students are positive about this mode of study, and the other half are negative. There were more respondents among young males, as well as technical students, who described the history distance learning sessions positively. The students are attracted by the extensive use of Internet sources and visual materials. Among girls, as well as humanities students, there are more of those who have a negative attitude towards distance learning in history. The negative aspects are related to technical problems, as well as the lack of direct communication with the teacher. The respondents who do not have a high level of interest in studying history are more likely to express a positive attitude towards distance learning. In contrast, the respondents who are interested in history are more likely to have a negative attitude towards this form of training.

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Pant, Hema. "ATTITUDE OF DISTANCE LEARNERS TOWARDS MULTIMEDIA APPROACH TO INSTRUCTION." Asian Association of Open Universities Journal 1, no. 1 (September 1, 2005): 65–72. http://dx.doi.org/10.1108/aaouj-01-01-2005-b007.

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Distance education is fast emerging as an alternative method for course delivery, thereby increases access to higher education at the national and international level. Distance education adopts a multimedia approach to instruction which differentiates it from the conventional mode of teaching-learning. The present study was undertaken to examine the attitude of distance learners towards multimedia approach to instruction. Participants were enrolled at Indira Gandhi National Open University, in its various programmes. An adapted attitude scale (Thurstone type) was administered to 1200 students, of which only 243 responded. Data analysis revealed a mean attitude score of 7.17, indicating a favourable inclination of respondents to learn through the multimedia approach. Further research is warranted in this area to explore the attitude of learners in various other distance education settings. It would help distance educators to expand the outreach of education through distance mode, motivate learners and reduce attrition rates considerably.

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Herrador-Alcaide, Teresa C., Montserrat Hernández-Solís, and J. Fortunato Hontoria. "Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students." Sustainability 12, no. 12 (June 24, 2020): 5171. http://dx.doi.org/10.3390/su12125171.

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Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

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Li, Lung-Yu, and Long-Yuan Lee. "Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs." Higher Education Studies 6, no. 3 (August 10, 2016): 147. http://dx.doi.org/10.5539/hes.v6n3p147.

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The purpose of this study was to explore graduate students’ competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.

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DOĞRU, Erdoğan, and Raşit ÖZEN. "Effects of Using the Staged Self-Directed Learning Model at Distance English Learning." Participatory Educational Research 10, no. 1 (January 30, 2023): 1–16. http://dx.doi.org/10.17275/per.23.1.10.1.

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This research aimed to investigate the effects of giving learners self-directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant İzzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.

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Santos, Joseline, Leonora F. De Jesus, Ruth R. Sealmoy, and Reggie Rey C. Fajardo. "Online Distance Learning Amidst COVID-19." IJERI: International Journal of Educational Research and Innovation, no. 15 (December 2, 2020): 291–304. http://dx.doi.org/10.46661/ijeri.5271.

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The purpose of this paper is to determine the factor that makes online distance learning successful during the pandemic COVID-19. This paper focused on uncovering factors to make online distance learning possible during the pandemic. The research is phenomenological in nature and descriptive-survey method was used to identify the technology skills, attitude towards the characteristics of a successful online teacher/student, and level of readiness for the administrators, together with the experienced benefits that were experienced in online distance learning. Correlational analysis was employed to determine the relationship between the variables. Findings show that teachers and students have basic technology skills in online distance learning through the use of Facebook and Messenger; they can generate knowledge even without physical interaction and at their most convenient time. Gadgets or devices useful for online distance learning and unreliable internet access and/or technology struggle in joining digital learning to do school tasks are the prevailing challenges of the teachers and students. Attitude towards online distance learning is strongly correlated to the experienced benefits of online distance learning by the teachers and students. The readiness of the institution in adapting online learning is strongly correlated to the experienced benefits of the administrators. The study was Phenomenological in nature. It was conducted during the pandemic COVID-19. The study brought surface the lived experiences of the respondents in online distance learning during COVID-19. This paper will be useful for school administrators and teachers as basis for policy and program formulation for online distance learning implementation to be crafted to suit in the “new normal” environment.

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Muhammad Iqbal Harisuddin. "PEMBELAJARAN JARAK JAUH DIMASA PANDEMI COVID-19 MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA SMPN 2 KOTABARU." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 6, no. 2 (December 31, 2020): 205–15. http://dx.doi.org/10.36989/didaktik.v6i2.146.

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This research is about learning mathematics by distance learning is intended as an effort to improve the ability to understand concepts in mathematics learning. The purpose of this study was to determine the increase in the conceptual understanding of students who received mathematics learning by distance learning, as well as to determine students' attitudes towards learning mathematics by distance learning. The research method used was Expo Facto research. The independent variable in this study is distance learning and the dependent variable is the students' ability to understand mathematical concepts. The sample in this study were students of class VII SMP Negeri 2 Kotabaru in the odd semester of the 2020/2021 school year who were randomly selected. The instruments used in this study were test and non-test instruments. The test instrument for students' ability to understand mathematical concepts is in the form of descriptions and non-tests in the form of an attitude scale questionnaire. The data analysis technique used is quantitative data and qualitative data using SPSS 20 for Windows and Microsoft Excel software. By using inferential statistics with a significance level of 5% shows an increase in students' ability to understand mathematical concepts by distance learning. To see students' attitudes towards distance learning, a Likert scale is used. The results of qualitative data concluded that almost all students gave negative responses to learning mathematics by distance learning.

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Muhammad Iqbal Harisuddin. "PEMBELAJARAN JARAK JAUH DIMASA PANDEMI COVID-19 MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA SMPN 2 KOTABARU." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 6, no. 2 (December 31, 2020): 205–15. http://dx.doi.org/10.36989/didaktik.v6i2.146.

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Анотація:

This research is about learning mathematics by distance learning is intended as an effort to improve the ability to understand concepts in mathematics learning. The purpose of this study was to determine the increase in the conceptual understanding of students who received mathematics learning by distance learning, as well as to determine students' attitudes towards learning mathematics by distance learning. The research method used was Expo Facto research. The independent variable in this study is distance learning and the dependent variable is the students' ability to understand mathematical concepts. The sample in this study were students of class VII SMP Negeri 2 Kotabaru in the odd semester of the 2020/2021 school year who were randomly selected. The instruments used in this study were test and non-test instruments. The test instrument for students' ability to understand mathematical concepts is in the form of descriptions and non-tests in the form of an attitude scale questionnaire. The data analysis technique used is quantitative data and qualitative data using SPSS 20 for Windows and Microsoft Excel software. By using inferential statistics with a significance level of 5% shows an increase in students' ability to understand mathematical concepts by distance learning. To see students' attitudes towards distance learning, a Likert scale is used. The results of qualitative data concluded that almost all students gave negative responses to learning mathematics by distance learning.

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KULOGLU, M. Esad, and Sevilay YILDIZ. "UNDERGRADUATES’ ATTITUDES TOWARDS DISTANCE EDUCATION AND PERCEPTIONS OF READINESS FOR E-LEARNING DURING THE COVID-19 PANDEMIC." Turkish Online Journal of Distance Education 23, no. 4 (October 1, 2022): 121–30. http://dx.doi.org/10.17718/tojde.1182767.

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The COVID-19 pandemic, which suddenly took the whole world under its influence, also radically affected the educational environments. This research aimed to examine the attitudes of undergraduates towards distance education, their perceptions of readiness for e-learning, and the relationship between these two variables during the COVID-19 pandemic, the effects of which are also felt in higher education. Thus, quantitative research paradigm and correlational design were used in the study. Data were collected online in two weeks via the Attitude Scale towards Distance Learning (ASDL) and E-Learning Readiness Self-Assessment Instrument (ERSI). Using the convenient sampling method, 1422 undergraduate students enrolled in a summer school program at a state university in Turkiye were included in the sample. The findings of the research indicate that the participants’ attitudes towards distance education are moderate, and their perceptions of readiness for e-learning are high-level during the COVID-19 pandemic. There is a moderate positive correlation between these two variables. There are also positive, moderate, or strong correlations between the ASDL and some subscales of the ERSI. The findings of the study provide useful information about the distance education carried out during the COVID-19 pandemic.

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Pidbutska, Nina, Anastasiia Knysh, Yulia Chebakova, Iryna Shtuchenko, and Olena Babchuk. "Motivation Behind the Preference of Distance Education of Higher Education Students." Journal of Education Culture and Society 13, no. 1 (June 30, 2022): 201–10. http://dx.doi.org/10.15503/jecs2022.1.201.210.

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Aim. The aim of the study is to investigate into the motives of learning that are inherent in students with different attitudes to distance learning. The main objectives of the study are as follows: to analyze the attitude to different forms of distance learning of students of higher education institutions; to investigate the main forms of scientific motivation of students of higher education institutions; to compare how the scientific motivation of students with different attitudes to distance learning differs. Methods. The study involved 211 students majoring in science (physics, chemistry). The study uses the following methods: 1) attitude questionnaire; 2) Science Motivation Questionnaire II; 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different attitude towards organization of distance learning); ANOVA (to compare levels of science motivational types of students with different preferences in educational models). Results. It was determined that 38% of students are positive about distance education and see great opportunities for its implementation. But only 22.75% of students consider distance learning the best option of educational process organisation, and 21.8% are in favor of an exclusive face-to-face format. The most popular form among students is mixed form of education (55.45%). Students with a positive attitude to distance education are characterized by the highest scores on intrinsic motivation, self-efficacy and career motivation. Therefore, proponents of distance education are mostly students who have a good understanding of their own goals and learning needs, plan their career advancement, and are well-organized in terms of educational and professional development. Conclusions. Distance forms of education cannot completely replace traditional ones. But it is already becoming obvious that their use in a mixed format can increase the effectiveness of the educational process. Students' sympathy for the mixed format should be taken into account by the developers of educational programs and university administrations in order to improve the quality of education and meet the requirements of the times.

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Rohanai, Reyanhealme, Muhammad Fazrulhelmi Ahmad, Mohd Rustam Mohd Rameli, Wan Azrul Shafuan Wan Hassan, and Norathirah Nabila Abd Mutalib. "The Attitudes of MTUN Students towards m-Learning Usage during COVID-19 Pandemic." International Journal of Information and Education Technology 12, no. 5 (2022): 406–13. http://dx.doi.org/10.18178/ijiet.2022.12.5.1634.

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Open and Distance Learning (ODL) is an online Teaching and Learning (T&L) method that has been implemented to all educational institutions in Malaysia to curb the spread of COVID-19 pandemic. The purpose of this study is to identify the attitude level of Malaysian Technical University Network (MTUN) students towards the Mobile Learning (M-learning) usage in ODL methods during the COVID-19 pandemic situation. The total number of respondents involved was 481 engineering students from four MTUN institutions. The study design used is quantitative which uses a questionnaire as a research instrument. The questionnaire used measures three elements of students' attitudes in the aspect of affective, behavior and cognitive towards M-learning implementation. Results were analyzed using descriptive statistics involving the use of mean and standard deviation while inferential statistics involved One-way ANOVA analysis. Result shows that attitudes level of MTUN students towards M-learning was at moderate level for two (2) aspects of affective and cognitive while the behavior aspect was rated at high level. Meanwhile, the result of one-way ANOVA showed no significant difference between the attitudes of student towards ODL across year of studies. Therefore, it can be concluded that the students of MTUN institutions had positive attitudes towards the implementation of M-learning with year of study in the university does not have influence on student’s attitude towards M-learning environment. It is advisable that the use of M-learning in the future needs to be enriched with the features of 21st century learning as to enhance students learning experiences.

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Böke, Hulusi, and Şakir Tüfekçi. "Examination of sports science faculty students’ attitudes towards online learning by different variables." Physical education of students 25, no. 4 (August 30, 2021): 212–20. http://dx.doi.org/10.15561/20755279.2021.0402.

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Background and Study Aim. In distance education, students’ attitudes towards this method gain importance in the process. The aim of this research is to examine the impact of coronavirus anxiety, academic self-sufficiency and life satisfaction levels of students in the faculty of sports sciences over their attitudes towards online learning. Material and Methods. A total of 379 sports science faculty students voluntarily participated for the cross-sectional data collection. A simple random sampling method was used in the selection of students from four universities in the Eastern Anatolian region, which make up the universe of the study. Data were collected electronically and analysed by IBM SPSS and AMOS statistical package program. Results. The structural equity model results revealed that academic self-sufficiency and life satisfaction are positive predictors of online learning attitudes and negative predictors of coronavirus anxiety. Online learning attitude was found to be positively correlated with other variables other than coronavirus anxiety. In addition, it has been determined that the scale total scores are slightly above average, except for coronavirus anxiety. Conclusions. The results have been discussed in terms of their meaning for the environment of physical education. In this research, which created a model for understanding online learning attitudes in students of the faculty of sports sciences, it was understood that coronavirus anxiety has a statistically significant effect on online learning attitudes while academic self-sufficiency and life satisfaction do not have a statistically significant effect. Students’ positive attitude towards online learning and understanding the predictors of this attitude will be a development to be appreciated by all stakeholders of the subject.

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CARATIQUIT, Lovely Jean, and Kevın CARATIQUIT. "Influence of Technical Support on Technology Acceptance Model to Examine the Project PAIR E-Learning System in Distance Learning Modality." Participatory Educational Research 9, no. 5 (September 1, 2022): 467–85. http://dx.doi.org/10.17275/per.22.124.9.5.

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Adopting technology in this new normal education improved students' engagement and motivation to learn. This paper aimed to investigate the impact of technical support on Technology Acceptance Model to examine Project PAIR in the distance learning modality employing Partial Least Squares-Structural Equation Modeling. Applying a convenience sampling technique, the investigation involved 305 senior high school learners from a secondary school in Cagayan, Philippines. Sample sizes were calculated using the inverse square root and gamma-exponential methods. Results showed that technical support directly impacts the perceived ease of use, usefulness, and attitude toward using. The findings also revealed that the perceived ease of use of PAIR has a direct impact on its perceived usefulness and attitude toward use. In contrast, perceived usefulness directly influences the attitude toward using and behavioral intention to use. Likewise, attitude towards using directly impacts the behavioral intention and actual use, while behavioral intention directly influences actual use. This paper concluded that technical support is a reliable external variable of the technology acceptance model. Hence, the application of PAIR for remote learning is strongly recommended for the school and the public. It is also recommended that the schools must ensure that they have provided technical support to ensure the PAIR functioning runs appropriately. Further implications for institutions and future studies are also discussed in this paper.

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Fauzi, Rosuzeita, Dian Syafinaz Abdullah, Nurul Fazela Mat Saad, and Septa Katmawanti. "Open and Distance Learning (ODL) During Covid-19: Obstacles faced by nursing students and its effect on their attitudes." Environment-Behaviour Proceedings Journal 7, no. 21 (September 30, 2022): 129–35. http://dx.doi.org/10.21834/ebpj.v7i21.3683.

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An unexpected shift from face-to-face to online learning during the Covid-19 pandemic has given a massive challenge to the students. This study aims to determine the common obstacles and their effect on nursing students' attitudes towards open and distance learning (ODL) during Covid-19. The study employed a quantitative research design. The findings showed that 2% of nursing students had obstacles during ODL. The most common dimension of ODL obstacles was curriculum content. There was a statistically significant between obstacles faced and their attitude towards ODL. Nursing students encounter no difficulties during the ODL. However, their attitudes were greatly affected throughout the ODL. Keywords: Obstacle(s), Attitude, Open Distance Learning (ODL), Covid-19 eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i21.3683

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Kedyarova, E. A., N. I. Cherneckaya, N. S. Kondrashova, and K. S. Litvinenko. "Psychological Security of Psychology Students in the University Educational Environment in the Context of Distance Learning." Bulletin of Irkutsk State University. Series Psychology 38 (2021): 36–47. http://dx.doi.org/10.26516/2304-1226.2021.38.36.

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The article presents the findings of the comparative study of the indices of psychological security of educational environment in the context of face-to-face and distance learning formats. The study has revealed the decrease in the level of resistance to psychological violence from teachers, and that of satisfaction with significant attributes of education environment during a distance learning period. It has been proved that psychology students demonstrate weakening of the learning activity significance and lack of face-to-face trustful communication with a teacher. Most differences have been revealed on the behavior component of the attitude towards university education environment: a positive attitude lessened, while a neutral one rose. The indices of the attitude towards education environment on the cognitive component were also high: a neutral level increased

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Al-Qaisy, Dr Lama Majed. "“ATTITUDES OF STUDENTS OF TAFILA TECHNICAL UNIVERSITY TOWARDS DISTANCE LEARNING”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5044–51. http://dx.doi.org/10.17762/pae.v58i1.1728.

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This paper focuses onidentifying the attitudes of the students of Tafila Technical University towards distance learning. The study sample consisted of 314 undergraduate students for the academic year 2020/2021. The results of the study show that students’attitudes toward distance learning were positive. As for the difference between students’ attitudes and study variables, it was found that there were no differences between students’attitudes towards distance learning and gender (males and females). On the other hand, differences were found due to the type of college and were in favor of the scientific colleges.

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Zagulova, Diana, Natalya Prokofyeva, Viktorija Ziborova, and Anastasija Špakova. "PERCEPTION OF FORCED DISTANCE LEARNING BY IT STUDENTS: THE INFLUENCE OF GENDER AND JUNGIAN PERSONALITY TYPES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 28, 2021): 268–79. http://dx.doi.org/10.17770/sie2021vol5.6274.

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Learning in a pandemic situation has shown an increased role and need for research and implementation of personalized learning, and therefore the factors necessary to take into account when forming such an approach. The purpose of this study was, firstly, to find out how students of technical specialties perceive the fact to refuse from classroom studies, and, secondly, to determine the influence of person’s individual characteristics on attitude towards distance learning. The research results showed that a significant part of full-time IT students (about 70%) reacted positively to the advantages of distance learning and that the attitude towards this form of education is to some extent determined by gender, as well as a manifestation of Introversion-Extraversion and Thinking-Feeling.

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Migocka-Patrzałek, Marta, Magda Dubińska-Magiera, Dawid Krysiński, and Stefan Nowicki. "The Attitude of the Academic Community towards Distance Learning: A Lesson from a National Lockdown." Electronic Journal of e-Learning 19, no. 4 (September 23, 2021): pp262–281. http://dx.doi.org/10.34190/ejel.19.4.2405.

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The number of online courses conducted at universities has been growing steadily worldwide. The demand for this form of education has jumped sharply in the 2019/2020 academic year as a consequence of the COVID-19 pandemic and the national lockdown. The following study uses the case of University of Wrocław and examines how this unprecedented situation would affect the attitude of members of the academic community toward distance learning. The examination, based on quantitative analysis of separated questionnaires distributed among teachers and students, reveals that the previous experience in distance learning strongly correlates with willingness to use it in the future, i.e. after fighting the coronavirus crisis. Thus, the research suggests that the implementation of distance learning may involve the need to put more emphasis on systematic and long-term actions. The results achieved in the study may contribute to improving the ways of implementing distance learning on a large scale in institutions dealing with higher education.

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Bordeos, Michael L. "Learning Goes On: Students’ Attitudes and Perceptions in the Implementation of the Modular Distance Learning During Covid-19 Pandemic." Instabright International Journal of Multidisciplinary Research 3, no. 1 (August 11, 2021): 07–16. http://dx.doi.org/10.52877/instabright.003.01.0043.

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The widespread COVID-19 pandemic has affected academia, parents, and students. Due to the sudden closure of schools, students are missing social interaction which is vital for better learning while most schools were forced to move from face-to-face (FTF) in-classroom to remote instruction. This has become a tough routine for the students working modular learning at home since they have to ensure continuing their education. The purpose of this study was to investigate students’ attitudes towards the implementation of the Modular Distance in remote learning, and their perceptions of its effects on their learning and engagement in comparison to FTF learning. A quantitative survey was utilized to determine the students’ attitudes and perceptions in the implementation of modular distance learning during the COVID-19 pandemic. Convenience non-probability sampling technique was used for data collection with one hundred respondents participated in this study. Data were collected using a 5-point Likert-type survey. The results indicated that students perceived that the implementation of Modular Distance Learning (MDL) can be used as supportive learning delivery modality during the new normal teaching, however, they faced numerous challenges in using the said modality in learning. Thus, students had a negative attitude toward the implementation of Modular Distance Learning and perceived it as having a negative effect on their learning experience and their motivation to learn. Students listed flexibility as the main advantage to using Self-Learning Modules for MDL.

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AL-KAHALI, Khalfan Bin Salim Bin Abdullah, and Mohammed Bin Salim Bin Rashid AL-SAEEDI. "ATTITUDES OF HIGHER EDUCATION STUDENTS TOWARDS DISTANCE-DIRECTED LEARNING AMID (COVID-19) PANDEMIC." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (July 1, 2021): 80–94. http://dx.doi.org/10.47832/2717-8293.6-3.8.

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The study aims to reveal the attitudes of Sohar University students toward distance-learning on the spread pandemic (Covid-19). It also identifies the differences in the attitudes of Sohar University students towards distance-learning according to the gender variable, network type, and network strength. The study consists of (200) participants; (100) males and (100) females. A questionnaire was applied on the attitudes of Sohar University students towards distance-learning which included (40) items, distributed in three dimensions: The first dimension is about the methods of teaching in distance-learning, and the second one deals with the process of interaction and communication in distance-learning, while the third one pertains to the process of evaluation used in distance-learning. The results of the study indicated that the attitudes of the participants were moderate towards distance-learning on the spread Corona pandemic (Covid-19). In addition, the existence of statistically significant differences between the level of higher education students ’attitudes towards distance-oriented learning on the spread Corona pandemic (Covid-19) according to the gender variable in all axes in favor of males, the type and strength of the network. Also, the lack of statistically significant differences between the level of higher education students’ attitudes towards learning Remotely during Corona pandemic based on the GPA variable in all axes, and the school year. The study recommended the necessity of providing individual students with social, psychological, educational and technological skills that enhance positive feelings towards remote learning, and achieving their technological, social and psychological presence and interaction on the spread Corona pandemic (Covid-19) using modern electronic technologies.

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B Al-Juda, Mefleh Qublan. "Distance Learning Students’ Evaluation of E-Learning System in University of Tabuk, Saudi Arabia." Journal of Education and Learning 6, no. 4 (August 10, 2017): 324. http://dx.doi.org/10.5539/jel.v6n4p324.

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This study evaluates the experiences and perceptions of students regarding e-learning systems and their preparedness for e-learning. It also investigates the overall perceptions of students regarding e-learning and the factors influencing students’ attitudes towards e-learning. The study uses convenience sampling in which students of the Education & Arts and Business Administration colleges were e-mailed the survey. Of the distributed questionnaires, 500 completed were received and analysed. The findings revealed that the majority of the sampled participants used and benefited from the e-learning system. The results also indicated that students underwent an adequate training program provided by the University on the use of e-learning. Furthermore, the results disclosed that participants reasonably received technical support when they used electronic cards on e-learning web portals. In addition, regression analysis found that only recorded lectures help to compensate for the virtual class, manuals, instructions and guidelines published at web portals, and the easiness of e-learning system provided by the University were statistically significant with the positive attitude towards the e-learning system. The findings provided a preliminary framework for future studies on e-learning systems across Saudi universities. The findings also suggest administrators, researchers, decision makers, and policy makers should properly plan, design, implement, and promote e-learning with a clear vision in Saudi Arabia.

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Zabadi, Abdelrahim M., and Amr Hussein Al-Alawi. "University Students’ Attitudes towards E-Learning: University of Business & Technology (UBT)-Saudi Arabia-Jeddah: A Case Study." International Journal of Business and Management 11, no. 6 (May 26, 2016): 286. http://dx.doi.org/10.5539/ijbm.v11n6p286.

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Through the World Wide Web, education has become a ubiquitous service delivered anytime anywhere. Campus-based and without distance learners, higher education institutions attempt to fulfill the requirements of e-learning in conventional course transmission, to prepare students, staff, and educational institutions for the future involvements in educational processes. The study was conducted to examine attitudes of UBT students’ in Dahban and Sari campuses towards e-learning by taking (371) students from four colleges and English language center.In sampling techniques, we used the stratified random sampling in choosing the study sample. To gather the primary data from respondents, a well-structured questionnaire, developed by the researchers. The findings indicated that UBT participants’ owns a high standard on attitude towards e-learning and their attitude results are significantly vary with their gender, technology usage and skills.

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Chukwuemeka, Emeka Joshua, Oluwole Caleb Falode, Ahmed Bello, and Tunde Baderinwa. "Relationship between Flexibility of Learning, Support Services and Students’ Attitude towards Distance Learning Programme in Nigeria." European Journal of Interactive Multimedia and Education 1, no. 1 (June 6, 2020): e02003. http://dx.doi.org/10.30935/ejimed/8320.

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Vasyukov, O. G. "Distance learning: pros & cons." Alma mater. Vestnik Vysshey Shkoly, no. 2 (February 2021): 12–16. http://dx.doi.org/10.20339/am.02-21.012.

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Discussed is actual question about, how long distance learning has come to the Russian education system. Will this form of education become the main one in view of planning the federal project “Digital Educational Environment”? The results of the questionnaire of students on of their personal desire to switch to distance learning are considered. 59.87% of students do not want to switch to distance learning, 31.6% want to switch, 5.9% have not decided on the answer and 2.63% of students supported the joint use of traditional and distance forms of teaching. The positive and negative sides of distance learning from the point of view of the surveyed students are stated. Positive motives for the transition to distance learning were: the convenience of working on your computer; saving free time due to the time spent on the way to the university and back; more flexible study schedule; improving safety for one's health, improving the environment; students who live far from the university also noted the savings in money. Motives against the transition to distance learning were named: difficult perception of the material without live communication with teachers; an increase in the number of questions in comparison with regular training; disruption of some classes for technical reasons; lack of software on the home PC; non-compliance of the software on your computer with the requirements; an increase in the amount of time spent at the computer; some students cite the difficulty of self-organization at home as a reason. The attitude to distance learning of some government officials and the elite of the Russian state is shown. The negative influence on the creative component of the work of programmers in the remote mode is noted. The author of the article proposes to bring the issue of the large-scale introduction of distance learning planned in the government to a general wide discussion in order to prevent miscalculations in this very important issue and to choose a solution that is profitable at first, but incurring large losses in the future. The author notes a tendency for a more positive attitude of students towards distance learning compared to April and May 2020.

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Junior, Francisco Antonio Coelho, Mariane Cortat, Clarissa Leite Flores, Flávio Augusto Mendes Santos, Gleidilson Costa Alves, Cristiane Faiad, Wilsa Maria Ramos, and Alan Rodrigues da Silva. "Evidences of Validity of The Brazilian Scale of Learner's Attitude Towards Distance Education Programs." International Journal of Information and Communication Technology Education 14, no. 1 (January 2018): 1–16. http://dx.doi.org/10.4018/ijicte.2018010101.

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Online learning is one of the fastest growing trends in educational uses of technology. In this study, an instrument to measure the social attitudes of the Brazilian students based on distance education was developed and validated. The study population consisted of public administration undergraduate students that has been providing by distance education by University of Brasília, in Brazil. The sample of the study consisted of 590 Brazilian students. The scale has 41 items, with total Cronbach alpha coefficient of .94, and reliability coefficient (KMO) of .94. The correlations of each item with total point were between .30 and .79. A factor analysis was run using direct oblimin rotation for construct validity, resulting in 4 factors structure explaining 47.12% of total variability. These factors are “Personnel and Dispositional Aspects”, “Procedural Characteristics”, “Negative Affects” and “Internalization and habituation of usage”. Consequently, findings show that The Brazilian Attitude Scale towards Distance Education (BrazilASTDE) is a valid and reliable instrument.

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Lazarevich, Svetlana Valerievna, Alla Vasilievna Erofeeva, and Daria Sergeevna Dorozhkina. "DIALOGICAL PEDAGOGICAL INTERACTION IN THE CASE OF DISTANCE LEARNING." National Association of Scientists 2, no. 31(58) (September 14, 2020): 20–23. http://dx.doi.org/10.31618/nas.2413-5291.2020.2.58.277.

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The purpose of the article is to study the issue of the possibility of implementing dialogical pedagogical interaction in the context of distance learning. The problems which the universities faced during the period of distance education are analyzed. The results of the students’ interview show that the majority has a positive attitude towards the introduction of distance learning technologies, but at the same time the traditional learning model must be preserved in general. The concept of pedagogical communication is given. In conclusion we can say that at the current stage the effective dialogical pedagogical communication is possible only with the traditional format of education.

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Apata, Funke Susan. "Students’ Attitude to Social Media in Distance Education: Implications for Quality Instructional Delivery in Physics." Asian Journal of Science Education 3, no. 2 (October 6, 2021): 138–51. http://dx.doi.org/10.24815/ajse.v3i2.22008.

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This study examined students’ attitudes to social media (SM) at the National Open University of Nigeria (NOUN) and its implications for quality instructional delivery in physics. The stratified random sampling technique selects the sample size of 640 students that form the representatives from each faculty viz; Arts, Education, Management Sciences, and Science Technology. The number of social media used for the study is twenty-nine in number. The eclectic integration of instruments developed by researchers made the instruments whose reliability and validity were determined. Two research questions and two hypotheses guided the study. Research questions were analysed using descriptive statistics, while ANOVA and t-test analysis was for the hypotheses. Results showed that the attitude of students towards SM was above average (71.66 %). The mean attitudes of female students (67.81) towards SM were higher than their male (62.31) counterparts. The most known social media is Facebook (90%). Findings on DL students’ attitudes in different fields of the study showed no significant difference (p0.05). Students from the faculties of Education and Science Technology scored the highest mean value in attitude to SM. However, the faculty of Management Sciences recorded the lowest attitude to SM. The recommendation was that e-learning oriented programmes that promote attitudes to social media should be in the curriculum. It concluded that positive attitudes recorded by students to social media in Education and Science could leverage transformation in the instructional delivery of physics. Also, a higher mean value for the female students portends better performance for female students in physics. It recommends social medial driven activities to the school curriculum for enhancing instructional physics delivery in distance education.

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Abdelsalam, Mohamed. "A General Approach Students’ Attitude towards to Virtual Reality Technology in Distance Education Environment." Future Computing and Informatics Journal 4, no. 1 (June 24, 2019): 10–15. http://dx.doi.org/10.54623/fue.fcij.4.1.2.

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E-learning has become a prominent and effective role in recent years. The factor of place and time became ineffective in the educational process. So that anyone can learn anywhere in the world. The educational services that benefit the learner during the educational process as well as the factors of assistance are important elements that help in the success of the educational process in the environment of e-learning. The more these services, the greater the benefit from e-learning. But its way of reviewing electronic content is still ineffective. Therefore it was necessary to create a suitable environment for the learner is similar to the real reality. Through which the learner feels the integration and concentration in the academic content as if it were realistic. So, the trend was to take advantage of the virtual reality technology that have become effective in all fields. The use of this technology will help the learner gain more realism and make full use of the electronic content. This study reviews the effect of the use of virtual reality technology in the review of the learner's electronic content, as well as the attitudes and opinions of the students of the Business Information Systems program at the Faculty of Commerce, Helwan University, Cairo, Egypt, about the use of this technology and to what extent will effect on change and effectiveness in the quality of educational process

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Fuengfoo, Adidsuda, Kim Sakulnum, and Sumitra Owjinda. "Effectiveness of 36 hospital learning centers in Thailand: continuation of child patient education, parent attitudes toward child’s illness and service satisfaction." F1000Research 9 (April 13, 2022): 1446. http://dx.doi.org/10.12688/f1000research.26599.2.

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Background: This study aimed to determine the effectiveness of 36 hospital learning centers for the continued education of sick children using electronic distance learning television (eDLTV), parents’ attitudes toward their child’s illnesses and education, and service satisfaction of the centers. Methods: The sample included 4,430 children aged 4-18 years old with common illnesses, chronic illnesses and developmental disorders, as well as 4,430 parents who had taken care of the child for at least 6 months. The methods included attitude surveys, which were analyzed using chi-square tests and t-tests. Results: The factors associated with education continuation of the children were illness types (parents were less worried about children with common illness and more concerned about education of children with chronic diseases and children with disabilities), distance from home to school, transportation type, parents’ education level, marital status, and family income. About 99.8% of patients with common illnesses continued their education, followed by 99.3% of disabled children, and 95.9% of chronic patients. Satisfaction score towards the services at the learning centers were high (mean scores: 4.28 and 4.43 respectively, out of 5 = strongly satisfied). Conclusion: After completing an education program through eDLTV at a center, a total of 97.7% of children continued their education and were highly satisfied with the service at the center. Parents had positive attitudes towards their child’s illnesses and education.

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Fuengfoo, Adidsuda, Kim Sakulnum, and Sumitra Owjinda. "Effectiveness of 36 hospital learning centers in Thailand: continuation of child patient education, parent attitudes toward child’s illness and service satisfaction." F1000Research 9 (December 11, 2020): 1446. http://dx.doi.org/10.12688/f1000research.26599.1.

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Анотація:

Background: This study aimed to determine the effectiveness of 36 hospital learning centers for the continued education of sick children using electronic distance learning television (eDLTV), parents’ attitudes toward their child’s illnesses and education, and service satisfaction of the centers. Methods: The sample included 4,430 children aged 4-18 years old with common illnesses, chronic illnesses and developmental disorders, as well as 4,430 parents who had taken care of the child for at least 6 months. The methods included attitude surveys, which were analyzed using chi-square tests and t-tests. Results: The factors associated with education continuation of the children were illness types (parents were less worried about children with common illness and more concerned about education of children with chronic diseases and children with disabilities), distance from home to school, transportation type, parents’ education level, marital status, and family income. About 99.8% of patients with common illnesses continued their education, followed by 99.3% of disabled children, and 95.9% of chronic patients. Satisfaction score towards the services at the learning centers were high (mean scores: 4.28 and 4.43 respectively, out of 5 = strongly satisfied). Conclusion: After completing an education program through eDLTV at a center, a total of 97.7% of children continued their education and were highly satisfied with the service at the center. Parents had positive attitudes towards their child’s illnesses and education.

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Sarwari, Kawita, Ahmad Fawad Kakar, Jawad Golzar, and Mir Abdullah Miri. "Distance learning during COVID-19 in Afghanistan: Challenges and opportunities." E-Learning and Digital Media 19, no. 2 (October 5, 2021): 144–62. http://dx.doi.org/10.1177/20427530211044757.

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This study examined students’ attitudes toward distance learning, and its relationship with the duration of using Telegram and schooling. It specifically explored students’ experiences of the challenges and opportunities that distance learning created during the COVID-19 pandemic. Accordingly, two null hypotheses were formulated: (1) there is no significant relationship between students’ attitudes toward distance learning and the duration of using Telegram; and (2) there is no significant relationship between students’ attitudes towards distance learning and the duration of schooling. Data were collected from a survey questionnaire and in-depth semi-structured interviews with students from the English Department of Herat University, Afghanistan. The quantitative data were analyzed using SPSS, an independent samples t-test, and ANOVA. The results of the t-test showed that the first hypothesis should be accepted, meaning there is no relationship between students’ attitudes toward e-learning and years of Telegram use. Further, the one-way ANOVA test showed that the second null hypothesis was affirmed. Moreover, the qualitative findings indicated that distance learning via Telegram is associated with context-specific challenges and several opportunities.

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Unger, Shem, and William Meiran. "Student Attitudes Towards Online Education during the COVID-19 Viral Outbreak of 2020: Distance Learning in a Time of Social Distance." International Journal of Technology in Education and Science 4, no. 4 (September 1, 2020): 256–66. http://dx.doi.org/10.46328/ijtes.v4i4.107.

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In this paper, undergraduate student attitudes towards rapidly shifting to an entirely online learning environment were assessed due to COVID-19. In addition, surveys on perceptions about misinformation in media, overall anxiety towards distance learning, knowledge of disease outbreak, and level of preparedness during the onset of the Coronavirus (COVID-19) 2020 outbreak were analyzed. Students surveyed (N = 82) consisted of Wingate undergraduate students from across majors and academic years as part of an animal behavior course covering psychology and human behavior during the COVID-19 2020 crisis during the first two weeks when students returned to school entirely online from off-campus. The majority of students responded that online learning would not be the same as in-class learning (91.5%), indicating a significant difference in responses. Many students indicated they had witnessed some misinformation on COVID-19 in media (98.8%), and there was a significant difference for student perception on being well informed from standard news media (e.g., TV, newspapers) versus social media (t-test = 3.78, p <0.001). Many students (75.6%) responded they held some level of anxiety towards rapidly shifting to finishing a semester online, with 84.2% having discussed disease transmission actively and yet only 64.6% felt well prepared for emergency situations. The majority of students felt preventative measures (university requiring students to move off campus and remainder of semester moving to online distance learning) were based on good science and medical knowledge. Of the students that freely commented in the survey, overall students displayed a wide range of responses, with most expressing anxiety toward online learning, disappointment regarding graduation ceremony, and online learning being different than standard in-class learning. A follow up survey consisting of one question, revealed improvement in students that stated they felt less anxiety towards online learning after 3 weeks (51.4% Yes: 48.6% No), but still many students exhibiting anxiety towards distance education.

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Paliwal, Dr Deepak. "Attitude and Perception of the Learners towards a Higher Education through Open and Distance Learning in Uttarakhand, India." Think India 22, no. 3 (September 27, 2019): 809–26. http://dx.doi.org/10.26643/think-india.v22i3.8400.

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Open & Distance Learning aims at the dissemination of learning and acquiring knowledge through distance education mode including the use of any communication technology to provide opportunities for higher education. It provides easy access to education to different sections of society and caters to the educational needs of the target groups through the open systems of learning. In ODL study materials and counseling session are one of the important tools of learning. The present study deals with the analysis of the satisfaction level of the students enrolled in Uttarakhand Open University, Haldwani (India)study centre with respect to counseling sessions, delivery of study materials & other relevant information related to students.

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Anyssa, Trimech, and Wissal Jlassi. "Understanding Students’ Attitudes Towards Distance Learning in Covid-19 Period." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 19 (July 2, 2022): 155–63. http://dx.doi.org/10.37394/232010.2022.19.17.

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The COVID-19 pandemic shows that distance education is no longer just a real opportunity to transform the landscape of performance, knowledge and skills. But it is also a means of social distancing that seems to be the favorable solution to curb the number of infections. A student survey is developed to assess the experience of online teaching and the chance of its success in Tunisia, especially as its implementation is facing certain constraints, including the lack of adequate infrastructure and technical difficulties which still not favorable for its dissemination as well as serious hunches that the current social fabric in Tunisia cannot allow a broad integration of this learning mode. The multiple correspondences analysis of data shows that the distance learning required following the containment decisions has become an obligation to ensure the continuity of learning. Nevertheless, it must be understood that it is a culture to implement before being an obligation.

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