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Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 19 лютого 2023

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1

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

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Анотація:
In the era of globalization and internationalization, the school is at the forefront of meeting the challenges of the 21st century education. Innovations abound, millions of information are made available in the worldwide web and new ways of management practices and learning have emerged (Dayagbil, 2016). Distance learning is a learning delivery modality which occurs when the teacher and learners are geographically remote from each other. Modular Distance Learning (MDL) is a type of distance learning that uses modules to transfer learning to the students. (Llego, 2020). The education system has immensely transformed from traditional way of learning into a more diverse one which can cope with the fast-changing world. It can now address the different skills of the 21st century learners. The integration of different learning modalities into the curriculum makes it more accessible for everyone. In the Philippines, the Department of Education widens learners’ access to quality education through the Alternative Delivery Mode. Based on Republic Act 10618 or an Act Establishing Rural Farm Schools as Alternative Delivery Mode of Secondary Education and Appropriating Funds of 2013, the Alternative Delivery Mode may include the use of facilitator - aided and interactive self - instructional print and audio - based learning materials, video tapes, face - to - face structured learning groups, demonstration sessions, home visits, mentoring and remediation. This implies that aside from the formal education in which students are confined in the classrooms, there are ways to reach out to learners especially if they are incapable of attending regular class days. To further address the accessibility of education for the Filipino learners, the Philippines reaffirmed its global commitment to bring benefits of education to “every citizen to every society” and developed the National Plan of Action to Achieve Education for All which also aimed to achieve an improved quality of basic education for every Filipino. It includes reforms in the curriculum and introduced the Alternative Delivery Modes that promote access and holding power of school through the implementation of the Project EASE (Effective Alternative Secondary Education) to complement the existing formal education to make secondary education more accessible to students in disadvantaged situations. Learning is facilitated through the use of modules as instructional materials during the period when students are out of the classroom. Truly, the Philippine government together with the Department of Education continuously strive to provide and improve the quality of education for every Filipino to meet the demands of the global community. Even during these trying times as we face the COVID-19 pandemic, the department yield ways to adapt to the new normal by launching various distance learning modalities for the school year 2020-2021. This is to ensure that the pandemic will not hinder learning but also to secure the health of every stakeholder in the learning process. Based on the survey results from the Learner Enrolment and Survey Forms distributed by the schools nationwide, both private and public, the parents as well as the learners’ preferred modular distance learning than online distance learning. The 8.8 million parents opted for modular learning while only 3.8 million chose online learning. On the other hand, 7.2 million enrolees preferred modular distance learning while only 2 million enrolees opted for online distance learning. (Malipol, 2020). It is for this that this study was thought of. It attempts to assess the utilization of Modular Distance Learning Strategies of Teachers in Dr. Francisco L. Calingasan Memorial Colleges Foundation Inc. Tuy and Nasugbu Campuses during the academic year 2020 - 2021.
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2

Bautista, Angelito Palma, Doris Gelvoligaya Bleza, Cielito Bernardino Buhain, and Dianne Morta Balibrea. "School Support Received and the Challenges Encountered in Distance Learning Education by Filipino Teachers during the Covid-19 Pandemic." International Journal of Learning, Teaching and Educational Research 20, no. 6 (June 30, 2021): 360–85. http://dx.doi.org/10.26803/ijlter.20.6.19.

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Анотація:
Distance learning has become the sole modality of the teaching and learning process in the Philippines due to the Covid-19 pandemic. Since face-to-face classes are still prohibited with no end in sight, it is important to assess the experience of teachers handling distance learning education in terms of the support they have received, and the challenges encountered. This study examines the support provided by the schools, the challenges encountered by the teachers, and the support they need to thrive in distance learning education. By applying a quantitative approach through an online survey, 151 teachers - including 108 women, 41 men, and 2 respondents who did not mention their gender - served as the respondents of this study. The study derived promising results in that the majority of the respondents received adequate support from their respective schools in terms of capacity building, technical and data privacy matters, systems of information dissemination, and online learning management. Financial and emotional support mechanisms are two areas for improvement. The common problems encountered include motivating the students, using ICT, managing the time allotted for online sessions, and evaluating the learners’ knowledge. The teachers were also looking for more free resources and tools, webinars to share ideas and challenges, and professional development. Overall, the respondents were confident handling remote classes during the pandemic. The Department of Education (DepEd) and the schools may devise targeted programs, training, and support mechanisms to ensure that no one in the education sector is left behind.
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3

Salva, Royce A., Lualhati O. Cadavedo, Ser Voie O. Cadavedo, and Kristine T. Patinga. "Study Habits of Secondary Students from A Philippine City Schools Division during Distance Learning." Asia Pacific Journal of Educators and Education 37, no. 1 (July 29, 2022): 87–103. http://dx.doi.org/10.21315/apjee2022.37.1.5.

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Анотація:
Study habits is presumed to be a promising indicator as regards the scholastic standing and academic success of students. However, with the unforeseen paradigm shifts in the Philippine education system due to COVID-19, millions of Filipino learners are confronted with various school-related concerns. Their established study habits are undoubtedly disrupted, if not yet depleted. This led the researchers to instigate this research and gather the data pertinent to the attainment of its general objective. In total, there were 4,056 secondary students from nine junior and senior high schools who voluntarily participated in the conduct of this study. With the intention of this quantitative research to gauge the degree of study habits of the respondents, and its potential significance of differences when grouped according to an identified set of independent variables, a set of statistical tools were espoused. For the results, the respondents accumulated an overall mean of 4.14 or often, which implies positive academic practice given its frequent recurrence. Hereafter, t-test and ANOVA statistics also declared that their study habits are significantly different when the mean scores are juxtaposed according to sex (p-value = 2.536E-12 < 0.05), socio-economic status (p-value = 0.03 < 0.05), education level (p-value = 0.02 < 0.05), and preferred modality of learning delivery (p-value = 0.02 < 0.05). This infers that the disparities in the study habits of secondary students are exceedingly distinguishable when clustered as per their demographic information and chosen instructional channel—inclined to the rejection of the null hypotheses.
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4

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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Анотація:
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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5

Chua, Von Christopher Gulpric. "Going the distance: a lesson study on deriving the distance formula." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 149–59. http://dx.doi.org/10.1108/ijlls-08-2018-0052.

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Анотація:
Purpose The purpose of this paper is to determine the challenges that Filipino Mathematics teachers face while developing students’ ability to derive the distance formula; allow teachers to collaboratively formulate a lesson designed to address the challenges they have identified from their own practice; and determine how successful the lesson was and how it can be improved so that other teachers dealing with similar difficulties may be able to implement it. The teacher-participants employed Lesson Study (LS) as an approach to improving pedagogical practice. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Design/methodology/approach An action research methodology through LS approach was employed by the teacher participants. Data were based on the pre- and post-lesson discussions and individual reflection papers of the teacher participants. Findings Based on the post-lesson discussion, the teachers agreed that the process of creating a lesson that seeks to develop the students’ ability to derive formulas are crucial to building understanding of the underlying mathematical concept. Also, teachers’ participation in LS was found to have been insightful as it developed in them a greater appreciation towards establishing a professional learning community that is directed towards examining problems that concerns majority of the teachers involved. Originality/value Research in Philippine education has recently seen the increasing interest in LS as a potent pedagogical practice. Nonetheless, papers that report on LS practice in the local context remains to be lacking. This study contributes to the development of this research area and raises the need for Filipino Mathematics teachers to engage in both LS and action research to generate knowledge from their experiences.
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6

Jang, Juyoung, Seori Choi, Chang Won Lee, and Stella Go. "Transnational financial education for Filipino migrant workers." Asian and Pacific Migration Journal 28, no. 4 (December 2019): 457–68. http://dx.doi.org/10.1177/0117196819900420.

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This exploratory study sought to identify relevant topics for financial education programs for Filipino Employment Permit System (EPS) workers in Korea. EPS workers are temporary migrant workers who return to their home countries after their contract of employment ends. The study reviewed existing financial education programs for migrants in Korea and the Philippines and collected primary data through surveys and focus group interviews to develop a suitable financial education program for Filipino EPS workers. The results revealed that Filipino EPS workers were passive users of Korean financial services and often lacked financial literacy. Also, they did not have much communication with their families in the Philippines about financial management. A forum about transnational financial education was organized to discuss the implications of the study findings and a pilot financial education program was developed.
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7

Thorpe, Mary. "Distance education: A system view." Computers & Education 29, no. 4 (December 1997): 209–11. http://dx.doi.org/10.1016/s0360-1315(97)87926-2.

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8

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

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9

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

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Анотація:
Whether or not sexual minorities in the Philippines higher education system are socially acceptable is not clear. This article specifically investigates the acceptance of gay and lesbian university students in the Philippines and implications for international gay or lesbian students’ sociocultural transition. We sampled opinions of both local and international students in all the academic departments of a private university in the province of Cavite. The participants were selected using a proportionate stratified convenience sampling technique according to which they were grouped by academic department and chosen based on their availability, proximity, and convenience. We administered surveys to 368 registered students in 2011. Of the 368 questionnaires distributed, 358 responses were received, which constitutes a 97.3% response rate. Using transition theory, the article argues that the attitude toward sexual orientation had some negative implications for gay and lesbian international students transitioning into the sociocultural environment of the Philippines.
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10

Uluğ, Feyzi. "Distance education in the Turkish secondary education system." Educational Technology Research and Development 42, no. 4 (December 1994): 116–19. http://dx.doi.org/10.1007/bf02298060.

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11

Abdullayeva, Hamida Mamasharifovna, Gulshan Komiljonovna Berkinova, Nodira Muhammadaminovna Mirzajonova, and Khurshida Ismoilovna Qaxxarova. "DISTANCE EDUCATION SYSTEM AND TEACHING AIDS." Theoretical & Applied Science 85, no. 05 (May 30, 2020): 152–55. http://dx.doi.org/10.15863/tas.2020.05.85.32.

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12

Sharma, Gajendra, Subarna Shakya, and Lal Bahadur R. Thapa. "Distributed Multimedia System for Distance Education." Journal of the Institute of Engineering 15, no. 1 (January 31, 2019): 14–24. http://dx.doi.org/10.3126/jie.v15i1.27700.

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A distributed multimedia system (DMS) come to play as a backbone of 21th century to provide sophisticated technology to realize such a modern distance education/learning. In this paper, we describe distributed multimedia system for distance education that could be implemented at Kathmandu University and how this system interacts with other University i.e. Tribhuvan University. Proposed framework brings an abstraction and its infrastructure for multimedia materials storage, management, real time review of this multimedia on demand and a shared whiteboard on web browser to distance learner. For the design of the proposed system, it is necessary to consider different requirement and management of Quality of Service (QoS). This system is made available to only registered student/users through various networks i.e. Local Area Network (LAN)/Internet using university's own VPN user ID and Password. In addition, proposed system provides abstraction in which distance learner or student access lecturer presentation/notes on web browser and can review multimedia lecture's notes, presentation on demand. Student or people could have different reasons for attending distance education/learning such as constraints of time, distance, and finance etc. So, distance education system should reduce the distance gap between a student/participants and lecturer. This is done by quick response interaction between lecturer and student throughout the system. The main objective of this paper is to provide distance education platform while guarantying secure communication and user on demand multimedia access with the sophisticated QoS.
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13

Oliveira Neto, Jose Dutra de, and Elby Vaz Nascimento. "Intelligent Tutoring System for Distance Education." Journal of Information Systems and Technology Management 9, no. 1 (April 30, 2012): 109–22. http://dx.doi.org/10.4301/s1807-17752012000100006.

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14

Yuhui, Zhao. "China: its distance higher-education system." Prospects 18, no. 2 (June 1988): 217–28. http://dx.doi.org/10.1007/bf02195519.

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15

He, Hong, Hong Cai Han, and Heng Li. "System Analysis of the Distance Education Examination System." Advanced Materials Research 919-921 (April 2014): 2189–92. http://dx.doi.org/10.4028/www.scientific.net/amr.919-921.2189.

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Анотація:
Through the survey involved various types users of distance education online examination system, analyzed from the five aspects: requirements analysis, system modeling, functional requirements, physical architecture requirements, information flow of the examination system. The system can take advantage of network, reduce test cost, making remote examination not restricted by time and space and the evaluation results more accurate and objective.
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16

Ancho, Inero, and Gilbert Arrieta. "Filipino Teacher Professional Development in the New Normal." Education & Self Development 16, no. 3 (September 30, 2021): 25–43. http://dx.doi.org/10.26907/esd.16.3.04.

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Анотація:
The Covid-19 pandemic has posed various challenges particularly in the education sector where the ‘new normal’ experience is all about online interaction and distance learning. As the health protocols enforce physical distancing measures, actual and personal interaction and engagements are limited. As teacher professional development (TPD) becomes a melting pot of best practices and strategies that work, teachers receive a perspective that helps them create their own professional vision. The findings of this study revealed that for teachers, TPD is a route to enhance and upgrade their knowledge and skills and professional growth, with teaching as a life-long learning process. Pre- Covid-19 TPD programs included initiatives on content, pedagogy and technology, action learning, graduate studies, leadership and management, and action research. During the pandemic, teachers were exposed to webinars and training on online teaching and learning, technological capacity, and mental health. Regardless of age and years of teaching experience, teachers have a mindset to grow in the profession and be better educators. They want to unlearn the old, and relearn new knowledge and skills because they want their students to learn according to their current needs and what the world needs in the future.
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17

Akiyuki Minamide, Kazuya Takemata, Hirofumi Yamada, and Arihiro Kodaka. "Development of Long-Distance-Controlled Robot System for Distance Education." International Journal of Engineering and Industries 4, no. 2 (June 30, 2013): 1–7. http://dx.doi.org/10.4156/ijei.vol4.issue2.1.

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18

CARATIQUIT, Kevin D., and Lovely Jean C. CARATIQUIT. "INFLUENCE OF SOCIAL MEDIA ADDICTION ON ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING: INTERVENING ROLE OF ACADEMIC PROCRASTINATION." Turkish Online Journal of Distance Education 24, no. 1 (January 1, 2023): 1–19. http://dx.doi.org/10.17718/tojde.1060563.

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Using Partial Least Squares-Structural Equation Modeling with WarpPLS, this study examines the indirect effect of the relationship between learners' social media addiction and academic achievement in distance learning as mediated by academic procrastination. The study participants were 223 Filipino students at a secondary school in Cagayan, Philippines, who were chosen using convenience sampling. Sample sizes were calculated using the inverse square root and gamma-exponential methods. The findings indicated a positive and significant relationship between social media addiction and academic procrastination. There is also a negative and significant relationship between academic procrastination and learners' academic achievement. In terms of the indirect effects of the mediation model, the relationship between social media addiction and academic achievement is fully mediated by academic procrastination. This indicates that academic procrastination substantially impacts the strength of the correlation between social media addiction and academic achievement. The findings of the undertaking were discussed regarding their implications for institutions and future research.
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19

Robertson, Don. "A Canadian Distance Learning System." Educational Media International 22, no. 1 (January 1985): 16–18. http://dx.doi.org/10.1080/09523988508549206.

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20

Zhang, Dengyin, Yangyang Xu, and Chunling Cheng. "A QoE Assessment System in Distance Education." Engineering 03, no. 01 (2011): 90–96. http://dx.doi.org/10.4236/eng.2011.31011.

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21

Chatpakkarattana, Thanathnuth, and Jintawee Khlaisang. "The Learner Support System for Distance Education." Creative Education 03, no. 08 (2012): 47–51. http://dx.doi.org/10.4236/ce.2012.38b011.

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22

Bukhkalo, Svetlana, Anna Ageicheva, Oleksandra Komarova, and Larysa Babash. "INTELLECTUAL PROPERTY PROTECTION IN DISTANCE EDUCATION SYSTEM." Bulletin of the National Technical University "KhPI". Series: Innovation researches in students’ scientific work, no. 40 (December 1, 2018): 23–27. http://dx.doi.org/10.20998/2220-4784.2018.40.04.

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23

Fei, Ming Ming, and Ma Yan. "The Online Examination System of Distance Education." Applied Mechanics and Materials 411-414 (September 2013): 2901–5. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2901.

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Анотація:
The distance education has been considerable development in China, its important to provide an efficient tool for online examination in internet or local area network. This paper analyzed the development of distance education and online examination system in recent years, and designed a online examination system. The author proposed the data flow, function modules, and the interface to other systems. In order to ensure the fairness and authority, the data store security and data transfer security has been studied .Finally, the authors introduce the system application. The system provides quality exam to students everywhere at a time and place that is flexible and accessible.
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24

Lu, Dong, and Zhou Wu. "Internet Based Chinese Language Distance Education System." Advanced Materials Research 143-144 (October 2010): 457–61. http://dx.doi.org/10.4028/www.scientific.net/amr.143-144.457.

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Анотація:
Distance education is the process of creating an educational experience of equal quality for the learner to best suit their needs outside the classroom. The types of available technologies used in distance education are divided into two groups: synchronous and asynchronous. Synchronous technology is a mode of online delivery where all participants are "present" at the same time requiring a timetable to be organized. Distance education has long had trouble with testing. The delivery of testing materials is fairly straightforward, which makes sure it is available to the student and he or she can read it at their leisure.
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Kim, Min-Sung, and Sung-Hoon Park. "Efficient Operating Direction of Distance Education System." Joural of the Korea Entertainment Industry Association 3, no. 3 (September 30, 2009): 37. http://dx.doi.org/10.21184/jkeia.2009.09.3.3.37.

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Park, Sam Chul. "A Decentralized Distance Education System in Australia." Korean Comparative Education Society 29, no. 1 (March 30, 2019): 29–50. http://dx.doi.org/10.20306/kces.2019.29.1.29.

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Hung, Jason C., Hui Huang Hsu, Timothy K. Shih, Wen Chih Chang, and Ding Jung Chiang. "A Smart Courseware System for distance education." International Journal of Applied Systemic Studies 3, no. 2 (2010): 197. http://dx.doi.org/10.1504/ijass.2010.034110.

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Moore, Michael G. "Editorial: A market driven distance education system?" American Journal of Distance Education 4, no. 2 (January 1990): 1–2. http://dx.doi.org/10.1080/08923649009526698.

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Farshchi, Seyyed Mohammad Reza, and Saeed Toosizadeh. "A safe authentication system for distance education." Computer Applications in Engineering Education 22, no. 4 (November 2, 2011): 593–603. http://dx.doi.org/10.1002/cae.20583.

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Ancho, Inero. "Quality Assurance And The Philippine Education System: Inputs From Future Filipino School Leaders." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 197. http://dx.doi.org/10.25078/jpm.v5i2.850.

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Анотація:
<table><tbody><tr><td><div><p class="s7"><span class="s10">This study involves future education leaders and managers in the Philippines and their conceptual understanding of “quality” in the context of education, the streams of teaching and learning to be specific. Respondents were enrolled in a graduate program in a teacher education institution based in Manila, Philippines and were asked the following: (1) concepts identified with quality; (2) conceptual understanding of quality assurance; (3) quality assurance mechanisms employed in the Philippine education syst</span><span class="s10">em; and (4</span><span class="s10">) proposed quality assurance mechanisms to uplift the academic achievement of Filipino students. It has been revealed that while future education leaders and managers possess sufficient ideas and knowledge about quality assurance, it is still vital to provide them with technical know-how and discourses on the theoretical-practical connection of quality and students’ academic achievement. Quality assurance mechanisms being implemented are considered to be effective in the Philippine education system. </span></p><div><span class="s10"><br /></span></div></div></td></tr></tbody></table>
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Rasim qızı Məmmədli, Məryəm. "The experience of distance education in system of higher education in Azerbaijan." SCIENTIFIC WORK 66, no. 05 (May 20, 2021): 136–39. http://dx.doi.org/10.36719/2663-4619/66/136-139.

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Анотація:
The purpose of this study is to study and analyze the experience of distance education in the higher education system of Azerbaijan. This study is a qualitative study that explores distance learning practices, and document analysis of quality methods has been used. The study identified the history of distance education, the world's first distance education schools, higher education institutions. At the same time, during the pandemic, statistical indicators of the change of the form of education and the transition to distance education and the number of students were determined in connection with the suspension of the teaching and learning process in Azerbaijan. The decisions of the Ministry of Education regarding the introduction of distance learning were commented in the study. During the pandemic, the difficulties encountered in starting distance education were identified. Complex events held in educational institutions were discussed. It reflects how distance education is applied in higher education institutions and a number of measures taken by the Ministry of Education to adapt to this form of education, which is a sudden transition for students and educators. Key words: distance education, higher education, pandemic, education system,educational platforms
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S. Marinas EdD, Evelyn, Artanya G. Varquez, Michael Angelo A. Dulguime, Larissa A. Lakampuenga, Alexander Raphael I. Binay, Lance T. Abino, James Patrick D. Gonzaga, Nathan Job A. Castillo, Cate Nicole P. Tenchavez, and Cholo Kudrick L. Custodio. "THE LUCID ADVANCEMENT: A PARADIGM SHIFT OF PARENTS TOWARDS DISTANCE LEARNING, A PHENOMENOLOGY." International Journal of Advanced Research 10, no. 01 (January 31, 2022): 595–609. http://dx.doi.org/10.21474/ijar01/14079.

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Background:Distance learning contributed significantly to the lived experiences of parents with children. The pandemic brought a sudden shift of school to home-based learning. Children are not yet mature enough to handle distance learning independently, while parents have to juggle workloads and family affairs, thereby experiencing challenges. Method: To better understand the lived experiences of Filipino parents regarding the sudden shift to distance learning, a qualitative phenomenological study was used. With the central question What are the common struggles and coping strategies of Philippine School Doha parents on the institutions distance learning education program?. The researchers conceived twenty-five developmental questions, which were asked to the participants during the semi-structured interviews. The collected data were transcribed and analyzed into themes. Findings: Filipino parents lived experiences towards the shift to distance learning can be divided into three main themes, namely Capability, Adaptability, and Productivity. Conclusion: A parents role and impact on childrens success in the online set-up are crucial yet required. Parents serve as a coach for their children, which lead students through their learning process. The capability to adapt by parents to the newly changed routine during a pandemic shows that many coping strategies are effectively working. Many parents have struggled but conquered hardships in terms of investments in necessary technologies and allowing time for their childrens studies. Enriching knowledge to students in distance learning has further enhanced their abilities, and some parents receive outstanding results from their children. Equally benefiting both parties increases the vote for distance learning more than face-to-face classes, which in conclusion, parents and students most likely prefer distance learning. Recommendations: The researchers recommend interviewing working or non-working parents with children attending distance learning and experiencing the new learning modality that affected their lifestyle and decisions.
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33

Johari, A. Rajab, and Willard D. Shaw. "Higher education via satellite: The Indonesian distance education satellite system." International Review of Education 32, no. 3 (September 1986): 325–30. http://dx.doi.org/10.1007/bf02426066.

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34

Žilvinskis, Imants. "DEVELOPMENT OF WEB-BASED INFORMATION SYSTEM (DISTANCE EDUCATION INFORMATION SYSTEM)." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2001): 301. http://dx.doi.org/10.17770/etr2001vol1.1968.

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Анотація:
The paper describes Distance Education Information System. The aim o f the system is to provide effective information exchange between teachers and students and to store information about students progress marks. Based on theoretical knowledge and practical experience tasks for such an information system are described, as well as possible ways of implementation and the real product - Distance Education Information System.
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35

Maravillas, Mart Andrew. "Filipino and American Teachers: Their Differences in Psychological Needs, Performance, and Culture." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 150–54. http://dx.doi.org/10.32674/jcihe.v11iwinter.1533.

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This study addresses the dearth of literature about the Filipino international teachers whose presence continues to pervade the K-12 education system of the United States. Through quantitative analyses and the self-determination theory framework, it seeks to answer how basic psychological needs are addressed in higher education institutions set in different cultural settings and whether culture has a role in Filipino international teachers’ performance. The findings of this study may have an implication on home country’s teacher education, US teacher recruitment, and in-service professional development of international teachers. The ultimate goal of this study is how to fully prepare and support international teachers for the best of the American youth.
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36

Anikin, V. M., B. N. Poizner, and E. A. Sosnin. "Educational distance as anthropotechnical system." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2021): 29–35. http://dx.doi.org/10.20339/am.07-21.029.

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Examined is the functioning of education systems in the context and terms of anthropotechnical systems of purposeful human activity is considered. In the educational system, the presence of signs of the anthropotechnical system is due to the appearance of intermediate technical objects in the process of live communication “teacher — student”, which occurred on a global scale during a pandemic and transition from “classical” contact education to distance education. The anthropotechnical system includes (with appropriate interpretation for a specific activity) four main functional components: engine, transmission, working body, control body. Their task in this case is to increase the “efficiency” of human intellectual efforts in purposeful activities to transfer knowledge and form life goals. The article presents diagrams illustrating the change in the place (role) of a person in the anthropotechnical system caused by the development of technical means. In the “limit”, this evolution can objectively end both with a reduction in the explicit presence and even complete “displacement” of the teacher from the education system, and with an increase in the inclusion of a person in the cognitive process. The latter, for example, is possible in the case of creating neurointerfaces common to humans and technical objects (as working organs). At the same time, the indispensability of contact teaching methods for the transfer of latent (personal) knowledge, teaching people in teams, and educating motivated individuals is noted.
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37

Li, Xiaobin. "Distance Education in China." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 12–23. http://dx.doi.org/10.4018/jicte.2013040102.

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Chinese education has a long history, and the Chinese higher education system is the largest in the world, but distance higher education in China started later than it did in developed countries. This article provides an overview of the recent distance higher education development in China. Specifically, the article discusses the positive impact distance higher education has had and the difficulties that have to be dealt with. The potential for further developing distance education is considered. In addition, challenges are discussed, and recommendations are made to improve distance education.
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38

Zhao, Hong Yu, Ping Zhang, Hong Zhang, and Xue Yan Zhang. "Building Distance Education System Based on Cloud Computing." Applied Mechanics and Materials 513-517 (February 2014): 510–13. http://dx.doi.org/10.4028/www.scientific.net/amm.513-517.510.

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This paper describes overall framework of distance education system based on cloud computing. First, it points out the construction of cloud data centers. Second, it points out the construction of storage Platform. Third, it points out the construction of search engines and search navigation platform for teaching resources.
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39

Maksymenko, A. I. "DISTANCE LEARNING TECHNOLOGIES OF POSTGRADUATE DENTAL EDUCATION SYSTEM." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 21, no. 2 (June 17, 2021): 199–202. http://dx.doi.org/10.31718/2077-1096.21.2.199.

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The implementation of distance learning is carried out with the help of modern systems of distance education. They allow to teach and to assess the knowledge of interns and doctors quickly and easily, regardless of their location. The aim of the study. A comparative review of the most well-known distance learning platforms, wich are designed to organize the learning process and control learning with the help of Internet technology. System of distance education is a virtual classroom with the possibility to train interns and doctors from different regions of Ukraine at the same time. There are many educational platforms for distance learning nowadays, such as Moodle (Australia), iSpring Learn LMS (Russia), Collaborator (Ukraine), eTutorium LMS (Ukraine), Opigno (Belgium), Atutor (Canada). Moodle is a free platform that allows users to create individual courses. It supports more than 100 languages. iSpring Learn LMS is a simple and user-friendly system that is a paid alternative to Moodle. Collaborator is a platform that works effectively on all modern devices and browsers and is virtually independent of the software of the user's device. eTutorium LMS is a virtual distance learning system that allows to create an online course of any complexity quickly. Opigno is a modern free distance education system based on Drupal (a popular content management system). Atutor, like Moodle, is an open web-based e-learning system. Conclusion. Distance learning systems differ not only functionally, but also in the way they solve problems. The simplicity of use of the platform depends on the degree of its adaptation to the needs of the user and the ability to use all existing features and functions of the system.
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40

Qi, Zhimin. "Personalized Distance Education System Based on Data Mining." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 4. http://dx.doi.org/10.3991/ijet.v13i07.8810.

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To improve the poor intelligence and personalized service of the learning system in current distance education and training, a personalized learning system model based on data mining technology was proposed. Then, the method of applying the decision tree and BP neural network algorithm to de-sign the system was described in detail. Finally, the core module of the per-sonalized distance education system combined with Web was designed. The personalized function module introduced how the user operates the intelli-gent Web reasoning in the module according to the user input learning in-formation and gave the most matching learning materials. Finally, the appli-cation results showed that the system greatly improved the personalized ser-vice module.
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41

Maly, R., H. Abdel-Wahab, C. Wild, C. M. Overstreet, A. Gupta, A. Abdel-Hamid, S. Ghanem, A. Gonzalez, and X. Zhu. "IRI-h, a Java-based distance education system." Journal on Educational Resources in Computing 1, no. 1es (March 2001): 8. http://dx.doi.org/10.1145/376697.376703.

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42

Zhang, Lan Yu, and Yi Fei Zhang. "Network Teaching System." Advanced Materials Research 962-965 (June 2014): 3067–70. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3067.

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The network education of colleges or universities has become one of the effective complement to traditional education. The Network education can be divided into autonomous distance education and real-time online distance education which could be applied in different conditions. The Network education has fundamentally changed the teaching method of traditional educations. It may even change the whole ideas on education. It could break out the limit of time and distance. Students will have more flexibility when they begin to study. This article investigates domestic colleges and universities technology ability and the infrastructure, analyzes the cost of software and hardware resources for network education recently, and plans three feasible network teaching system.
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43

Kashyna, Ganna, and Kyrylo Nikolaiev. "Organization of Distance Education in the System of Teacher Postgraduate Education." Edukacja – Technika – Informatyka 16, no. 2 (2016): 226–32. http://dx.doi.org/10.15584/eti.2016.2.29.

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44

Flores-Piñas, Walter Vladimir, Haydee Flores-Piñas, Paulo Cesar Chiri-Saravia, and Kevin Mario Laura-De La Cruz. "Moodle in Distance Education." Puriq 4 (November 29, 2022): e417. http://dx.doi.org/10.37073/puriq.4.417.

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Анотація:
The Moodle platform is a software that provides a unique framework within which students can access a wide range of online resources, allowing teachers and students to interact using different communication tools at any time. This platform contains a series of tools that were used during distance education as an educational proposal and in the middle of the 2020 pandemic as a necessity to keep the educational system running. For this reason, this article aims to review the positions of researchers on the benefits of the Moodle platform in distance education. It is concluded that the different researchers have a positive position on the benefits of the Moodle platform in distance education. Other researchers affirmed that during 2020, the use of the platform is a response to the need for continuity of the educational service and not as a proposal to stimulate learning activities.
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45

Melton, Reginald F. "Developing a formative evaluation system for distance teaching." Open Learning: The Journal of Open, Distance and e-Learning 10, no. 2 (June 1995): 53–57. http://dx.doi.org/10.1080/0268051950100208.

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46

Ma, Xin. "Expansion Dynamic Game Analysis on Education Quality Control for Distance Education System." Advanced Materials Research 230-232 (May 2011): 481–85. http://dx.doi.org/10.4028/www.scientific.net/amr.230-232.481.

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The development of computers and the internet have made distance learning distribution easier and faster and have given rise to the virtual university, the entire educational offerings of which are conducted online. Distance education is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both. How to motivate learning sub-centers to improve education quality has become the focus of the participants’ game. The expansion dynamic tripartite game model was set up and the simulation shows the corresponding results.
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47

Guseynova, Elena. "Experience of distance education implementation." SHS Web of Conferences 69 (2019): 00049. http://dx.doi.org/10.1051/shsconf/20196900049.

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The article substantiates the relevance of distance education development in the Russian Federation and in the world in general. The positive aspects of this type of training are also described. The article describes the experience of implementing distance education on the basis of the Moodle system in Ufa State Oil Technical University at the Department of Mechanics and Engineering Technology. The gained experience can be used when training specialists who are going to develop information technologies of automated engineering.
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48

Wichian, Sageemas Na, Suwimon Wongwanich, and Patharawut Saengsiri. "Determining the Optimal Parameter for Education Surveillance System." Advanced Materials Research 403-408 (November 2011): 3709–13. http://dx.doi.org/10.4028/www.scientific.net/amr.403-408.3709.

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Education Surveillance System is designed for predicting the state of education based on form of alarm signal using Incremental Leaning based on Mahalanobis Distance (ILM). However, ILM need to define two crucial parameters (co-variance matrix and distance threshold) it is not only very difficult for determining by general user but also depend on dataset property. This research proposed GAILM algorithm based on Ordinary National Education Test (Bangkok) dataset for finding approximate parameter and predicting. The result of experiment is represent GAILM technique discovering proximate co-variance matrix (0.91) and distance threshold parameter (0.44) and also high accuracy rate as 90.91% and 92.07%, in the year 2007 to 2008 respectively. This result was higher than the accuracy rate of traditional technique by K-Means algorithm and Cobweb.
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49

Mimorov, Ilya, Irina Livshits, and Vladimir Vasiliev. "Educational Opportunities via Distance Learning System." Applied Mechanics and Materials 565 (June 2014): 183–86. http://dx.doi.org/10.4028/www.scientific.net/amm.565.183.

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Distance teaching is an important part of the education process and it is necessary to implement such systems to achieve success at building the new teaching process with modern technology and software. Professors of National Research University of Information Technologies, Mechanics and Optics obtain big experience in specially teaching optical design and other areas of science. Because of growing international links between different universities the distance education becomes an important part of all educational process. Introduction of a system of distance teaching is one of the important projects that will give an opportunity to get students and teachers all around the world. The current publication is devoted to analyze steps to integrate distance teaching system at educational process.
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50

Havrylenko, K. M. "Foreign language teaching in the system of distance education." Pedagogical sciences reality and perspectives, no. 78 (2020): 53–56. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.11.

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