scholarly journals “Emergency Distance Education” Model: How Normal Could The Projected New Normal Be?

2021 ◽  
Vol 258 ◽  
pp. 07072
Author(s):  
Eugene Borokhovski ◽  
David Pickup ◽  
Rana Tamim
Keyword(s):  
Distance Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Drop Out ◽  
Long Run ◽  
Negative Effect ◽  
Negative Side Effects ◽  
The One ◽  
Meta Analyses ◽  
Technological Affordances

In this opinion piece, the authors critically consider the transition to the ‘emergency model’ of distance education (DE), forced by the pandemic and associated restrictions to our daily life, paying special attention to its potential pitfalls. The authors argue in favour of more careful approach to DE design and implementation over the ‘one size fits all’ solution. The data from previous meta-analyses in the field of DE and technology integration in education are briefly summarized to provide research-based support for the following observations: (1) students’ academic achievements in DE are largely associated with the interactivity factor, which is also instrumental in preventing excessive drop-out rates; (2) the flexibility factor that largely predetermined the initial rise and rapid proliferation of DE should be maintained to avoid negative side-effects, including student’ dissatisfaction and drop-out; (3) pedagogical factors, imbedded in careful instructional design, outweigh technological affordances, especially since the latter require properly organized and managed infrastructure, adequate training for teachers an students, and sufficient time to be efficiently adopted in formal education to reveal its potential for successful teaching and learning; (4) vast variability of meta-analytical findings, even with the most favourable to DE average point estimates, do not only present educational system with pleasing promises, but also call for serious caution as the negative effect sizes are almost equally prevalent as the positive ones. In conclusion, the paper reminds educational practitioners and policy makers: what comes to life out of necessity does not necessarily present viable solutions in the long run.

scholarly journals HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
The State ◽  
Pedagogical Practices ◽  
New Directions ◽  
The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

Musical Instruments in Japanese School Education: Ideas, Policy, and Reality

2021 ◽  
pp. 1-20
Author(s):  
Rinko Fujita
Keyword(s):  
Teaching And Learning ◽  
Historical Perspective ◽  
Formal Education ◽  
Vital Role ◽  
Musical Instruments ◽  
School Education ◽  
Development Of Instrument ◽  
The One ◽  
Japanese Schools

At the last meeting of the Study Group on Musical Instruments in Lisbon (2019), my discussion focused on teaching and learning musical instruments in Japanese schools. I reported about the musical instruments applied for educational purposes from a historical perspective. Examining the introduction and development of instrument education in music classes revealed that various musical instruments have been used as teaching tools. On the one hand, some of them are a reinvention or an improvement of already existing musical instruments. On the other hand, cultural and socio-economic factors always play a vital role in adopting and mastering musical instruments in formal education. In this paper, as a follow-up study of the topic, I will give due emphasis on the musical instruments recommended in the educational guidelines. Consequently, I will examine their organology and the ideas behind applying specific musical instruments in school education.

Best Practices for Designing Distance Education and the U-M-T Approach

2011 ◽  
pp. 181-186
Author(s):  
Michael Simonson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Best Practices ◽  
Teaching And Learning ◽  
Formal Education ◽  
Educational Institution ◽  
Distance Teaching ◽  
Learning Group

Distance education is defined by the Association for Educational Communications and Technology (Schlosser & Simonson, 2006) as: Institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors. Distance education has two major components, distance teaching and distance learning. Distance teaching is the efforts of the educational institution to design, develop and deliver instructional experiences to the distant student so that learning may occur. Education and distance education is comprised of teaching and learning. This article focuses on distance teaching.

Infrastructure mortgage in Russia: Opportunities and prospects

2019 ◽  
pp. 114-133
Author(s):  
G. I. Idrisov ◽  
Y. Yu. Ponomarev
Keyword(s):  
Federal Government ◽  
Public Debt ◽  
Budget Deficit ◽  
Expert Assessment ◽  
Inflation Expectations ◽  
Direct Impact ◽  
Long Run ◽  
Gdp Growth Rate ◽  
Negative Effect

The article shows that depending on the goals pursued by the federal government and the available interbudgetary tools a different design of infrastructure mortgage is preferable. Three variants of such mortgage in Russia are proposed, each of which is better suited for certain types of projects and uses different forms of subsidies. According to our expert assessment the active use of infrastructure mortgage in Russia can increase the average annual GDP growth rate by 0.5 p. p. on the horizon of 5—7 years. In the long run the growth of infrastructure financing through the use of infrastructure mortgage could increase long-term economic growth by 0.9 p. p., which in 20—30 years can add 20—30% of GDP to the economy. However, the change in the structure of budget expenditures in the absence of an increase in the budget deficit and public debt will cause no direct impact on monetary policy. The increase in the deficit and the build-up of public debt will have a negative effect on inflation expectations, which will require monetary tightening for a longer time to stabilize them.

Migration and US agricultural competitiveness

2013 ◽  
Vol 10 (2) ◽  
pp. 159-179 ◽  
Author(s):  
Philip L. Martin
Keyword(s):  
Farm Workers ◽  
Easy Access ◽  
Foreign Born ◽  
Guest Workers ◽  
Long Run ◽  
Short Run ◽  
Lower Wage ◽  
The Government ◽  
The One

Agriculture has one of the highest shares of foreign-born and unauthorized workers among US industries; over three-fourths of hired farm workers were born abroad, usually in Mexico, and over half of all farm workers are unauthorized. Farm employers are among the few to openly acknowledge their dependence on migrant and unauthorized workers, and they oppose efforts to reduce unauthorized migration unless the government legalizes currently illegal farm workers or provides easy access to legal guest workers. The effects of migrants on agricultural competitiveness are mixed. On the one hand, wages held down by migrants keep labour-intensive commodities competitive in the short run, but the fact that most labour-intensive commodities are shipped long distances means that long-run US competitiveness may be eroded as US farmers have fewer incentives to develop labour-saving and productivity-improving methods of farming and production in lower-wage countries expands.

Model Pembinaan Remaja Putus Sekolah Terlantar di Provinsi Lampung (Studi Pada Uptd Pelayanan Sosial Bina Remaja (PSBR) Raden Intan Lampung

2020 ◽  
Vol 2 (2) ◽  
pp. 231-241
Author(s):  
Maulita Daniar Anom ◽  
◽  
Novita Tresiana ◽  
Intan Fitri Meutia ◽  
◽  
...  
Keyword(s):  
Youth Development ◽  
Formal Education ◽  
Social Protection ◽  
Development Program ◽  
Rehabilitation Program ◽  
Drop Out ◽  
Structured Interviews ◽  
Youth Development Program ◽  
Coaching Activities ◽  
Out Of School

Education is a mandatory thing that must be obtained for every child. However, not all children are able to get education due to several factors, one of which is the economic condition of the family which causes them to drop out of school. Guidance for neglected drop-out teenagers is an action that is taken to overcome one of the social problems, which is neglected teenagers who have dropped out of school with the purpose of directing their personality, abilities and skills through non-formal education. This research was conducted at UPTD PSBR Raden Intan Lampung. The purpose of this research is to describe and analyze how the models and coaching programs are carried out to overcome neglected dropout teenagers.The method used in this research is descriptive with a qualitative approach with the use of data collection techniques, such as: structured interviews, documentation and observation. The data analysis technique used in this study was data reduction, data presentation and drawing conclusions, and for data validity techniques are the extension of observations and triangulation. Based on the research results, it shows that the model that is used as a reference in the implementation of coaching activities for neglected dropouts teenagers is the Youth Development Program (YDP) Model which has 3 approaches, that are: Institutional Based, Family Based and Community. The conclusion of this research is based on the analysis, namely the Youth Development Program (YDP) Model which is the reference applied through 4 programs by the UPTD PSBR Raden Intan Lampung, that are Social Rehabilitation Program, Social Security Program, Social Empowerment Program and the last Social Protection Program with the hope that this effort can solve the problem of neglected dropouts teenagers, especially in Lampung Province.

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

2021 ◽  
Vol 18 (2) ◽  
pp. 548
Author(s):  
José-María Fernández-Batanero ◽  
Pedro Román-Graván ◽  
Miguel-María Reyes-Rebollo ◽  
Marta Montenegro-Rueda
Keyword(s):  
Systematic Review ◽  
Educational Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Web Of Science ◽  
Teacher Stress ◽  
Bibliographic Databases ◽  
Technology In The Classroom ◽  
Stress Symptoms ◽  
Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

When Seeing Is Believing: Generalizability and Decision Studies for Observational Data in Evaluation and Research on Teaching

2021 ◽  
pp. 109821402093194
Author(s):  
Timothy J. Weston ◽  
Charles N. Hayward ◽  
Sandra L. Laursen
Keyword(s):  
Teaching Practices ◽  
Interrater Reliability ◽  
Teaching And Learning ◽  
Generalizability Theory ◽  
Learning Activities ◽  
Observation Data ◽  
Reliable Measure ◽  
Single Class ◽  
Research On Teaching ◽  
The One

Observations are widely used in research and evaluation to characterize teaching and learning activities. Because conducting observations is typically resource intensive, it is important that inferences from observation data are made confidently. While attention focuses on interrater reliability, the reliability of a single-class measure over the course of a semester receives less attention. We examined the use and limitations of observation for evaluating teaching practices, and how many observations are needed during a typical course to make confident inferences about teaching practices. We conducted two studies based on generalizability theory to calculate reliabilities given class-to-class variation in teaching over a semester. Eleven observations of class periods over the length of a semester were needed to achieve a reliable measure, many more than the one to four class periods typically observed in the literature. Findings suggest practitioners may need to devote more resources than anticipated to achieve reliable measures and comparisons.

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