Harnessing opportunities to enhance the distance learning experience of MSW students: an appreciative inquiry process

2018 ◽  
Vol 37 (6) ◽  
pp. 705-717 ◽  
Author(s):  
Debra Miles ◽  
Jo Mensinga ◽  
Ines Zuchowski
Keyword(s):  
Distance Learning ◽  
Appreciative Inquiry ◽  
Learning Experience ◽  
Inquiry Process ◽  
Msw Students

E-learning experience in schools and colleges with 1C:Education platform

2020 ◽  
pp. 17-24
Author(s):  
T. A. Chernetskaya ◽  
N. A. Lebedeva
Keyword(s):  
Distance Learning ◽  
General Education ◽  
Learning Experience ◽  
Educational Process ◽  
Learning System ◽  
Full Time ◽  
Distance Learning System ◽  
Teachers And Students ◽  
E Learning ◽  
Mass Organization

The article presents the experience of mass organization of distance learning in organizations of secondary general and vocational education in March—May 2020 in connection with the difficult epidemiological situation in Russia. The possibilities of the 1C:Education system for organizing the educational process in a distance format, the peculiarities of organizing distance interaction in schools and colleges are considered, the results of using the system are summarized, examples of the successful use of the system in specific educational organizations are given. Based on the questionnaire survey of users, a number of capabilities of the 1C:Education system have been identified, which are essential for the full-fledged transfer of the educational process from full-time to distance learning. The nature and frequency of the use of electronic educational resources in various general education subjects in schools and colleges are analyzed, the importance of the presence in the distance learning system not only of a digital library of ready-made educational materials, but also of tools for creating author’s content is assessed. On the basis of an impersonal analysis of user actions in the system, a number of problems were identified that teachers and students faced in the process of an emergency transition to distance learning.

Working together online to enhance learner autonomy: Analysis of learners’ perceptions of their online learning experience

ReCALL ◽  
2012 ◽  
Vol 24 (1) ◽  
pp. 3-19 ◽  
Author(s):  
Jérôme Eneau ◽  
Christine Develotte
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Interpersonal Relationships ◽  
Learning Experience ◽  
The Body ◽  
Learning Collaborative ◽  
Online Learners ◽  
Social And Emotional ◽  
Learning Platform ◽  
Working Together

AbstractThis study concerns the development of autonomy in adult learners working on an online learning platform as part of a professional master's degree programme in “French as a Foreign Language”. Our goal was to identify the influence of reflective and collaborative dimensions on the construction of autonomy for online learners in this programme. The material used was 27 self-analysis papers in response to an assignment which asked students to review their distance learning experience (reflective dimension) and to highlight the role of others, if any, in their learning (collaborative dimension). In addition to these two major points, the analysis by category of the body of results shows principally that in qualitative terms, the factors of autonomisation for online learning are interconnected and include: the difficulties related to distance learning and the strategies that learners develop to face those difficulties, the importance of interpersonal relationships in social and emotional terms in overcoming those difficulties, the specific modes of sociability developed for distance learning and the related development of a new type of autonomy that is both individual and collective. The discussion examines the creation, over the course of time, of a new “distance learning culture” that is nonetheless never easy to create and share.

scholarly journals Evaluating the Distance Learning Experience During the Corona Pandemic Using the Multiple Decision Model (CIPP) - Field Study on Students of Saudi Universities-: تقويم تجربة التعليم عن بعد في ضوء جائحة كورونا باستخدام نموذج القرارات المتعددة (CIPP) – دراسة ميدانية على طلبة الجامعات السعودية-

2020 ◽  
Vol 4 (44) ◽  
Author(s):  
Amal Hoshan Al-Hoshan
Keyword(s):  
Distance Learning ◽  
Decision Model ◽  
Learning Experience ◽  
Female Students ◽  
Simple Random Sample ◽  
Male And Female ◽  
Study Population ◽  
Financial Need ◽  
High Degree ◽  
Descriptive Survey

The study aimed to evaluate the distance learning during the Corona pandemic using the Multiple Decision Model (CIPP), through evaluating the context, inputs, processes and outputs of the experience from the viewpoint of male and female students at the undergraduate level in Saudi universities. To achieve the goals of the study, the descriptive survey approach was used, and the questionnaire as a study tool that consisted of (22) phrases divided into four axes (context, inputs, processes, outputs). It was applied to a simple random sample consisting of (502) male and female students in the study population which included all male and female students of the public universities in the Riyadh region, who numbered (184, 035). The study found that the input axis was the highest achieved with a high degree (3.52), followed by the outputs with a medium degree (3.39), operations with a medium degree (3.26) and assessing the context with an average degree (3.23). A number of recommendations were given, the most important of which was developing the infrastructure and academic accreditation for distance education programs, and providing support students in financial need.

scholarly journals The Perceived Self-Efficacy of Resource Rooms Teachers on Distance Learning Experience in Amman in Terms of Some Variables

2021 ◽  
Vol 13 (2) ◽  
pp. 19
Author(s):  
Mirvat Y. Amirah ◽  
Khaldoun A. Najadat ◽  
Sara J. Mubarak
Keyword(s):  
Distance Learning ◽  
Self Efficacy ◽  
Learning Experience ◽  
Government Schools ◽  
Resource Room ◽  
Resource Teachers ◽  
Efficacy Measure ◽  
The Mean ◽  
Resource Rooms ◽  
Score Table

This study aimed to examine the perceived self-efficacy of the resource room teachers for the distance learning experience in the capital Amman, Jordan in terms of some variables. To achieve this goal, 124 female resource teachers in government schools in the capital governorate were selected. The perceived self-efficacy measure was used to collect data. It is a valid and reliable measure that contains 25 items. The results showed that the level of perceived self-efficacy of the resource room teachers for the distance learning experience was moderate, as the mean of the overall tool was (3.16) with a moderate evaluation score. Table (3) shown that the averages of the tool's items ranged between (2.15-4.07). These averages didn't indicate statistically significant differences at (α≤0.05) for the variables: specialization, teacher's educational level, and number of students who receive service in the room. The data showed statistically significant differences at the (α≤0.05) for teacher's age variable in favor of the younger group. Also, the data showed statistically significant differences at the (α≤0.05) for the variable years of experience in favor of the least experience, less than 5 years.

scholarly journals Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13055
Author(s):  
Halima Ahmed Omar ◽  
Eqlima Mohamad Ali ◽  
Shashidhar Belbase
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Graduate Studies ◽  
Online Distance Learning

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

scholarly journals Using interactive technologies and distance learning in sustainable education

2021 ◽  
Vol 250 ◽  
pp. 07003
Author(s):  
Anna Rybakova ◽  
Aleksandra Shcheglova ◽  
Denis Bogatov ◽  
Liudmila Alieva
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Built Environment ◽  
Social Life ◽  
Learning Experience ◽  
Theoretical Research ◽  
Personal Contact ◽  
Interactive Technologies ◽  
Sustainable Education ◽  
The Impact

This paper focuses on the use of interactive technologies and distance learning in sustainable education. It discusses how remote learning technologies can positively influence students’ learning and entry in sustainable education. The paper looks at the use of distance learning in higher education as a means to help students in the built environment and its use within the education system. It studies and expands the theoretical research on the benefits of distance learning, where the study is remote and there is no personal contact with staff or students, and examines the impact of distance learning on the student’s learning experience. It also proposes and evaluates potential solutions to overcome the barriers to learning in the built environment and create successful virtual learning communities, recognising that such improvements must be reconciled with the primary benefits identified. The paper provides an overview of sustainable distance learning within higher education and discusses the differences between learning outside the structural environment of a profession, what it means for the student’s learning experience and the potential to overcome barriers to distance learning. This is a very timely topic in the times of COVID-10 pandemic. Lockdowns of the economy and social life impacted all spheres of education with schools and universities closed for long periods of time and all teaching moved to online and distance mode. However, coronavirus pandemic also brought the digital surge in the system of education, including the sustainable education. All these innovations might stay after the pandemic and help the education to evolve and to embrace more novel trends and technologies.

Efficiency and problems of distance learning: Experience of Russia and Kazakhstan

2021 ◽  
pp. 21-32
Author(s):  
A. S. Adzhemov ◽  
A. B. Denisova ◽  
D. Zh. Satybaldina ◽  
Sh. Zh. Seilov
Keyword(s):  
Distance Learning ◽  
Large Scale ◽  
Learning Experience ◽  
Systematic Analysis ◽  
Limited Mobility ◽  
Existing Problems ◽  
Teachers And Students ◽  
National University ◽  
E Learning ◽  
Distance Work

The last decade has been marked by large-scale and rapid changes in education, taking place on the basis of modern infocommunication and digital technologies, new hardware and software, as well as teaching methods updated in accordance with this. The limited mobility of citizens due to the coronavirus pandemic further intensified these processes, when, even with a low readiness of educational institutions to switch to distance (electronic, remote) technologies, teachers and students had to quickly master these technologies and use them in practice. The resulting experience allows us to identify not only problematic, sometimes even negative, features of distance learning, but also to make sure of the undoubted advantages of these technologies. The article points out the need for a systematic analysis when deciding on the use of e-learning, taking into account both technical and methodological, as well as personnel readiness for the implementation of this technology.The article analyzes these problems using the example of teaching both technical and humanitarian disciplines. The experience of distance work is analyzed on the example of cooperation between the Moscow Technical University of Communications and Informatics (Russia) and the L. N. Gumilyov Eurasian National University (Kazakhstan), which in its practical activities purposefully invites foreign professors to deliver lectures, guide undergraduates, etc., including those based on distance technology. The data of an anonymous questionnaire survey of students of these universities are given, allowing to assess the effectiveness of the decisions made, as well as to clarify the existing problems.

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