Going the Distance: When and How Should Hospitality Educators Use Distance Learning Methods?

2000 ◽  
Vol 12 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Dana V. Tesone
Keyword(s):  
Distance Learning ◽  
Learning Methods ◽  
Hospitality Educators

Objectivity and subjectivity criteria in english examination testing during the pandemic

2021 ◽  
Vol 46 (1) ◽  
pp. 69-79
Author(s):  
M. Blinov ◽  
Keyword(s):  
Academic Achievement ◽  
Distance Learning ◽  
Psychological Problems ◽  
Learning Methods ◽  
Pros And Cons ◽  
The University ◽  
At Home

Exams, being a good way to measure the academic achievement, can cause students serious psychological problems. One of the ways to eliminate stressful situations is to maximize the objectivity of students' assessment during examination testing. The article analyses the measures to reduce the subjectivity of assessment during examination testing in the context of a pandemic. Options for conducting examination testing at the university, at home and with the participation of a proctor are offered. Pros and cons of proctoring are discussed. The procedure for examination testing and the conditions for its implementation in the context of a pandemic are described in detail. The article provides a practical example of conducting an examination test in the specialty "Jurisprudence". The article considers the alternatives to examination testing. The author concludes saying that it is necessary to combine traditional and distance learning methods after the end of the pandemic period in Kazakhstan.

scholarly journals INTEGRATION OF TRADITIONAL AND DISTANCE LEARNING METHODS IN HIGH SCHOOL

2021 ◽  
Vol 83 (3) ◽  
pp. 226-236
Author(s):  
Kostiantyn O. Meteshkin ◽  
Olena Ye. Pomortseva ◽  
Sergii M. Kobzan
Keyword(s):  
High School ◽  
Distance Learning ◽  
Teaching Methods ◽  
Learning Technologies ◽  
Educational Process ◽  
Academic Disciplines ◽  
Remote Communication ◽  
Group Communications ◽  
Learning Methods ◽  
Knowledge Models

In the article the researchers are exploring the integration of traditional and distance learning methods identified as a result of quarantine measures during the coronavirus in high school. The main complex contradictions are revealed. Methods and decisions of a complex problem are developed. The tendencies of the development of distance education are researched. Scientific assumptions about an educology methodology are formed. Main stages of modern educational technologies in universities are defined. The study of integration processes between traditional and distance learning is carried out. The relations between subjects and objects of the university department are learned. It was revealed that the structure of the educational process is complicated due to the use of mobile means of communication and distance forms of educational communications in it, which leads to a change in teaching methods and forms. The features of the learning processes of modern students have specific features now. The necessity of using mobile devices and new software is analyzed. Attention is drawn to the fact that not all teachers are well versed in modern means of online group communications. The basic means of group communications such as: Moodle, Zoom, Skype, Teams and others, providing remote communication of students and teachers are analyzed. The features and specificity of these means of communication are considered. Their possibilities are being studied. Results of reengineering studies at the department are presented. The results of testing student training based on modeling methods are presented too. A digital platform of knowledge models, which consists of two components is created and used. The first component is an interconnected set of models of academic disciplines developed by teachers, and the second component is the knowledge models of these disciplines that students create during their studies. Teaching methods based on integrated intelligence during pandemic in universities are made. Ways to improve learning technologies based on the use of integrated intelligence are proposed in high school.

scholarly journals Historical and Pedagogical Requirements for the Qualifications of a Higher School Teacher

2021 ◽  
Vol 04 (05) ◽  
Author(s):  
Shoira Abdumajitovna Abdujalilova ◽  
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
School Teacher ◽  
International Standards ◽  
Learning Methods ◽  
The Third ◽  
Teacher Student ◽  
Pedagogical Research

The article examines the development of higher education in Uzbekistan in the era of the third Renaissance in accordance with international standards, based on the effectiveness of the teacher of higher education. Qualification requirements for higher education teachers and methodological bases of their formation are studied. Theoretical features of the qualification requirements for teachers of higher education and their issues of teacher-student tradition and distance learning methods are analyzed on the basis of educational regulations, pedagogical heritage and scientific and pedagogical research.

scholarly journals Student Perspective of Classroom and Distance Learning During COVID-19 Pandemic in the Undergraduate Dental Study Program Universitas Indonesia

2020 ◽  
Author(s):  
Lisa Amir ◽  
Ira Tanti ◽  
Diah Ayu Maharani ◽  
Yuniardini Wimardhani ◽  
Vera Julia ◽  
...  
Keyword(s):  
Distance Learning ◽  
Time Management ◽  
Financial Burden ◽  
Group Discussion ◽  
Dental Students ◽  
Student Perspective ◽  
Online Questionnaire ◽  
Learning Methods ◽  
Study Program ◽  
Study Results

Abstract Background: The COVID-19 pandemic has become a global health issue and has had a major impact on education. Consequently, half way through the second semester of the academic year 2019/2020, learning methods were delivered through distance learning (DL). We aimed to evaluate the student perspective of DL compared to classroom learning (CL) in the undergraduate dentistry study program at the Faculty of Dentistry Universitas Indonesia. Methods: An online questionnaire was sent at the end of the semester. A total of 301 students participated in the study. Results: Duration of study influenced student preference. Higher number of first-year students preferred DL compared to their seniors ( p <0.001). Students preferred CL for group discussion, as DL resulted in more difficult communication and gave less learning satisfaction. Only 44.2% students preferred DL over CL, although they agreed that DL gave a more efficient learning method (52.6%), it provided more time to study (87.9%) and to review study materials (87.3%). Challenges during DL included external factors such as unstable internet connection, extra financial burden for the internet quota and internal factors such as time management and difficulty to focus while learning online for a longer period of time. Conclusion: Despite some challenges, dental students could adapt to the new learning methods of full DL and the majorities agreed blended learning that combined classroom and distance learning can be implemented henceforth. This current COVID-19 pandemic, changes not only the utilization of technology in education but the pedagogy strategies in the future.

scholarly journals The effectiveness of technology based (interactive) distance learning methods in a large South African financial services organisation

2003 ◽  
Vol 34 (2) ◽  
pp. 1-11
Author(s):  
M. Van Der Spuy ◽  
A. Wöcke
Keyword(s):  
Distance Learning ◽  
South African ◽  
Financial Services ◽  
Knowledge Retention ◽  
Traditional Classroom ◽  
Teaching Model ◽  
Training Methods ◽  
Anecdotal Evidence ◽  
Learning Methods ◽  
E Learning

The trend towards technology-based learning (or ‘e-learning’) is increasing, driven largely by anecdotal evidence of advantages. This article compares the effectiveness of the technology supported learner driven distance learning methods to the ‘traditional’ classroom based teaching model and the simulation model. The results of the training methods on a sample of cashiers in a major South African bank are compared and the study finds that there were significant differences between the outcomes of three methods of training that had an impact on performance and knowledge retention with classroom based learning having the greatest impact.

Continuing Education in Audiology

1999 ◽  
Vol 8 (1) ◽  
pp. 6-12
Author(s):  
Karen S. Helfer
Keyword(s):  
Distance Learning ◽  
New England ◽  
Continuing Education ◽  
Doctoral Education ◽  
Doctoral Degree ◽  
Learning Methods ◽  
Face To Face ◽  
Wide Range ◽  
Learning Modes

A sample of audiologists practicing in the New England states was surveyed about topics of interest for continuing education, desire to obtain a professional doctoral degree, and preferred learning modes for completing continuing education activities and doctoral education. Two hundred sixty-eight completed surveys were returned. Respondents indicated interest in a wide range of continuing education topics, with the greatest amount of interest in areas related to technology. The majority of respondents preferred to complete continuing education activities via traditional, face-to-face programming, whereas most respondents indicated interest in using both traditional and distance-learning methods to upgrade to a professional doctoral degree. Results of the survey also showed that a large proportion of audiologists are undecided about their desire to obtain a professional doctoral degree.

Preparing Faculty for Distance Learning Teaching

2011 ◽  
pp. 1660-1664
Author(s):  
Mohamed Ally
Keyword(s):  
Distance Learning ◽  
Communication Technology ◽  
Learning Technology ◽  
Distance Teaching ◽  
Educational Organizations ◽  
Dual Mode ◽  
Learning Methods ◽  
Face To Face ◽  
Distance Delivery

Due to the recent development of delivery and communication technology and the success of distance learning, educational organizations are starting to use distance teaching to reach students so that they can learn anytime and from anywhere (Daniel, 1997). At the same time, businesses and organizations are increasingly using distance learning technology to bring the training to employees rather than send the employees for training. As a result, faculty and trainers are required to make the transition from classroom face-to-face teaching to distance teaching. One of the drawbacks in making the transition to distance delivery is faculty and trainers may not be prepared to function in the new role which is a major challenge for administrators (Agee, Holisky & Muir, 2003). Also, distance teaching is seen as an add-on for faculty in dual mode institutions (Wolcott, 2003), and resources are not available to prepare staff to work in the distance learning setting. At the same time, the commitment to distance learning from senior officials tend not to be as strong when compared to traditional delivery especially in dual mode institutions where there are both face-to-face delivery and distance delivery, and faculty have to teach both classroom delivery and distance delivery (Betts, 1998; Hislop & Atwood, 2000). Hence, it is important that administrators support distance delivery for it to be successful. According to Betts (1998), administrators who show interest in distance learning and who have experience in distance learning will influence faculty to use distance learning methods.

scholarly journals BASIC METHODOLOGICAL PRINCIPLES OF WORK ORGANIZATION IN THE FORMAT OF DISTANCE LEARNING AT THE UNIVERSITY

2020 ◽  
Author(s):  
A.A. Melikyan ◽  
◽  
A.K Babloyan
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Work Organization ◽  
Distance Teaching ◽  
Learning Methods ◽  
Teacher Student ◽  
Teaching Format ◽  
Methodological Principles ◽  
The University

The work describes the methods and forms of the distance teaching format. The authors of the article analyze the basic methodological principles of distance learning in the system of higher education. Taking the principle of teacher-student communication as a basis for classifying distance learning methods, they propose to distinguish the main four types of distance learning methods, each of which is analyzed in this article.

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