A teaching support program for distance learning

2002 ◽  
Author(s):  
Xiaotian Zhu ◽  
Zhijian Huang ◽  
Yanchun Ma ◽  
Ming Zuo
Keyword(s):  
Distance Learning ◽  
Support Program ◽  
Teaching Support

scholarly journals INTEGRATED SUPPORT PROGRAM ENVIRONMENT FOR "MATLOG" DISTANCE LEARNING COURSE: CONCEPT, ARCHITECTURE AND REALIZATION

1970 ◽  
Vol 9 (1) ◽  
Author(s):  
Yurii I. Sinko
Keyword(s):  
Distance Learning ◽  
Training Program ◽  
Learning System ◽  
Support Program ◽  
Mathematical Activity ◽  
Conceptual Approach ◽  
Distance Learning System ◽  
Program Environment

In the article the conceptual approach to construction of own mathematics training program systems with support of practical mathematical activity and use them as components of distance learning system is submitted; the basic requirements and architecture of such program systems, principles and technologies of realization are considered.

scholarly journals Distance Learning for Nurses: Using Learning Analytics to Build a Learning Support Program

2020 ◽  
Vol 19 (1) ◽  
pp. 1-8
Author(s):  
Machiko Saeki Yagi ◽  
Reiko Murakami ◽  
Shigeki Tsuzuku ◽  
Mitsue Suzuki ◽  
Hiroshi Nakano ◽  
...  
Keyword(s):  
Distance Learning ◽  
Learning Analytics ◽  
Support Program ◽  
Learning Support

scholarly journals Challenges Encountered and Technical Assistance Needed by Parents and Learners Utilizing Modular Distance Learning: Basis for a Proposed Support Program

2021 ◽  
Vol 3 (3) ◽  
pp. 128-135
Author(s):  
Shallimar A. Bayucca
Keyword(s):  
Distance Learning ◽  
Reference Materials ◽  
Technical Assistance ◽  
School Administrators ◽  
Data Gathering ◽  
Support Program ◽  
Independent Learning ◽  
Additional Reference ◽  
Almost All ◽  
Major Adjustment

The shift from face-to face to distance learning brought about by the outbreak of the COVID-19 pandemic is a major adjustment to all school administrators, teachers, students and parents. The study aimed to determine the challenges encountered and needed support of parents and learners in an elementary school of the Schools Division of Meycauayan City as basis for crafting a contextualized support program. It employed a mixed method design using survey-questionnaire and interview guide as data gathering tools to 123 parents and 10 learners respectively. Frequency and percentage were used to describe the demographic profile, frequency counts and ranking were used on the challenges encountered and support/technical assistance needed by parents while thematic analysis was used to describe the experiences of the learners. The study found out that difficulty in independent learning, difficulty in concentrating on studies and parent’s limited knowledge on the content of child’s lessons are the top struggles of parents in the modular distance learning while almost all learner-respondents describe their experiences of distance learning as difficult because of difficulty in learning by themselves, lack of reference materials for more examples, limited guidance from parents and teachers, challenges in load to research and difficulty in understanding English. Moreover, both respondents are unanimous in declaring that provision of additional reference materials will greatly help lessen the struggles they encountered. Therefore, it is recommended that the support program crafted should be implemented and monitored to fully reinforce the continuity of learning amidst the challenges encountered in the first quarter.

scholarly journals THE EFFECTIVENESS OF THE PSYCHOLOGICAL SUPPORT PROGRAM OF THE PERSONAL-PROFESSIONAL GROWTH OF THE STATE EMPLOYMENT SERVICE OF UKRAINE PERSONNEL RESERVE

2020 ◽  
Vol 1 (1) ◽  
pp. 122-133
Keyword(s):  
Distance Learning ◽  
Achievement Motivation ◽  
Professional Growth ◽  
The State ◽  
Psychological Support ◽  
Support Program ◽  
Professional Activity ◽  
Employment Service ◽  
State Employment ◽  
Dependent Samples

Modern methods and technologies of personality development in the context of professional activity have been described and analyzed in this article, in particular, the effectiveness of the program of psychological support of its development in the format of webinars has been discussed. In the hard and unstable time of today: economic changes, social transformations and epidemic threat, the problem of organizing and realization of productive distance learning becomes especially relevant for the professional activity of psychologists, instructors of higher education institutions, preparation of the personnel reserve of the State Employment Service of Ukraine (SESU). The psychological support program has been worked out for the SESU staff reserve and realized on the basis of the SESU staff training institute. Its preparation and realization are focused on the dynamics of such indicators of reservists as motivation of achievement, orientation in time, plasticity of behavior, management of emotions, activity, creativity. The purpose of the article is to prove the effectiveness of the webinar program as a method of remote psychological support of the reservists’ development. Methods which have been used in the program elaboration: five-factor personal questionnaire (Khromov A. B. 2000); self-actualization test - CAT (Aleshina Iu.E., 2003); test for the diagnosis of achievement motivation (A. Mehrabian, 2002); self-development readiness test by V.L Pavlov; test for emotional consciousness (Vlasova O. I., Berezyuk, 2015). The effectiveness of the psychological support program was tested using the G-signs criterion and the t-test for dependent samples. Among the methods of psychological support, special attention is paid to: narratives, methods of educational coaching, narration and symbol drama. According to the results of the study (106 people), distance learning in the format of webinars has proved to be an effective method of maintaining the staff reserve of the SESU. The implementation of this program and testing its effectiveness have shown positive, statistically significant results.

Evaluation of a distance learning academic support program for medical graduates during rural hospital service in India

2017 ◽  
Vol 30 (3) ◽  
pp. 240 ◽  
Author(s):  
Rashmi Vyas ◽  
Anand Zachariah ◽  
Isobel Swamidasan ◽  
Priya Doris ◽  
Ilene Harris
Keyword(s):  
Distance Learning ◽  
Academic Support ◽  
Rural Hospital ◽  
Support Program ◽  
Hospital Service ◽  
Medical Graduates

A Support Program

1994 ◽  
Vol 25 (2) ◽  
pp. 112-114 ◽  
Author(s):  
Henna Grunblatt ◽  
Lisa Daar
Keyword(s):  
Hearing Aids ◽  
School Counselor ◽  
Support Program ◽  
Educational Audiology ◽  
Part Program ◽  
One To One

A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.

Predictors of Purchasing a Hearing Aid After an Evaluation Period: A Prospective Study in Dutch Older Hearing Aid Candidates

2019 ◽  
Vol 28 (3S) ◽  
pp. 802-805 ◽  
Author(s):  
Marieke Pronk ◽  
Janine F. J. Meijerink ◽  
Sophia E. Kramer ◽  
Martijn W. Heymans ◽  
Jana Besser
Keyword(s):  
Help Seeking ◽  
Hearing Aid ◽  
Model Performance ◽  
Area Under The Curve ◽  
Secondary Data ◽  
Support Program ◽  
Evaluation Period ◽  
A Prospective Study ◽  
Study Participants ◽  
Baseline Covariates

Purpose The current study aimed to identify factors that distinguish between older (50+ years) hearing aid (HA) candidates who do and do not purchase HAs after having gone through an HA evaluation period (HAEP). Method Secondary data analysis of the SUpport PRogram trial was performed ( n = 267 older, 1st-time HA candidates). All SUpport PRogram participants started an HAEP shortly after study enrollment. Decision to purchase an HA by the end of the HAEP was the outcome of interest of the current study. Participants' baseline covariates (22 in total) were included as candidate predictors. Multivariable logistic regression modeling (backward selection and reclassification tables) was used. Results Of all candidate predictors, only pure-tone average (average of 1, 2, and 4 kHz) hearing loss emerged as a significant predictor (odds ratio = 1.03, 95% confidence interval [1.03, 1.17]). Model performance was weak (Nagelkerke R 2 = .04, area under the curve = 0.61). Conclusions These data suggest that, once HA candidates have decided to enter an HAEP, factors measured early in the help-seeking journey do not predict well who will and will not purchase an HA. Instead, factors that act during the HAEP may hold this predictive value. This should be examined.

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