An empirical validation of learn from home a case of COVID-19 catalysed online distance learning in India and Morocco

2021 ◽  
Vol 66 (3/4) ◽  
pp. 267
Author(s):  
Wissale Mahdaoui ◽  
Gabriel A. Ogunmola ◽  
Wagayehu Enbeyle
Keyword(s):  
Distance Learning ◽  
Empirical Validation ◽  
Online Distance Learning ◽  
Online Distance

scholarly journals The transforming of an online, distance-learning masters of nature science

2020 ◽  
Vol 8 (2) ◽  
pp. 1-12
Author(s):  
Nataliya Valko ◽  
Viacheslav Osadchyi
Keyword(s):  
Distance Learning ◽  
Stem Education ◽  
Remote Access ◽  
Teaching Material ◽  
Full Time ◽  
Temporary Change ◽  
Online Distance Learning ◽  
Online Distance

For a number of reasons, in particular the introduction of urgent quarantine measures, a temporary change is taking place in the format of full-time studies on distance learning. This requires a quick reorientation of the teacher and students to use educational solutions to provide remote access to teaching material. The article studies the requirements for building a distance course in order to quickly adapt full-time education to distance learning. The features of the organization of distance STEM education are determined. The pedagogical and technological aspects of supporting distance learning STEM are established. The problems that may arise during the organization of distance learning are analyzed and models for overcoming them are considered. An example of constructing a course in accordance with established requirements is given.

scholarly journals The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Cheuk Fan Ng
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Conceptual Model ◽  
Physical Environment ◽  
Computer Mediated Communication ◽  
Future Research ◽  
Online Distance Learning ◽  
Online Distance

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

scholarly journals Individual Differences in Perceptions of Social Presence: Exploring the Role of Personality in Online Distance Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 188-201
Author(s):  
Joshua Weidlich ◽  
Karel Kreijns ◽  
Theo J. Bastiaens
Keyword(s):  
Distance Learning ◽  
Individual Differences ◽  
Social Presence ◽  
Big Five Personality ◽  
Education Students ◽  
Online Distance Education ◽  
Trait Level ◽  
Online Distance Learning ◽  
Online Distance

Abstract Social presence is a central concept relating to interpersonal aspects in online distance learning. However, the conditions and determinants of its emergence are not yet fully understood. As a construct rooted in social psychology, the potential of individual differences predicting perceptions of social presence has been largely neglected, thus, constituting a gap in our understanding. In a sample of 201 online distance education students, the merits of a trait-level view of social presence were investigated. To this end, personality was assessed using the Big Five personality inventory, exploring both a dimensional and a typological approach. Results suggest that specific personality typologies may be more prone to perceptions of social presence, thus calling for an extension of our theoretical modeling of the construct.

scholarly journals Pembelajaran Bahasa Jepang Perhotelan III Berbasis Daring di Masa Pandemi Covid-19

2021 ◽  
Vol 9 (1) ◽  
pp. 54-61
Author(s):  
Anak Agung Ratih Wijayanti ◽  
Isa Wahjoedi Dwi Putranto
Keyword(s):  
Distance Learning ◽  
Data Collection ◽  
Learning Process ◽  
Virtual Classroom ◽  
Japanese Language ◽  
Collection Method ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance ◽  
Academic Year

This study aims to determine the learning process of Japanese Language Hospitality during the Pandemic Covid-19 period. This study was researching effectiveness of the online distance learning process and evaluate the weakness and problem occurred during learning process. This research was conducted on 43 students of the Faculty of Tourism at Triatma Mulya University Diploma IV Hospitality Program in Third Semester, Academic Year 2020/2021. The respondent  was choosen from students who have learned Japanese Language Hospitality 3 on one semester from June to December 2020. The data collection method in this study used documentation techniques and questionnaires via google form. The online-based learning process carried out in this study is to create virtual classroom learning situations through online-based e-learning methods. Students not only listeners in class, but students are strongly directed to presentation about hotel hospitality using Japanese Language. The problem during learning process of Japanese Hospitality online are, the lack of supporting facilities in online class, less concentration and other distractions.

scholarly journals Pembelajaran Jarak Jauh Selama Pandemi di Pondok Pesantren Darunajah 2 Bogor

2020 ◽  
Vol 2 (2) ◽  
pp. 151-159
Author(s):  
Nur Hayati
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Process ◽  
Culture Shock ◽  
Learning System ◽  
Religious Activities ◽  
Teachers And Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teachers And Parents

In an effort to suppress the spread of the Covid-19 virus, Kemdikbud took a policy to close schools during the Covid-19 pandemic. All schools that initially did conventional learning by face-to-face, now learning is done from home through distance learning or online system, no exception pondok pesantren. The purpose of this research is to find out the distance learning process conducted by Pondok Pesantren Darunnajah 2 Cipining, Bogor. This research was conducted using descriptive qualitative approach. Based on research can be known that in learning, pesantren use various platforms such as google classroom, google meet, whatsapp, and smart system. In this online learning, the materials and tasks given are quite diverse, although there are no tasks in the form of discussions so that the interaction between students and students and teachers cannot be done. All parties, both students, teachers, and parents experienced a culture shock with the existence of this distance learning system / online. Distance learning /online also gives rise to physical distancing. Religious activities that are usually carried out in pesantren are now carried out at home and all must be reported to the teacher or room guardian via whatsapp. The challenges faced in online learning include a lack of interaction between teachers and students, a network that arises to sink, quotas that are rapidly depleted and expensive, and a lack of active participation of students. Therefore, the readiness of both teachers and students, as well as motivation from parents can also support the implementation of this distance learning process. In addition, the provision of quotas is also important to support the online learning process carried out by pesantren.

Blended Learning

2014 ◽  
pp. 69-89 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Variation Theory ◽  
Face To Face ◽  
Learning Modalities ◽  
Structure And Dynamics ◽  
Online Distance Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Blended Course

Blended learning provides an opportunity to rethink the ways in which instructors and learners use face-to-face and online distance learning modalities. Sometimes, this opportunity is missed and the resulting blended course is no more than a mechanical mix that serves pragmatic purposes but fails to reshape learning. This chapter rethinks the structure and dynamics of blended learning experiences and considers what it might mean to use different teaching/learning modalities. It explores the possibilities, challenges, and design of blended learning from a perspective of variation theory. It also reviews strategies to make explicit the differences in structure and dynamics of face-to-face and online distance environments that are encountered by the learner and suggests the benefits and limitations of such strategies.

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