scholarly journals Qualidade na Educação Superior a Distância no Brasil: Onde Estamos, para Onde Vamos?

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Traditional Learning ◽  
Average Performance ◽  
Face To Face ◽  
Quality In Education ◽  
Education Courses ◽  
Education In Brazil

 A educação superior a distância no Brasil tinha, em 2004, cerca de 60 mil alunos matriculados; cresceu rapidamente e atingiu em 2016 a marca de 1,5 milhão de matrículas, oferecendo importante colaboração para o desenvolvimento do país. Nesse contexto, mais do que nunca, é necessário analisar como se processou esse crescimento e prospectar o futuro, com vista a seu aprimoramento. Foi pesquisado o perfil da oferta atual dos cursos de EaD e comparado com os presenciais. Em 2016 eram 206 Instituições de Ensino Superior (IES) oferecendo EaD, com desempenho médio, medido pelo Enade, equivalente ao dos cursos presenciais. Desse total, apenas cinco IES detinham 58% das matrículas, em sua maioria com cursos com conceito abaixo do patamar de 1,5 nos exames de 2015 e 2016. Isso significa que, na prática, a maioria dos alunos de EaD está frequentando cursos mal avaliados segundo o critério do Enade. Um fato contraditório e alarmente é que essas mesmas IES têm, de maneira geral, resultados do Enade para seus cursos presenciais superiores àqueles obtidos em seus cursos em EaD, indicando que não tratam as duas modalidades com o mesmo critério de responsabilidade. Finalizamos este artigo com a análise do conceito provisório do curso (CPC) e considerando a necessidade de implantar algumas medidas visando ao aprimoramento da oferta na área de Educação a Distância.Palavras-chave: Qualidade na educação, Educação no Brasil, Educação a distância, Educação presencial, Enade, CPC. Quality Higher Distance Learning Education: where are we and where are we moving toward to? Abstract Distance higher education in Brazil used to have, in 2004, about 60 thousand students enrolled; it grew rapidly and reached the 1.5 million enrollment mark in 2016, providing an important contribution to the development of the country. In this context, more than ever, it is necessary to analyze how this growth was processed and to look at the future, for its improvement. The profile of the current offer of distance education courses was researched and compared with the traditional ones. In 2016 there were 206 Higher Education Institutions (HEIs) offering Distance Learning, with average performance, measured by Enade, equivalent to that of face-to-face courses. Out of this total, only five HEIs held 58% of enrollments, mostly with courses with a concept below 1.5 in the 2015 and 2016 exams. This means that, in practical terms, most DL students are attending poor courses evaluated according to Enade and its criteria. A contradictory and widespread fact is that these same HEIs generally have results from Enade for their on-site courses higher than those obtained in their courses in DL, indicating that they do not treat the two modalities with the same criterion of responsibility. We conclude this article with the analysis of the provisional concept of the course (CPC) and considering the need to implement some measures aimed at improving the offer in the area of Distance Education.Keywords: Quality in education, Education in Brazil, Distance learning, Traditional learning, Enade, CPC

DISTANCE LEARNING AS AN ALTERNATIVE FORM OF CONTINUING EDUCATION: PROBLEMS AND TERMS OF REALISATION

2020 ◽  
pp. 87-92
Author(s):  
Сергей Александрович Грязнов
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Continuing Education ◽  
Higher Education Institutions ◽  
Educational Technologies ◽  
Alternative Form ◽  
The Internet ◽  
Classical Training ◽  
Teaching In Higher Education

Технологии меняют образ жизни и деятельность человека. Глобальная сеть Интернет облегчает быстрый доступ к полезной информации. Социальная, культурная и образовательная конкурентоспособность находятся под влиянием образовательных технологий, которые положительно влияют на стиль, продолжительность и метод обучения в высших учебных заведениях. Дистанционное образование возможно применять и как полноценную самодостаточную форму, и как дополнение к классическому обучению в аудиториях. Автор рассматривает в статье дистанционную форму обучения как альтернативу традиционной форме преподавания в вузах на время периодов самоизоляции (пандемии, сезонные карантины), а также как дополнение к традиционным формам обучения. Анализируются проблемные и положительные аспекты применения данной формы. Указаны возможные форматы обучения в условиях дистанционного образования. Выделены сильные и слабые стороны использования некоторых технологий. Technologies alter the way of living and work of a person. The Internet world network makes it easier to quickly access useful information. Social, cultural and educational competitiveness are influenced by educational technologies that positively influence the style, duration and method of education in higher education institutions. Distance education can be used as a full-fledged self-sufficient form, or as a Supplement to classical training in classrooms. The author considers distance learning as an alternative to the traditional form of teaching in higher education institutions during periods of self-isolation (pandemics, seasonal quarantines), as well as as an addition to traditional forms of education. The problem and positive aspects of using this form are analyzed. Possible formats of training in the conditions of distance education are specified. The strengths and weaknesses of the use of certain technologies are highlighted.

scholarly journals Analysis of the Efficiency of China’s Distance Economic Education in Force Majeure Circumstances

2020 ◽  
Vol 19 (9) ◽  
pp. 175-195
Author(s):  
Kseniia V Tsytsiura ◽  
Ganna M Romanova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Economic Education ◽  
Learning Technologies ◽  
Free Access ◽  
Force Majeure ◽  
Learning Platforms ◽  
Efficiency Factors

This article focuses on the latest approaches to the effective delivery of distance education for the students of economic specialties in China’s higher education institutions in force majeure circumstances. Distance education was introduced due to the complex global epidemiological situation, unpredictable for the entire world community. The growing role and importance of distance learning in contemporary higher education overall and the education of economists in particular have been outlined. The need to use and constantly upgrade software and distance learning platforms is emphasized. The current Chinese approaches to the provision of the economists’ distance education in higher education institutions are outlined. The efficiency factors of the economists’ distance education in China’s higher education institutions were determined and substantiated. Namely, the following efficiency factors were considered: importance of approbation and implementation of the new interaction methods among the participants of the teaching and learning process, game approach application aimed at the formation of motivation of students to study, the creation and continuous modernization of the informational and educational environment of the university, the provision of a free access to up-to-date digital technology and information and communication learning technologies, the use and efficient combination of distance learning platforms in teaching disciplines, the formation of digital competence of students and teachers, as well as the openness of the colleges and university management and faculty to change. The effectiveness study of distance education provision for the students of economics was experimentally tested. The results of distance learning and teaching during the semester in force majeure circumstances were analyzed on the basis of empirical data from the students’ survey at the Department of Economics of a state-owned Chinese higher education institution. The research findings emphasize the feasibility of studying and analyzing China’s positive experience in the provision of distance learning economic education in force majeure circumstances. Recommendations for the implementation of China's experience in economists’ training in Eastern European universities were elaborated and presented.

Constructivist Internet-Blended Learning and Resiliency in Higher Education

2018 ◽  
pp. 1087-1101
Author(s):  
Jennifer L. Penland
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Graduate Students ◽  
Blended Learning ◽  
Higher Education Institutions ◽  
Meaningful Learning ◽  
Flexible Schedules ◽  
The Impact ◽  
Education Courses

This chapter focuses on the changes that have occurred recently in the distance education arena and the impact on higher education institutions focusing on undergraduate and graduate students taking these courses. Data were gathered from 164 individual participants enrolled in education courses at Shepherd University during the spring 2013, fall 2013 and spring 2014 semesters from end of course surveys with ten questions focusing on the following areas: when students learn, why students learn and how students learn. Findings suggested; (1) increased enrollment in distance education courses, (2) courses allow for flexible schedules (3) better communication with instructor and (4) more meaningful learning overall for students.

scholarly journals Análise dos Resultados do Exame Nacional de Desempenho de Estudantes (Enade) para Educação a Distância do ciclo 2015 a 2017

EAD em FOCO ◽  
2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Carlos Eduardo Bielschowsky
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Performance ◽  
Performance Test ◽  
Poor Performance ◽  
Strong Increase ◽  
Public And Private ◽  
Supervision Process ◽  
Quality In Education ◽  
Education Courses

Em 2017 completamos um primeiro ciclo de três anos do Exame Nacional de Desempenho de Estudantes (Enade), o que envolve todas as carreiras, com 175.543 alunos participantes de 877 cursos de Educação a Distância (EaD), pertencendo a um total de 144 diferentes instituições de Ensino Superior.Observou-se forte crescimento do número de polos entre 2016 e 2017, tendência que provavelmente irá se sustentar em 2018. Alguns fatos foram especialmente notórios: o baixo crescimento das matrículas nas universidades públicas, quando comparado ao crescimento nas instituições de Ensino Superior (IES) privadas; grande concentração de matrículas (56,2%) em apenas cinco das 257 IES públicas e privadas que oferecem Ensino Superior a distância. Observou-se bom desempenho geral das IES que oferecem (EaD), mas baixo desempenho percentual dos alunos, advindos da concentração de alunos em poucas IES com baixo desempenho no Enade. Ao final deste trabalho, relacionamos os principais problemas identificados pela ausência do processo de supervisão dos cursos de EaD, incluindo a necessidade de uma medida mais adequada para avaliar o seu desempenho, e advogamos outras ações urgentes para sanear as distorções encontradas nesta modalidade.Palavras-chave: Educação superior a distância, Qualidade na educação, Avaliação educacional, Enade, CPC, CGC.  Analysis of the Results of the National Exam for the Performance of Students for Distance Education from the 2015 to 2017 CycleAbstractIn 2017 we completed a first cycle of three years of National Student Performance Test (Enade), which involves all careers, with 175,543 participating students in 877 Distance Education courses, belonging to a total of 144 different institutions of Higher Education . There was a strong increase in the number of poles between 2016 and 2017, a trend that is likely to be sustained in 2018. Some facts were especially noteworthy: low enrollment growth in public universities,when compared to growth in higher education institutions (HEI) private partnerships; (56.2%) in only five of the 257 public and private HEIs offering Distance Higher Education. A good general performance of HEIs offered (EaD) was observed, but low percentage performance of students, due to the concentration of students in a few HEIs with poor performance in Enade.At the end of this paper, we relate the main problems identified by the absence of the supervision process of the EAD courses, including the need for a more adequate measure to evaluate their performance, and advocate other urgent actions to remedy the distortions found in this modality. Keywords: Higher distance Education, Quality in education,Educational evaluation, Enade, CPC, CGC.

scholarly journals Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Engin Karadag ◽  
Ahmet Su ◽  
Hatice Ergin-Kocaturk
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Satisfaction ◽  
Hierarchical Linear Modeling ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Linear Modeling ◽  
Education Systems ◽  
Face To Face ◽  
Academic Activities

AbstractCOVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

scholarly journals Dictance learning of mathematical disciplines for students of a pedagogical university taking into account health-saving factors

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 220-225 ◽  
Author(s):  
Svetlana Geybuka ◽  
Yuliya Kovshova
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Health Effects ◽  
Higher Education Institutions ◽  
Traditional Learning ◽  
Full Time ◽  
Remote Communication ◽  
Traditional Form ◽  
Adverse Health Effects ◽  
Effective Training

This article discusses the problems of teaching mathematical disciplines in the process of switching from traditional learning to distance learning. Modern possibilities of remote communication between a teacher and students and their application in higher education institutions, in particular, in teaching mathematical disciplines, are analyzed. The conditions for effective training in this form are outlined, including taking into account the preservation of health. The readiness of students and teachers to switch to distance learning is considered. A number of problems that arise during the transition from the traditional form of education to distance learning are identified, and the features of teaching mathematical disciplines are taken into account. Adverse health effects have been identified. A possible solution to these problems is proposed, taking into account health-saving factors, for which the results of the analysis of the initial approbation of the transition to the distance form of full-time students were used.

scholarly journals Impact of professional self-improvement on the effectiveness of teachers in distance education

2021 ◽  
Vol 14 (33) ◽  
pp. e16159
Author(s):  
Marina Nikolaevna Vrazhnova ◽  
Mark Socratovich Anastasov ◽  
Galina Yurievna Nikiporets-Takigawa
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Learning System ◽  
Survey Method ◽  
Successful Work ◽  
Before And After ◽  
Professional Self

Distance education requires the teacher to conduct systematic classes with the student, methodologically competent use the developed content for distance learning, means of communication, and educational resources of the Internet, as well as implement technical support for the educational process. The purpose of the study is to develop educational and methodological support for the process of professional self-improvement of teachers in higher education institutions when working remotely. The study analyzes the role of a teacher in the distance learning system, identifies the types of teacher’s activities, as well as the requirements and conditions for their successful work. Working online expands and renews the teacher’s role, makes them a mentor-consultant who coordinates the cognitive process, constantly improving their course and increasing creativity and qualifications in accordance with innovations. Based on empirical research using the survey method, the dynamics of teachers’ readiness to work online before and after passing the interdisciplinary course “Distance Education Technologies in the Educational Process of the University” were determined. Positive results in the formation of teachers’ readiness to work online after completing the course were obtained. The study concluded that the readiness of teachers to work remotely can be increased if the appropriate educational and methodological support is developed and implemented in higher education institutions, which will lead to an increase in the effectiveness of teachers’ work.

scholarly journals EU27 Higher Education Institutions and COVID-19, Year 2020

2021 ◽  
Vol 18 (11) ◽  
pp. 5963
Author(s):  
Sónia Rolland Sobral ◽  
Natacha Jesus Silva ◽  
Abílio Cardoso ◽  
Fernando Moreira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Web Of Science ◽  
Higher Education Institutions ◽  
Scientific Production ◽  
Academic Institutions ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Wide Range ◽  
Management Staff

COVID-19 forced higher education institutions to reinvent themselves. The (usually) face-to-face education has swapped to distance contingency education. This change brought about numerous challenges that impose adjustments in several dimensions, such as pedagogical strategies and the dependence on teaching platforms and computer systems—and, above all, the new relationship between the various actors (students, teachers, and management staff). All the sudden changes, combined with uncertainty concerning what was happening, created several strategies and options. This paper has the main purpose of analyzing the scientific production on higher education of EU27 academic institutions during the 2020 COVID-19 pandemic in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample is composed of 22 articles in total. The results show that the articles were published in 19 journals; their main focuses are Higher Education, COVID-19, and distance learning. In our database, we find several types of concerns, which shows that HEIs have a wide range of dimensions. We intend this article to be an instrument, not only to identify what was done in 2020, but to point out clues for the future.

scholarly journals Analysis of the Demand for Distance Education at Eastern and Central European Higher Education Institutions

2017 ◽  
Vol 19 (1) ◽  
pp. 106-116 ◽  
Author(s):  
Daina Vasilevska ◽  
Baiba Rivza ◽  
Vilija Alekneviciene ◽  
Agnieszka Parlińska
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Social Issues ◽  
Higher Education Institutions ◽  
Working Hours ◽  
Educational Services ◽  
Central European ◽  
The World ◽  
Study Process

Abstract Distance education as one of the new and perspective forms of completing higher education increases in popularity around the world. At the same time, the development of this model of education generates new problems: organization of the study process and information security. Distance learning allows solving a problem of accessibility of higher education in case of social issues, working hours, etc. Therefore, distance education is of major importance in increasing the learning efficiency. The Latvian model of distance education is passing the stage of formation and approbation in the market of educational services. However, the creation of system of distance education should not be the final step for higher education institutions as such; furthermore, this process would not be developed without students. Therefore, the objective of the present research is to find out the opinion of the students on the expediency of distance education. More than 850 students from Poland, Lithuania, Latvia, Serbia and Belarus have participated in the research. Results of the research have revealed that the traditional form of education based on communication between the lecturer and the student is more demanded among the students. At present, distance learning, unfortunately, cannot be characterised by stable demand. In order to increase the demand for such model of education, public presentations and discussions should be made, and media support is also necessary.

scholarly journals Distance Learning as a Resilience Strategy during Covid-19: An Analysis of the Italian Context

2021 ◽  
Vol 13 (3) ◽  
pp. 1388
Author(s):  
Andrea Appolloni ◽  
Nathalie Colasanti ◽  
Chiara Fantauzzi ◽  
Gloria Fiorani ◽  
Rocco Frondizi
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Higher Education Institutions ◽  
Limited Attention ◽  
General Context ◽  
Context Analysis ◽  
Higher Education System ◽  
Strategic Model ◽  
Italian Context ◽  
Quality In Education

The purpose of this paper is to analyze the strategic model of distance learning adopted by Italian higher education, showing how the health emergency due to Covid-19 has transformed it from an “optional” for traditional universities to the only means to ensure public health protection and continuity in education programs. Comparing two situations (before and during the pandemic), the aim is to identify best practices that, even after the end of the emergency, can be adopted by Italian higher education institutions to boost their digital supply and compete in an international context. After a general context analysis, aimed to underline benefits and risks connected to the development of distance learning, the case of the Italian higher education system has been analyzed. Data were collected through a documentary analysis, looking at what Italian higher education institutions disclosed through their official websites and documents: every form of communication about digital strategy was taken into account. Then, they were analyzed qualitatively, in order to individuate which platforms have been combined to ensure quality in education provided. Research findings demonstrate the resilience of the Italian higher education, able to react and to re-organize itself in only one week: the results of the pandemic may be a stronger university, able to combine quality in education with the potential of technological devices and to compete at the international level. Distance learning represents a complex field, still characterized by separated understandings and in a context where limited attention has been dedicated to its development for what concerns the Italian context, the choice to examine it represents the originality of this paper.

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