scholarly journals Pre-school teaching students’ opinions on distance education: Preferences and emotional states

2021 ◽  
Vol 16 (6) ◽  
pp. 2901-2915
Author(s):  
Mehmet Sahin Akinci
Keyword(s):  
Distance Education ◽  
Music Education ◽  
Undergraduate Students ◽  
Economic Status ◽  
Preschool Education ◽  
Emotional States ◽  
Face To Face ◽  
Music Lessons ◽  
School Teaching ◽  
Descriptive Survey

The COVID-19 pandemic, which has created obstacles in all areas of social and daily life since 2020, has completely prevented educational activities and caused drastic changes.  Following the start of the COVID-19 restrictions, preschool education undergraduate students continued to take their music lessons with the distance education applications. It can be said that all of the students continued their distance education activities in these conditions with different socio-economic characteristics, physical opportunities and emotional diversity. In this study, which aims to examine the distance education applications offered to undergraduate students who have taken music lessons through distance education, in terms of their individual preferences and emotional conditions, 103 preschool teaching students took part as participants. The data of the research were obtained through the questionnaire prepared by the researcher and studied with the descriptive survey model. Some of the findings obtained in the research were that 60.2% of the participants’ would have preferred face-to-face education if they had a choice in the restrictions, and that there was a significant relationship between participants’ being psychologically impacted from the news they watched, their longing for their lives before the lockdown days and their economic status.   Keywords: COVID-19, education, music education, preschool teaching, distanced education.

Enrollment in Distance Education Classes is Associated with Fewer Enrollment Gaps Among Independent Undergraduate Students in the US

2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Manuel Cosmas Pontes ◽  
Nancy Marie Hurley Pontes
Keyword(s):  
Distance Education ◽  
Nontraditional Students ◽  
Undergraduate Students ◽  
Survey Design ◽  
Work And Family ◽  
Student Aid ◽  
Complex Survey ◽  
Face To Face ◽  
The Us ◽  
Nationally Representative

The purpose of this research is to determine whether nontraditional undergraduate students in the US who enroll in distance education classes are less likely to have an enrollment gap (enrollment gap=part year enrollment). Previous research has shown that preference for distance education classes is significantly greater among nontraditional than among traditional undergraduate students; nontraditional students invariably have a greater number of competing demands (work and family) on their time. Since distance education courses provide students with more convenient and flexible class schedules, nontraditional students, who have time or location constraints that prevent them from enrolling in face-to-face classes during a semester or quarter, may be more likely to enroll in distance education classes in order to stay enrolled for the entire academic year. Based upon this rationale, we predicted that enrollment in distance education classes is significantly related to a decreased likelihood of an enrollment gap among nontraditional students. To test this prediction, we used data from the National Postsecondary Student Aid Survey (NPSAS) conducted in 2008. The NPSAS 2008 used a complex survey design to collect data from a nationally representative sample of about 113,500 postsecondary undergraduate students in the US. Results confirm our prediction, and show that enrollment in distance education is significantly related to a decreased likelihood of an enrollment gap among nontraditional students, but not among traditional students. Results also show that five of the seven dropout risk factors (identified by previous research to decrease 6-year graduation rates) are each significantly associated with an increased likelihood of an enrollment gap. These results suggest that the offer of distance education classes could increase degree progress and possibly completion rates for nontraditional undergraduates who are at high risk for dropout.

scholarly journals Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19

2021 ◽  
Vol 11 (1) ◽  
pp. 148
Author(s):  
Halim Güner
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Undergraduate Education ◽  
University Education ◽  
Survey Method ◽  
First Year ◽  
Emotional States ◽  
First Year Students ◽  
Face To Face ◽  
The Future

The Covid-19 pandemic continues to be negatively effective in many areas of life. It has also affected the face-to-face education of 2020 fall semester. In Turkey, Students who have recently entered the university in 2020 started their undergraduate education with distance education like upper grade students. However, the fact that the first graders fell into the distance education system before experiencing university life and without knowing their teachers and friends created different emotional mood. The aim of this study is to analyze the emotional mood of students who have just get into university and have to start their undergraduate education with distance education. Exploratory sequential mixed method is used as a method of this study. Phenomenology method is used the first stage of the method and the survey method is used as the second stage of the method. A total of 18 fresh students (12 female and 6 male) in the departments of Faculty of Education and Faculty of Sport Sciences of Mus Alparslan University were the sample group of the qualitative stage. And 141 students (87 female and 54 male) were the sample of the quantitative stage. As a result of the qualitative analysis, the emotional moods of the students were grouped under four sub-themes: emotion of shock, unfamiliarity with the system, emotion of curiosity and anxiety for the future. First-year students stated that they experienced feelings of shock such as sadness and anxiety when they learned that they would start university with distance education instead of face-to-face education. The students stated that they wondered about the method of teaching the lessons, whether the lessons would be efficient, how the exams would take place, that they were unfamiliar with the system, and that they were worried about the future due to all these uncertainties. According to the analyzes obtained from the survey, it is understood from the answers that the 141 participant students experienced emotional states similar to the results obtained in qualitative findings at a rate of 90% and above. Only the rate of students experiencing an emotion of shock was 64.5% and the rate of experiencing future anxiety was 85.8%. As a result, it was understood from the analyses that qualitative and quantitative results were parallel to each other.

scholarly journals University Students’ Views on the Application of Gamification in Distance Education

2021 ◽  
Vol 16 (19) ◽  
pp. 4
Author(s):  
Zehra Ozcinar ◽  
Natalia A. Orekhovskaya ◽  
Marina N. Svintsova ◽  
Evgeny G. Panov ◽  
Elena Iv. Zamaraeva ◽  
...  
Keyword(s):  
Distance Education ◽  
University Students ◽  
Preschool Education ◽  
Second Grade ◽  
Learning Approaches ◽  
Education Department ◽  
Face To Face ◽  
Second Grade Students ◽  
Faculty Of Education ◽  
Education Process

The COVID-19 affecting the whole world has also affected education. Education has changed from face-to-face education to distance education. In distance education, it is the most basic duty of teachers to increase students’ participation in the lesson, motivate their learning and increase their motivation. Gamification, which is one of the new learning approaches that has come to the fore in the education process, can be used for active learning activities in this model. This study was aimed to determine university students’ views on gamified education. In this context, gamification activities were used in the teaching process. In this study, the qualitative research method was used. The study group of the research consists of 30 second-grade students studying at North Cyprus and some Russian Universities, in the Faculty of Education, Department of Preschool Education. The application was carried out within the scope of the computer I course in the 2020–2021 fall semester. The interview form developed by the researchers was used as a data collection tool within the scope of the research. In preparing the interview questions, the final form of the questions was given by taking the opinions of four experts. Content analysis was used in the study of the data. The findings obtained as a result of the research are given in detail in the findings and results section.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

Practices and solutions to improve profressional quality for preschool teachers in the organization of music education activities

2021 ◽  
Vol 66 (1) ◽  
pp. 136-144
Author(s):  
Trang Le Thu
Keyword(s):  
Music Education ◽  
Human Resources ◽  
Education Reform ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Quality Of Education ◽  
High Quality ◽  
Current Period ◽  
Education Innovation

Teachers are one of the most important factorsin determining the quality of education. In the context of education innovation in recent years improve profressional capacity, major of general teacher and preschool teachers in particular are increasingly interested. In the article, author mentions situation of music education activities program at kindergartens and suggests some solutions to improve quality of music education to foster profressional capacity building bring to preschool education high quality human resources, meeting the requirements of education reform in the current period.

scholarly journals Identification Elements Symmetry in Teaching Informatics in Czech Secondary School during the Covid-19 Outbreak from the Perspective of Students

Symmetry ◽  
2020 ◽  
Vol 12 (11) ◽  
pp. 1768
Author(s):  
R. Nemec ◽  
A. Jahodova Berkova ◽  
S. Hubalovsky
Keyword(s):  
Distance Education ◽  
Secondary School ◽  
The Self ◽  
The Czech Republic ◽  
Main Research ◽  
Face To Face ◽  
Classical State ◽  
Anonymous Questionnaire ◽  
Research Questions ◽  
Students Attitudes

This article describes the research results aimed at distance education during the Covid-19 pandemic and closing schools and its symmetry with the classical state in terms of time, difficulty, and the mental and physical condition of students. An important aspect is therefore to maintain the symmetry of attitudes to teaching in face-to-face form and distance form. In terms of the eight-year gymnasium in the Czech Republic, students’ attitudes to the teaching subject informatics were investigated. The main research questions in our study dealt with whether students felt equally balanced regarding the amount of tasks and time taken for home preparation during the Covid-19 outbreak compared with the time before the quarantine and their condition (both mental and physical) during the Covid-19 outbreak. The research was conducted using an anonymous questionnaire, which was answered by 110 out of 180 students. According to the results, it is evident that students felt that during the distance education, there are more tasks compared to face-to-face ones. Students also claimed to spend more time learning at distance education than at school. On the other hand, they agreed that the self-education schedule is suitable for them. In terms of the questionnaire, their condition (both mental and physical) was also evaluated, which was slightly above the average.

scholarly journals Materiais Didáticos para Educação a Distância: Observando Layouts

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Dorcas Janice Weber ◽  
Lia Raquel Oliveira
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Face To Face ◽  
Effective Learning ◽  
Educational Processes ◽  
Materials Used ◽  
Distance Courses ◽  
Education Courses ◽  
Training Opportunities

A inserção da educação a distância nos processos educativos formais apontou possibilidades de formação em nível superior para aqueles que estão distantes dos centros de formação e, para além disso, desvelou objetos de investigação. Um exemplo disso são os materiais didáticos, tão necessários para a efetivação da aprendizagem na modalidade a distância. A gama de materiais é grande e, por isso, é interessante conhecer o modo como eles vêm sendo desenvolvidos e utilizados por aquelas instituições que ofertam cursos nessa modalidade. É sabido que há necessidades distintas entre os alunos da educação a distância e os de cursos presenciais, que precisam estar contempladas nos materiais didáticos. Mas de fato estão? Considerando a organização do espaço de estudo como importante no processo pedagógico, como os espaços dos materiais didáticos vêm sendo organizados? Que elementos têm sido utilizados para o desenvolvimento de layouts para materiais didáticos utilizados em cursos a distância? Tais questões são tema deste escrito, que busca, a partir de um estudo de caso, observar materiais didáticos produzidos para cursos brasileiros a distância. Um olhar transversal sobre tais materiais aponta semelhanças com os produtos elaborados para a educação presencial, tão conhecida por muitos.Palavras-chave: Educação a distância; Materiais didáticos; Layout.?Didactic Materials for Distance Education: Observing LayoutsAbstract The inclusion of distance education in formal educational processes pointed training opportunities in higher education for those who are distant from training centers and, in addition, unveiled research objects. An example of this are the didactic materials, as necessary for effective learning in the distance. The range of materials is large and therefore it is interesting to know how these are being developed and used by those institutions that offer courses in this modality. It is known that there are different needs among students of distance education and presence courses that need to be addressed in didactic materials. But actually are? Considering the organization of study space as important in the educational process, as the spaces of didactic materials have been organized? What elements have been used to development layouts for the materials used in distance education courses? This questions are theme of this this written that will, with a case study, observe didactic materials produced to Brazilian distance courses. That observation shown us that analyzed materials have similarities with didactic products for face to face education.Keywords: Distance education; Didactic materials; Layout. 

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