scholarly journals 'Remote from what?' Perspectives of distance learning students in remote rural areas of Scotland

2011 ◽  
Vol 12 (4) ◽  
pp. 1 ◽  
Author(s):  
Ronald Macintyre ◽  
Janet R. Macdonald
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Rural Areas ◽  
Student Experience ◽  
Rural Students ◽  
Peer Networks ◽  
Online Media ◽  
Geographical Distance ◽  
University Staff ◽  
Distinctive Role

Distance learning is seen as the obvious answer for remote learners, and the use of online media is expected to overcome any access difficulties imposed by geographical distance. However, this belief may be obscuring our understanding of the role that location and individual circumstances have in shaping student experience. This paper explores the variation in experiences of remote rural students who study with the Open University (UK). The researchers found that perceptions of remoteness depended on geography, but were also relative to individual circumstances. With respect to students’ sense of connection with university staff and peers, most mentioned their contact with their personal tutor. Networks with peers were less common, a matter of concern if peer networks are integral to fostering improved retention and progression. In this particular context, distance education may be playing an important and distinctive role for remote students by providing opportunities for connections with like-minded people.

scholarly journals WEB TECHNOLOGY OF USING VIDEO CAPTURE PROGRAMS IN THE PREPARATION OF EDUCATIONAL MATERIALS FOR DISTANCE LEARNING

2020 ◽  
Vol 2 (2) ◽  
pp. 28-31
Author(s):  
O. IVANOV ◽  
◽  
V. KOROLCHUK ◽  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Rural Areas ◽  
Subject Area ◽  
Successful Implementation ◽  
Educational Materials ◽  
Electronic Communications ◽  
Advantages And Disadvantages ◽  
The World

Promising areas for improving the education system, and with the advent of coronavirus online mode has become critical in education, in this regard are at home. Schools have started using Zoom software, and the role of the modular learning environment has grown significantly. At the same time, many problems were identified, such as the lack of Internet access for students from rural areas or disadvantaged families, which has become an obstacle to learning and access to educational materials. In response, the United Nations Educational, Scientific and Cultural Organization has made a number of recommendations for distance learning. Modern distance education is an extensive system of knowledge transfer at a distance using various tools and technologies, the result of which is the receipt by users of the necessary information for its successful implementation in practice. There are a variety of ways to disseminate knowledge today: mailing books, writing assignments, audio and video discs, telephone consultations, and virtually limitless possibilities of the World Wide Web. The use of distance learning methods allows to provide educational services of various kinds in remote areas, to teach without interruption from the main activity, to teach people with disabilities, to have access to educational resources of the world through the use of modern electronic communications. In today's world, education plays a key role in people's lives, which makes it necessary to constantly develop teaching methods, including distance learning. The coronavirus pandemic has revealed many shortcomings of distance education, as well as the absolute unpreparedness of students and educational institutions for this form of education. That is why it is important to develop this industry now in order to further provide comfortable education for both Ukrainian and foreign students and to ensure that in the future the education system will be ready for situations similar to the coronavirus pandemic. The article is written to assess the advantages and disadvantages of distance learning, its necessity, analysis of the requirements for distance learning materials. Prospects of technologies of multimedia representation of researched objects, processes, phenomena, adequate modeling of the subject area, and their realization.

Distance Education: How Much Distance? The History, Opportunities, Issues and Challenges

2017 ◽  
Vol 8 (3) ◽  
pp. 70
Author(s):  
N. Venkateshwarlu ◽  
N. V. S. Raju ◽  
M. Pradeep Kumar
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Large Distance ◽  
Work And Family ◽  
Geographical Distance ◽  
Working Adults ◽  
Demand For Education ◽  
The People ◽  
Proposed Model

Distance learning has become a permeating and growing phenomenon. The increased demand for education showed that there is a greater need among working adults to continue their education. However, most adult workers are not able to continue their studies using the conventional means due to their work and family commitments. Distance education provides the flexibility for them to continue their studies. Moreover, the distance education is mainly intended for the people who can’t be able continue their education due to the geographical distance, economical status, cultural and traditional reasons, still there exist a large DISTANCE between the these people and the distance learning institutes in making aware of the programs, courses and in bringing effective outcomes. This paper attempts to screen out the distance between people and the distance learning institutes. Also evolution, statistics and various programs of distance learning education (DLE) have been critically reviewed. Finally, the history, opportunities, issues and challenges of DLE have been analyzed and some recommendations have been proposed in order to make the program effective. This paper brings out the positive suggestion to enhance the pass out ratio by implementing the proposed model.

scholarly journals DEVELOPMENT OF CRITICAL THINKING SKILLS THROUGH DISTANCE LEARNING IN DEVELOPING COUNTRIES

2002 ◽  
Vol 7 (2) ◽  
pp. 9
Author(s):  
Neltjie Van Wyk
Keyword(s):  
Distance Education ◽  
Developing Countries ◽  
Critical Thinking ◽  
Distance Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Geographical Distance ◽  
Careful Planning ◽  
Interpersonal Contact

Interpersonal contact between the lecturers and students improves the development of critical thinking skills, The process is hampered by the geographical distance between the lecturers and the students in the case of distance education and learning, In many cases distance learning is, however, the only option. The distance can successfully be overcome through careful planning of contact opportunities between the lecturers and students, The development of critical thinking skills through distance education and learning is thus possible through the commitment of both the lecturers and the students.

scholarly journals Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children

2020 ◽  
Author(s):  
Imdad Baloch ◽  
Tom Kaye ◽  
Saalim Koomar ◽  
Chris McBurnie
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Alternative Education ◽  
Learning Outcomes ◽  
Rural Areas ◽  
Learning Approaches ◽  
Negative Consequences ◽  
School Closures ◽  
Middle Income ◽  
Development Outcomes

The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.

Problems of Distance Education

2018 ◽  
Vol 7 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Rostislav Fojtík
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Computer Science ◽  
Full Time ◽  
Advantages And Disadvantages ◽  
E Learning ◽  
Educational Requirements

Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

Исследование психологических особенностей восприятия города Бишкек городскими и сельскими студентами

2019 ◽  
pp. 98-100
Author(s):  
Д. М. Кудайбердиева
Keyword(s):  
Urban Environment ◽  
Rural Areas ◽  
Space Perception ◽  
Language Barrier ◽  
Rural Students ◽  
Adaptation Period ◽  
Educational Work ◽  
The Past ◽  
Spatial Environment ◽  
The City

Аннотация. В данной статье рассматривается проблема восприятия городской среды студентами из города и сельской местности. Обозначены определения терминов «среда», «пространственная среда», «городская среда». Проведено экспериментальное сравнительное исследование особенностей восприятия города Бишкек городскими и сельскими студентами в количестве 50 человек. Статья содержит результаты проведенного анализа исследования. Выявлены различия и сходства в восприятии города Бишкек у студентов двух групп. В контексте восприятия города изучена неудовлетворенность прошлым и настоящим временем, трудности языкового барьера у студентов из сельской местности. Также было выявлено, что актуальной для студентов обеих групп является потребность в социальных контактах, общении, включенности в социум. Полученные результаты будут иметь пользу в проведении воспитательной работы со студентами из сельской местности, в оказании поддержки им в период адаптации с учетом особенностей восприятия города студентами. Ключевые слова. среда, городская среда, восприятие пространства, городские студенты, сельские студенты, восприятие города Бишкек, неудовлетворенность прошлым и настоящим, языковой барьер, учеба в городе, сходства и различия в восприятии города. Аннотация. Бул макалада шаардык жана айылдан келген студенттердин шаардык чөйрөнү кабыл алуу көйгөйү каралган. «Чөйрө», «мейкиндик чөйрө», «шаардык чөйрө» терминдеринин түшүнүктөрү келтирилген. 50 адамдан турган шаардык жана айылдык студенттердин Бишкек шаарын кабыл алуу өзгөчөлүктөрүнө эксперименталдык салыштырма изилдөө жүргүзүлгөн. Макалада изилдөөнүн анализ жыйынтыктары камтылган. Эки студенттик топторунун Бишкек шаарын кабыл алуусунун айырмачылыктары жана окшоштуктары белгиленген. Шаарды кабыл алуу контекстинде өткөн жана учур чактарга канагаттанбоо, тил барьеринин кыйынчылыктары изилденди. Ошондой эле студенттердин эки тобуна актуалдуу болуп социалдык катнаштарга, баарлашууга, коомго кошулуу муктаждыгы белгиленүүдө. Алынган жыйынтыктар студенттердин шаарды кабыл алуу өзгөчөлүктөрүнө эске алып, айылдан келген студенттерге адаптация убагында колдоо көрсөтүү максатында тарбиялык иштерди жүргүзүүдө жардам берет. Түйүндүү сөздөр. Чөйрө, шаардык чөйрө, мейкиндикти кабыл алуу, шаардык студенттер, айылдык студенттер, Бишкек шаарын кабыл алуу, өткөн жана учур чакка канагаттанбоо, тил барьери, шаарда окуу, шаарды кабыл алуусунун айырмачылыктары жана окшоштуктары. Annotation. This article addresses the problem of perception of the urban environment by students from the city and countryside. The definitions of the terms “environment”, “spatial environment”, and “urban environment” are indicated. An experimental comparative study of the characteristics of the perception of the city of Bishkek by urban and rural students in the amount of 50 people was conducted. The article contains the results of the analysis of the study. The differences and similarities in the perception of the city of Bishkek among students of the two groups are revealed. In the context of the perception of the city, dissatisfaction with the past and the present has been studied, and the difficulties of the language barrier among students from rural areas. It was also revealed that the need for social contacts, communication, inclusion in society is relevant for students of both groups. The results will have the benefit of conducting educational work with students from rural areas, in providing support to them during the adaptation period, taking into account the peculiarities of the perception of the city by students. Кeywords. Environment, urban environment, space perception, urban students, rural students, perception of the city of Bishkek, dissatisfaction with the past and the present, language barrier, studying in the city, similarities and differences in the perception of the city.

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.

Management of e-resources in academic libraries in Ghana: Copyright implications

IFLA Journal ◽  
2021 ◽  
pp. 034003522110271
Author(s):  
Theresa L Adu ◽  
Thomas B van der Walt
Keyword(s):  
Distance Education ◽  
Mixed Methods ◽  
Distance Learning ◽  
Academic Libraries ◽  
Online Courses ◽  
Qualitative Interviews ◽  
Digital Resources ◽  
Mixed Methods Approach ◽  
Sequential Mixed Methods ◽  
Library Staff

This study investigated the copyright issues surrounding the management of e-resources in academic libraries in Ghana. Forty-seven library staff and head librarians from four academic libraries were engaged using questionnaires and qualitative interviews in a sequential mixed-methods approach to generate data for this study. The findings indicate that in all four institutions copyright issues arose with the provision of distance learning, online courses and e-reserves services. All the respondents stated that they or their colleagues had had faculty ask questions on copyright issues. However, the professional librarians indicated that the library was not consulted and the instructors for online courses or distance education programmes did not cooperate with librarians; rather, the department posting the materials made the decisions on copyright regarding the usage of digital resources for distance learning, online courses or e-reserves. This does not augur well for the management of copyright of e-resources in academic libraries in Ghana.

scholarly journals The Effects of Social Networking Sites in Distance Learning on Learners’ Academic Achievements

2014 ◽  
Vol 17 (2) ◽  
pp. 61-75 ◽  
Author(s):  
Büşra Özmen ◽  
Bünyamin Atıcı
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Social Networking ◽  
Social Networking Sites ◽  
Learning Management Systems ◽  
Learning Activities ◽  
Cognitive Domain ◽  
Management Systems ◽  
Academic Achievements ◽  
Learning Management

Abstract The general aim of this study is to determine the effects of learning management systems supported by social networking sites on learners’ academic achievements in distance education. The study group consisted of 75 undergraduate students from a state university in eastern Turkey. The data for the study, in which an experimental research design was used, were collected through an achievement test, which consisted of 40 multiple-choice questions. Within the scope of the research, a learning management system and a social networking site were utilized in a distance education course. As a result of the research, it was seen that social network supported distance learning activities created a more positive effect on the achievements of the learners than the distance learning activities. Also, it was determined that social network supported distance education activities were more effective in the acquisition of behaviours at the knowledge level of the cognitive domain than activities in other groups; however, the groups were not different from each other in relation to the acquisition of behaviours at the comprehension level of the cognitive domain. In this context, it was concluded that the learning management systems used in distance education should be supported by social networking sites to increase the academic achievement of learners.

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