scholarly journals An elaborated model of student support to allow for gender considerations in Asian distance education

2014 ◽  
Vol 15 (2) ◽  
Author(s):  
Insung Jung ◽  
Seongyoun Hong
Keyword(s):  
Distance Education ◽  
Online Survey ◽  
Student Support ◽  
Distance Learners ◽  
Learner Support ◽  
Support Provision ◽  
Distance Learner ◽  
Hong Kong Sar ◽  
And Gender

<p align="left">Research indicates that distance education (DE) students regard learner support systems as the key element in quality provision. This study sought to identify the key concerns of Asian DE students regarding support provision in different types of DE and dual-mode providers and formulate a student support model which took account of gender issues. An online survey was conducted with 1,113 distance learners in Japan, Korea, Hong Kong SAR China, Malaysia, India, Pakistan, Philippines, Singapore, and Thailand which required them to respond to open-ended questions regarding their main concerns over the quality of distance education. Their responses were analyzed with Nvivo 2.0 based on the framework of the Atkins (2008) ARCS model of distance learner support. It was found that in assessing the quality of DE the students valued 13 types of student support across five domains: affective, reflective, cognitive, systemic, and gender-considerate. It was also confirmed that there were gender differences in the students’ perceptions of the need for student support. Building on these findings, an elaborated model for student support for Asian distance learners was developed from a systems perspective, and from this, a list of supporting strategies was proposed. <br /><strong></strong></p>

scholarly journals Asian learners’ perception of quality in distance education and gender differences

2012 ◽  
Vol 13 (2) ◽  
pp. 1 ◽  
Author(s):  
Insung Jung
Keyword(s):  
Gender Differences ◽  
Distance Education ◽  
Teaching And Learning ◽  
Quality Standards ◽  
Distance Learners ◽  
Asian Countries ◽  
Perception Of Quality ◽  
Quality Dimensions ◽  
And Gender

<p class="Articletitle">There have been few efforts to investigate the concept of quality from learners’ perspectives or to incorporate their needs and perceptions in quality standards in distance education. This is rather surprising, particularly in distance education contexts where the quality of the learning is not derived only from the products and services delivered to the learner but also from the knowledge, understanding, and relationships that are codeveloped by both teachers and learners during the teaching and learning processes. This study proposes and verifies a conceptual model of the 10 dimensions of quality in distance education from the learners’ perspectives and investigates gender differences in the perception of quality in distance education with 1,665 distance learners from 11 Asian countries and one territory. The results show that all 10 dimensions across supportive, pedagogical, and environmental domains in the model are important in judging quality in distance education. Also, gender differences are found in the perceived importance of 10 quality dimensions, barriers to DE, important supporters, and types of support received. The implications of these findings are discussed and suggestions for further research and development are offered.</p>

scholarly journals Compassion fatigue of funeral directors during and after the first wave of COVID-19

2021 ◽  
Author(s):  
Roel Van Overmeire ◽  
Rose-Lima Van Keer ◽  
Marie Cocquyt ◽  
Johan Bilsen
Keyword(s):  
Compassion Fatigue ◽  
Work Experience ◽  
Online Survey ◽  
Secondary Trauma ◽  
Compassion Satisfaction ◽  
Funeral Directors ◽  
Quality Of Life Scale ◽  
Life Scale ◽  
And Gender

Abstract Background Compassion fatigue has not been studied among funeral directors. Yet, funeral directors have been exposed to the same risks for compassion fatigue as other caregivers during the coronavirus disease 2019 (COVID-19) pandemic. Methods An online survey was spread two times to 287 employees of funeral home DELA, in Belgium. Once during the height of the first wave of COVID-19 in Belgium, and a second time at the end of the first wave. The professional quality of life-scale 5 (PROQOL-5) was used to measure compassion fatigue, which includes burnout, compassion satisfaction and secondary trauma. Non-parametric tests were performed. Results In total, 104 participants answered the first survey, and 107 the second. Burnout increases from survey 1 to survey 2 (P &lt; 0.001), while compassion satisfaction (P = 0.011) and secondary trauma decrease (P &lt; 0.001). In survey 1, only age (P = 0.007) and gender (P = 0.040) were found to be significantly associated with secondary trauma. In survey 2, having more work experience is associated with having a higher burnout (P = 0.008) and secondary trauma (P = 0.001) score. Neither for burnout (P &lt; 0.001), nor for secondary trauma (P &lt; 0.001) are there any respondents in the highest category. Conclusions Although overall funeral directors do not have acute problems with compassion fatigue, burnout scores increase significantly after the first wave.

scholarly journals Distance learners: Connected, mobile and resourceful individuals

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Trish Andrews ◽  
Belinda Tynan
Keyword(s):  
Distance Education ◽  
Student Voice ◽  
Learning Experience ◽  
Distance Learners ◽  
Learning Approaches ◽  
Dual Mode ◽  
Policy And Practice ◽  
Distance Learner ◽  
Education Market ◽  
Wide Scale

<span>In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by the wide scale uptake of Internet based learning approaches and an expanding distance education market, amongst many other trends. As competition within the sector increases because of access to the WWW and other in-country socio-political influences, the push to attract and retain students is becoming a key issue for institutions. Understanding the distance student's voice in relation to these trends and developing appropriate responses to ensure a satisfactory learning experience is of critical importance. This paper reports on a recently completed study that explored the distance learners' experience at one dual-mode Australian institution. The paper outlines a rationale for investigating the student voice to meet the unique needs of the distance learner. It describes the approaches that were adopted to undertake the research and discusses some of the main themes that emerged from the study - individualness, connectedness, quality, mobility, and resourcefulness. The paper concludes with considerations for policy and practice in relation to utilising the distance learners' voice in enhancing distance leaners' experiences.</span>

Researching Distance Education and E-Learning

2011 ◽  
pp. 191-200
Author(s):  
Fanuel Naidu
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Educational Practice ◽  
Human Cognition ◽  
Distance Learners ◽  
Learning And Teaching ◽  
Study Guides ◽  
Descriptive Research ◽  
E Learning

An overview of the distance learning (DE) literature from the past few decades shows a great deal of attention being focused on “descriptive” research, which was work that aimed to describe the DE phenomenon. This focus led to some interesting and groundbreaking work on defining the nature of distance education, and theorizing about learning and teaching at a distance (see Keegan, 1996). With more experience, both in the practice of DE and its study, there has been growing interest on evaluating the quality of learning and teaching at a distance, and on the influences of various forms of technology in this regard. This research has drawn from what we know about human cognition, learning, and teaching, and about the effects of educational technology, including how to go about ascertaining their effects validly and reliably. One of the most noteworthy contributions to educational practice of distance education has been the awareness and interest in learning and instructional design processes, and course design and development more generally. Mostly because of the need to pay greater attention to distance learners, educators have come to realize that “shoveling” lecture notes and class schedules (known as “shovel ware”) into printed study guides and online learning environments is not going to be enough. A lot more is necessary to engage learners and support them in their learning.

scholarly journals ANXIETY AND DEPRESSION OF UKRAINIAN SCHOOL-AGE CHILDREN IN THE PROCESS OF DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC

2020 ◽  
pp. 27-32
Author(s):  
Svitlana Hozak ◽  
Olena Yelizarova ◽  
Tetiana Stankevych ◽  
Natalia Diuba ◽  
Alla Parats ◽  
...  
Keyword(s):  
Distance Education ◽  
Online Survey ◽  
Well Being ◽  
Educational Process ◽  
School Age Children ◽  
Anxiety And Depression ◽  
School Age ◽  
Virtual Communication ◽  
And Gender ◽  
The Impact

The introduction of distance education (DE) challenged all participants in the educational process and it was impacting the well-being of children. The purpose of the study was investigating the impact of different forms of DE on values of anxiety and depression (A&D) in school-age children. Methods. An online survey of 760 respondents was conducted with use RCADS. All respondents signed informed consent. ANOVA was used for statistical analysis (STATISTICA 8.0). The models were adjusted for age and gender of respondents. Results. More than 20% of parents have reported their own and their children's high psychological stress during DE. The adaptation was easier and faster for respondents who were able to organize a virtual communication and got support from teachers. Pathological increase of the level A&D has been detected in 14.4±1.3% of respondents. There were 2.8 times more girls with clinical A&D than boys (p<0.001). The DE formats of "All-Ukrainian online school" and individual learning did not significantly affect the level of A&D in school-age children (p>0.5). DE in the form of tasks in messengers and social networks significantly increased the level A&D (p<0.001), and DE offline increased only the level of Anxiety (p<0.05). Reductions the level A&D have been identified in online lessons with the teacher and the schoolfellows (p<0.001). The chances of increasing the level of anxiety and depression in school-age children grow in 1.8 times when using non-interactive forms of education (OR=1.78; CI 1.17-2.69; p<0.01). Conclusions. Teacher support and online lessons help reduce psychological discomfort during distance education. The surveillance the mental health of children is required during the implementation of various forms of DE.

scholarly journals The impact of age, gender and severity of overactive bladder wet on quality of life, productivity, treatment patterns and satisfaction

2017 ◽  
Vol 10 (6) ◽  
pp. 513-522 ◽  
Author(s):  
SM Lloyd ◽  
G Crawford ◽  
P McSkimming ◽  
M Grifi ◽  
TJ Greenwell ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Overactive Bladder ◽  
Treatment Satisfaction ◽  
Online Survey ◽  
Work Productivity ◽  
Treatment Patterns ◽  
King’S Health Questionnaire ◽  
And Gender ◽  
The Impact

Objective: The objective of this article is to determine the impact of idiopathic overactive bladder wet (OAB wet) severity, age and gender on health-related quality of life (HRQoL), productivity, treatment patterns and treatment satisfaction. Materials and methods: A prospective, cross-sectional online survey of adults in the United Kingdom was performed to screen for self-reported symptoms of OAB wet. Respondents completed the King’s Health Questionnaire or the Incontinence Quality of Life, as well as the Euroqol 5D, and the Work Productivity and Activity Impairment Specific Health Problem questionnaire, and questions pertaining to distress, treatment and treatment satisfaction. Results: A total of 249 of 1126 respondents (22.1%) met the criteria for OAB wet. Respondents with moderate/severe OAB wet and all women experienced significantly worse HRQoL and work productivity than those with mild symptoms and all men, respectively. Among all OAB wet responders, 62.7% were receiving treatment for their condition, predominantly pads (40.2%); only 1.6% were receiving specialised treatment. Nearly one-half (44.6%) were somewhat or completely dissatisfied with their current treatment. Conclusion: In individuals with OAB wet, severity and gender negatively impact HRQoL and work productivity. A substantial proportion of OAB wet individuals were untreated, and low treatment satisfaction was reported in those receiving treatment. Treatment was generally conservative.

Ethical Practices and Implications in Distance Education

2011 ◽  
pp. 1-9 ◽  
Author(s):  
Ugur Demiray ◽  
Ramesh C. Sharma
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Distance Learners ◽  
Classroom Situation ◽  
Ethical Practices ◽  
Distance Learner ◽  
Life Long Learning ◽  
History Of ◽  
Education Today ◽  
Character Building

Education is intimately connected with ethics, because holistically speaking education is more than simply passing examinations and acquiring degrees. Education is character building and life long learning. Savants and philosophers throughout the history of humankind have borne testimony to this aspect of education. Today there is a great deal of emphasis on continuous and life long learning which implies that education is a continual learning process and not merely relegated to certification. Our experience in the field of distance education indicates that the profile of distance learners varies, cutting across barriers of gender, class and caste. The distance learner may be suffering from a sense of isolation as he/she makes a return to study after a gap of time or while working. It is there that the distance educator makes a positive, ethical and interventionist role by helping the student to learn beyond the stereotypical classroom situation and can act effectively as the friend, philosopher and guide of the learner. Thus practicing what you preach is the moto of ethics in distance. This chapter deals with ethics in general, its role in distance education and its significance to educational agencies.

scholarly journals Characteristics of Sexual and Gender Minority Caregivers of People With Dementia

2021 ◽  
pp. 089826432110147
Author(s):  
Joel G. Anderson ◽  
Jason D. Flatt ◽  
Jennifer M. Jabson Tree ◽  
Alden L. Gross ◽  
Karen M. Rose
Keyword(s):  
Online Survey ◽  
Family Quality Of Life ◽  
Psychosocial Needs ◽  
Targeted Interventions ◽  
Gender Minority ◽  
People With Dementia ◽  
Latino American ◽  
Sexual And Gender Minority ◽  
And Gender

Objectives: Given what little is known about the experiences of sexual and gender minority (SGM) caregivers of people with Alzheimer’s disease and related dementias (ADRD), the aim of the current study was to describe psychosocial measures among these caregivers. Methods: We used an online survey and social media recruitment strategies. Results: Of 286 caregivers, the majority were gay men. Most respondents were white, with a third identifying as Latino American. The plurality of caregivers identified as a spouse/partner and were providing care for someone who identified as a sexual minority; one-fifth cared for someone transgender. Sexual orientation, perceived stress, caregiver stigma, and microaggressions were psychosocial factors associated with family quality of life and depressive symptoms in the caregivers. Discussion: This study is the first to provide a focused description of the characteristics and psychosocial needs of SGM caregivers of someone with ADRD, supporting development of targeted interventions for this population.

scholarly journals An investigation into the study habits of distance learners: Implications for personal guidance and counselling at University of Nairobi, Kenya

2020 ◽  
pp. 65-74
Author(s):  
Janet Obiero ◽  
Anne Assey ◽  
Charles Kimamo
Keyword(s):  
Distance Education ◽  
Pearson Correlation ◽  
Study Habits ◽  
Distance Learners ◽  
Guidance And Counseling ◽  
Guidance Counseling ◽  
Bachelor Of Education ◽  
Level Of Significance ◽  
The University

Quality and sustainability have been unresolved issues since the repercussion of the commercialization of distance education. Personal guidance, counseling and study habits, which are critical in maintaining the quality of distance education, have been underrated in most distance education. The study investigated the influence of personal guidance and counseling on study habits of distance learners in Bachelor of Education at the University of Nairobi. 319 respondents participated in the study by filling in questionnaires. The results of the Pearson Correlation Coefficient showed a positive correlation R= 0637 between personal guidance and counseling and study habits. The hypothesis was tested at α=.05 level of significance and the results H01: Personal guidance and counseling do not significantly influence study habits of distance learners was rejected since P=0.000<0.05. Therefore, the study concluded that there is a significant influence of personal guidance and counseling support services on the study habits of distance learners in Bachelor of Education studies of the University of Nairobi. The study recommends a paradigm shift through face to face and digital technology in the provision of personal guidance and counseling for study habits to maintain the quality of distance education.

Researching Distance Education and E-Learning

2011 ◽  
pp. 1564-1572 ◽  
Author(s):  
Som Naidu
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Educational Practice ◽  
Human Cognition ◽  
Distance Learners ◽  
Learning And Teaching ◽  
Study Guides ◽  
Descriptive Research ◽  
E Learning

An overview of the distance learning (DE) literature from the past few decades shows a great deal of attention being focused on “descriptive” research, which was work that aimed to describe the DE phenomenon. This focus led to some interesting and groundbreaking work on defining the nature of distance education, and theorizing about learning and teaching at a distance (see Keegan, 1996). With more experience, both in the practice of DE and its study, there has been growing interest on evaluating the quality of learning and teaching at a distance, and on the influences of various forms of technology in this regard. This research has drawn from what we know about human cognition, learning, and teaching, and about the effects of educational technology, including how to go about ascertaining their effects validly and reliably. One of the most noteworthy contributions to educational practice of distance education has been the awareness and interest in learning and instructional design processes, and course design and development more generally. Mostly because of the need to pay greater attention to distance learners, educators have come to realize that “shoveling” lecture notes and class schedules (known as “shovel ware”) into printed study guides and online learning environments is not going to be enough. A lot more is necessary to engage learners and support them in their learning.

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