scholarly journals Distance Learning Program for Teachers at The Kigali Institute of Education: An expository study

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Dariya Mukamusoni
Keyword(s):  
Distance Learning ◽  
Academic Staff ◽  
Group Discussion ◽  
Faculty Members ◽  
Learning Program ◽  
Service Program ◽  
Software Analysis ◽  
Service Training ◽  
Service Departments ◽  
Distance Learning Program

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants’ identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program.

scholarly journals Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 6-10
Keyword(s):  
Distance Learning ◽  
Obstet Gynecol ◽  
Faculty Members ◽  
Technology Readiness ◽  
Medical Ultrasound ◽  
Learning Program ◽  
Online Distance Learning ◽  
Online Distance ◽  
Distance Learning Program ◽  
And Training

ABSTRACT This paper repots the findings of a survey performed at Ian Donald Inter-University School of Ultrasound to evaluate the technology readiness of the faculty for distance learning. Of 75 potential respondents, 55 participants completed the survey with a response rate of 73.3%. The 20 item survey was created and approved by Ian Donald IRB. The survey was administered online by Donald School central office between December 01, 2012 and January 31, 2013, using an anonymous format. Majority of the respondents were experienced users of computer technology. Fifty (90.9%) faculty members consider transferring their curriculum into an online distance learning curriculum. No respondents believe that the only way to teach is onsite teaching. Fifty (90.9%) faculty feel comfortable in communicating with their learners entirely through electronic communication (emails, website and/or chat-room). Forty eight (87.3%) faculty are willing to complete an orientation and training workshop in order to be better prepared for distance learning. Fifty one (92.7%) respondents are ready to invest time in professional development which will enable them to gain technical skills and participate in Ian Donald School distance learning program. Budget, introduction of learning management system and support services are identified as the barriers to develop and implement Donald School distance education. Assessing the readiness of faculty to participate in distance learning program is an essential step to address faculty needs and concerns in order to be adequately prepared for introduction of novel teaching modalities. How to cite this article Kupesic Plavsic S. Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning? Donald School J Ultrasound Obstet Gynecol 2014;8(1):6-10.

Equity Issues in the Star Schools Distance Learning Program

1995 ◽  
Vol 13 (2) ◽  
pp. 173-183
Author(s):  
Naida C. Tushnet ◽  
Treseen Fleming-McCormick
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Urban Areas ◽  
Department Of Education ◽  
Advanced Mathematics ◽  
Learning Program ◽  
Equity Issues ◽  
Underserved Students ◽  
Distance Learning Program ◽  
Mathematics And Science

The Star Schools distance learning program, sponsored by the U.S. Department of Education, is charged with serving “underserved” students. A recently concluded national evaluation of the program assessed the extent to which the program addressed the equity issue as defined in the legislation, that is, whether students in remote, rural areas and economically disadvantaged students were served by Star Schools. The study found that two distinct types of distance learning experiences are offered to students with equally distinct characteristics. A declining number of Star Schools courses are full courses, mainly in advanced mathematics and science or foreign languages, offered primarily to students in remote rural areas. At the same time, students in urban areas are receiving supplemental courses, mainly in elementary schools, in mathematics and science. These differences hinge on different definitions of “underserved.”

scholarly journals A Remote Access Robotics And Plc Laboratory For Distance Learning Program

2020 ◽  
Author(s):  
Akbar Eslami ◽  
Aliza Williams ◽  
Kerry Krauss ◽  
Amir Rezaei
Keyword(s):  
Distance Learning ◽  
Remote Access ◽  
Learning Program ◽  
Distance Learning Program

scholarly journals Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning

Open Praxis ◽  
2020 ◽  
Vol 12 (3) ◽  
pp. 329
Author(s):  
Sidra Noreen
Keyword(s):  
Distance Learning ◽  
Rural Areas ◽  
Management System ◽  
Teaching And Learning ◽  
New Technologies ◽  
Academic Staff ◽  
Learning Management System ◽  
Group Discussion ◽  
Structured Interviews ◽  
Learning Management

Over a number of years, the Allama Iqbal Open University (AIOU) has encouraged and supported moves to Learning Management System (LMS) replacing aspects of paper-based and face-to-face teaching and learning including, assignments, workshops and examination. The views of learners and academics were explored to consider the advantages of the system as well as potential challenges. Twenty-two participants were involved in qualitative data gathering by means of focus group discussion and semi-structured interviews, which were comprised of 12 M.Phil students and 10 academics from the Faculty of Education. Thematic analysis was carried out by applying themes and codes. Numerous advantages were identified with the use of Learning Management System. However, it was found that the approach did face some challenges. Learners often lacked easy Internet access and the necessary skills to use new technologies efficiently. Academic staff required considerable time for the development of online materials. Major training needs arising from the findings and it was recommended that the university must consider setting up small campuses in rural areas as well as provided mandatory training and support for learners, especially those from rural areas. There is also a need for formal training for academic staff and the sharing of ways by which the new technologies can be used effectively and efficiently in enhancing all aspects of distance learning.

scholarly journals Exploring Open Distance Learning at a Jordanian University: A Case Study

2009 ◽  
Vol 10 (2) ◽  
Author(s):  
Khalil M. Dirani ◽  
Seung Won Yoon
Keyword(s):  
Distance Learning ◽  
Administrative Support ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
Learning Program ◽  
Arab Region ◽  
Adverse Conditions ◽  
E Learning ◽  
Distance Learning Program

This case study explores an open distance learning program offered by the Information Technology and Computing (ITC) department at AOUJ, a major university in Jordan. It provides an overview of e-learning in the Arab region and explores factors that affect ODL quality in the Arab Open University in Jordan (AOUJ). The research utilized a qualitative approach, which included five lengthy semi-structured interviews with the program director, two instructors, and three students. Three important conclusions can be drawn from the study about e-learning in the Arab region: (1) the existence of adverse conditions, (2) the presence of strong instructional practices, and (3) the need to improve administrative support.

scholarly journals Effects of active learning methodologies on the students’ emotions, self-efficacy beliefs and learning outcomes in a science distance learning course

2019 ◽  
Vol 9 (2) ◽  
pp. 217 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada ◽  
Alejandrina Gallego-Picó ◽  
Juan Carlos Bravo
Keyword(s):  
Distance Learning ◽  
Active Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Positive Emotions ◽  
Positive Impact ◽  
Efficacy Beliefs ◽  
Learning Program ◽  
Brick And Mortar ◽  
Distance Learning Program

Distance education programs in higher education are gaining popularity mostly due to the flexibility of the formative programs to fit all the requirements that brick-and-mortar educational institutions are not able to provide to students. However, quite often these distance programs report feelings of isolation, lack of self-direction and management, and eventual decrease in motivation levels. Thus, the main aim of this research is to assess the effect of following an active learning methodology on the students’ emotions, self-efficacy beliefs and learning outcomes in the context of a distance learning program in an Atmospheric Pollution course. According to the results, the use of these methodologies not only had a significant promotion in the positive emotions and self-efficacy beliefs, but also positive impact in the students’ learning outcomes. The results obtained in this research demonstrate that following an appropriate learning methodology in a distance program could contribute to reduce the main handicaps of these programs.

Preliminary Testing of an Asthma Distance Education Program (ADEP) for School Nurses in Appalachia

2011 ◽  
Vol 27 (6) ◽  
pp. 411-415 ◽  
Author(s):  
Heidi Putman-Casdorph ◽  
Susan Pinto
Keyword(s):  
Distance Learning ◽  
West Virginia ◽  
Pilot Project ◽  
School Nurses ◽  
Control Group ◽  
Learning Technology ◽  
Learning Program ◽  
Asthma Education ◽  
Viable Solution ◽  
Distance Learning Program

Asthma remains one of the most challenging chronic illnesses faced by school nurses both nationally and in the State of West Virginia. There is a clear need to provide ongoing continuing asthma education to school nurses. However, nurses face many barriers to receiving this education. The purpose of this pilot project was to develop and evaluate distance learning technology as a method to deliver continuing asthma education to school nurses in West Virginia. A sample of 20 school nurses from 2 counties in West Virginia participated in the study using the Wimba live classroom distance learning program. Significant modest improvements were found in both the intervention groups compared to a control group postintervention. The results of this pilot study are promising and show that distance learning technology could be a viable solution for school nurses to receive asthma continuing education.

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