scholarly journals Problems of quality of distance learning online

2021 ◽  
Vol 5 (S4) ◽  
pp. 2439-2443
Author(s):  
Kuldashev Muhammad ◽  
Mukumova Muslima Ziyadullayevna ◽  
Sadikova Yorkinoy Salijonovna ◽  
Mirzayev Djasur Jaxonovich ◽  
Mirzayeva Maftuna Hamidjon Qizi
Keyword(s):  
Distance Learning ◽  
Learning Experience ◽  
Effective Interaction ◽  
Online Course ◽  
Effective Distance ◽  
Course Content ◽  
Assessment Techniques ◽  
Key Issues

From this paperwork we see distance learning and its relationship to emerging computer technologies have together offered many promises to the field of education. In practice, however, the combination often falls short of what it attempts to accomplish. Some of the shortcomings are due to problems with the technology; others have more to do with administration, instructional methods, or students. Being positively motivated to take an online course of study, they, nevertheless, face a number of challenges while learning at a distance. These involve low self-organization, lack of control on the instructor’s side, lack of effective interaction, and a sense of isolation, which decrease their satisfaction with an online learning experience.  These findings prove the thesis that to be highly successful and effective distance learning requires considerable attention and commitment on the part of faculty. The role of faculty is manifested in the way the instruction is designed and delivered as well as in the faculty's ability to incorporate relevant course content with the emphasis on student support, interaction and assessment techniques as these are the key issues in effective distance learning.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

Dynamics of students’ attitude to distance learning (results of longitudinal study)

2020 ◽  
Author(s):  
V. N. Panferov ◽  
S. A. Bezgodova ◽  
A. V. Miklyaeva
Keyword(s):  
Distance Learning ◽  
Financial Incentives ◽  
Learning Experience ◽  
Educational Process ◽  
Educational Technologies ◽  
General Tendency ◽  
Way Of Life ◽  
Financial Conditions ◽  
Research Questions

The article describes the dynamics of students’ attitude to distance learning in the situation of forced transition to distance learning in connection with the COVID-19 pandemic. Students’ attitude to the content, organizational and motivational aspects of distance learning was studied using a questionnaire with online service Google form. The study was organized by the longitudinal method. Measurements of students’ attitude were carried out in the early days of distance learning and at the end of the first month. Research questions concerned 1) assessing changes in the organization of educational process, its efficiency and students’ self-motivation in the first days after the transition to distance learning; 2) changes in attitude to distance learning at the end of the first month: 3) contribution of objective factors (curriculum, financial conditions of study, place of stay during the period of distance learning, experience in the use of online educational platforms, current academic achievements) to the dynamics of the students’ attitude. The participants of the study were 94 students of the 1st-4th year. The results revealed a steady trend to lower evaluations by students the quality of assimilating knowledge, abilities and skills as well as to decrease of learning motivation and quality of interaction with teachers on the subjective background of increasing educational load. The general tendency to worsening assessments of distance learning can be mitigated by such factors as pre-formed competencies in the use of distance educational technologies, external (financial) incentives to learn and the ability to change the usual way of life due to changes in the usual place of residence.

scholarly journals PHILOSOPHY OF EDUCATION: NEWS AND MEDIA IN THE CONTEXT OF GLOBALIZATION OF CULTURE

2020 ◽  
Vol 67 (4) ◽  
Author(s):  
B.A. Amaniyazova ◽  
Keyword(s):  
Distance Learning ◽  
Education System ◽  
Philosophy Of Education ◽  
Media Culture ◽  
Quality Of Education ◽  
Methodological Issues ◽  
Urgent Task ◽  
The Impact

The only urgent task facing universities today is, of course, to ensure the highest quality of education. In his annual Address to the Nation, the First President Nursultan Nazarbayev said that, first of all, the education system should be raised to a new level. The proposed article considers the role of theoretical and methodological issues of education in the context of media culture in Kazakhstan. The impact of media education on the development of distance learning in the context of media culture is reflected.

scholarly journals Budowanie relacji interpersonalnych w klasach I–III w warunkach nauczania zdalnego

2021 ◽  
pp. 15-28
Author(s):  
Agnieszka Kosek ◽  
Agata Wolska
Keyword(s):  
Distance Learning ◽  
Interpersonal Relationships ◽  
Interpersonal Relations ◽  
Contact Distance ◽  
Learning Conditions ◽  
Teachers And Students ◽  
The Face ◽  
Teachers And Parents

Building Interpersonal Relationships in Grades 1–3 in Distance Learning Conditions Interpersonal relations are an integral part of living in society. Interpersonal competences combine activities related to communication, making new friends, solving problems or cooperating with others. Therefore, they are extremely important at every educational stage. However, building proper relations among education participants becomes more difficult when schools around the world switch to distance learning due to the COVID-19 virus pandemic. Relations between teachers and students, as well as among classmates, often undergoes various modifications, frequently deteriorating the quality of mutual contact. Distance education has also changed the role of pupils’ parents. The new situation often required from them to adapt to their child’s schedule in order to support them and help them in learning. This particularly applies to the families with younger children. In order to explain these issues, this article will present the results of research conducted among teachers and parents of pupils from grades 1–3 on the relationship at a pupil–pupil and a student–teacher level. The didactic and educational activities of teachers that are undertaken by them in order to improve contact on both these levels in the face of the new reality will also be discussed. The article will also address the topic of transformations of the abovementioned relations, which took place during and after the transition to compulsory distance learning.

Assessing the Impact of Using Educational Videos in Teaching Engineering Courses

2018 ◽  
Author(s):  
Essam Zaneldin ◽  
Waleed Ahmed
Keyword(s):  
Learning Experience ◽  
Teaching Methodology ◽  
Major Contributor ◽  
International Institution ◽  
Course Content ◽  
Major Shift ◽  
Educational Videos ◽  
The Impact ◽  
Do So

Traditional ways of delivering lectures in classrooms proved to be inadequate and inefficient. Recently, the education sector is witnessing a dramatic progress and is undergoing a major shift. This shift has been influenced largely by technological and pedagogical trends and the greater worldwide access to the Internet. Videos were seen to be a major contributor to the shift in the educational landscape, acting as a powerful agent that adds value and enhances the quality of the learning experience. To be an effective player, videos continue to have a dramatic impact on higher education challenging the traditional way of delivering course content. While some lecturers may be embracing the use of videos in teaching, there are still lecturers who are reluctant to integrate this technology into their teaching methodology or do not have the skills to do so. This paper highlights the use of videos in teaching undergraduate courses in an international institution in order to boost students’ knowledge and enhance their learning experience. Findings of this study will be analyzed and discussed to address the main advantages of this promising initiative.

scholarly journals Examining the Efficacy of E-Service-Learning

2020 ◽  
Vol 5 ◽  
Author(s):  
Michael J. Figuccio
Keyword(s):  
Distance Learning ◽  
Developmental Disabilities ◽  
Service Learning ◽  
Subject Matter ◽  
Learning Experience ◽  
Pedagogical Practice ◽  
Course Content ◽  
Face To Face ◽  
The Subject ◽  
Atypical Development

E-service-learning is a pedagogical technique in which instruction and/or service occur online. Students in a distance learning section of Atypical Development created a Google Site with resources for individuals with developmental disabilities. Additionally, students met with youths with developmental disabilities biweekly via Blackboard Collaborate Ultra sessions. At the end of the semester, students completed a questionnaire assessing their e-service-learning experience and wrote reflection papers. Students reported that the e-service-learning experience was related to course content, increased their understanding of individuals with disabilities, increased student engagement, helped them relate the subject matter to everyday life, positively impacted their future academic and career choices, and overall had a positive experience. Students in a traditional face-to-face section of Atypical Development who completed an in-person service-learning project did not significantly differ on any of the aforementioned questionnaire measures. Interestingly, students in the distance learning section reported in their reflection papers that the e-service-learning experience reduced their levels of anxiety. Course evaluations were also examined for both sections. Students in the e-service-learning section reported greater satisfaction than the in-person service-learning course. Specifically, e-service-learning students reported: the instructor attempted to make the course relevant to students; the assignments helped me learn the subject matter; I enjoyed the class greater than students in the in-person service-learning course. These results indicate that e-service-learning is an efficacious pedagogical practice in distance learning courses.

Designing Online Courses as a Team

2020 ◽  
Vol 10 (1) ◽  
pp. 61-73
Author(s):  
M'hammed Abdous
Keyword(s):  
Course Design ◽  
Online Courses ◽  
Collective Intelligence ◽  
Learning Experience ◽  
Lessons Learned ◽  
Public Institution ◽  
Online Course ◽  
Degree Programs ◽  
Course Content ◽  
Institutional Experience

Unlike the traditional “lone ranger” method for online course design—a method that hinges on individual faculty efforts, expertise, and knowledge—a team-based approach (TBA) harnesses the collective intelligence of several experts to design effective online learning experiences. Using learning design (LD) as a conceptual framework, this article describes the experience of a public institution in using a team-based approach to produce a large number of online courses for degree programs. After establishing the relevance of a team-based approach, the author discusses the premises that underpin the model, in terms of process, faculty relationship, and quality assurance. Building on these premises, a cyclical backward design process is described which is intended to (1) clarify course-learning outcomes and align course content, (2) determine acceptable evidence of students' learning, and (3) plan the learning experience. The article is concluded with a few insights and lessons learned from the institutional experience.

A Case Study of the Adult Learner's Perception of Instructional Quality in Web-Based Online Courses

2010 ◽  
pp. 271-291 ◽  
Author(s):  
Terry T. Kidd ◽  
Holim Song
Keyword(s):  
Interaction Design ◽  
Online Courses ◽  
Instructional Quality ◽  
Online Course ◽  
Web Based ◽  
Course Content ◽  
Learning Programs ◽  
Online Distance Learning ◽  
Online Distance

This study assessed the perceptions of adult learners in online distance learning programs regarding the instructional quality of Web-based courses via WebCT. The results showed an overall positive perception regarding the instructional quality of online courses delivered via WebCT (M = 3.51, SD = 1.1362). The mean obtained for students’ perceptions regarding the instructional quality items ranged from 3.7 to 3.37. The visual appeal of Web site and appropriateness of the course materials received the highest rating (M = 3.625). Clarity and purpose in introduction to content components earned the lowest ratings (M = 3.37). These results were closely correlated to students’ responses regarding the important aspects of instructional quality of online courses. The most important aspect indicated by students was the idea of having online course content and materials relevant to the course. The results of the study also indicated other perceived aspects that affect students’ views of the instructional quality of an online course, including interaction, design, convenience, feedback, and usability.

MODELS OF THERAPEUTIC INTERACTION BETWEEN DOCTORS AND PATIENTS

2016 ◽  
Vol 1 (60) ◽  
pp. 105-110 ◽  
Author(s):  
Боговин ◽  
Larisa Bogovin ◽  
Колосов ◽  
Viktor Kolosov
Keyword(s):  
Communicative Competence ◽  
Effective Interaction ◽  
Patient Relationship ◽  
Communicative Skills ◽  
Domestic Literature ◽  
Therapeutic Interaction ◽  
Medical Diagnostic ◽  
Main Components

The effectiveness of medical care in most cases depends on the quality of informational exchange between the doctor and the patient. Often, selected models of the therapeutic interaction, which are the basis for the doctor-patient relationship and form a common psychological background of this communication are very important. The article presents a brief review of the main models of the therapeutic interaction in the foreign and domestic literature. Also we determined the most preferable of them. We showed the important role of doctor’s communicative competence, as well as the fact that possession of communicative skills allow them to solve medical-diagnostic and organizational problems more effectively while treating the patient. Also we studied the main components of effective interaction, promoting the formation of trust between the patient and the doctor.

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