scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals Thematic Learning for Children with Special Needs at Inclusion School During the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
Author(s):  
Tri Nanda Maulidyah ◽  
Muhlasin Amrullah
Keyword(s):  
Distance Learning ◽  
Special Needs ◽  
Inclusive Education ◽  
Children With Special Needs ◽  
Students With Special Needs ◽  
Normal Children ◽  
Learning Abilities ◽  
Inclusive Schools ◽  
Thematic Learning ◽  
Physical Accessibility

This study discusses thematic learning for children with special needs which is carried out online or online learning which is part of distance learning with contemporary special methods that consciously combine internet-based technologies to support the success of students in learning even though it is done remotely. far. As for the benefits of implementing inclusive education for both children with special needs and normal children, they will learn to interact and help each other, teach students that there is no difference and we are all the same. In order to carry out thematic education for children with special needs to the fullest. For this reason, knowing the thematic learning abilities of students with special needs online is very important although basically it is not easy to implement because it requires special supervision from both parents and other families who are at home. Inclusive education does not discriminate in educating normal and abnormal children. Thus, the characteristics of inclusive schools are, among others: having physical accessibility and non-physical accessibility, which aims to maximize services for all children.

Distance Learning Overview

2011 ◽  
pp. 1174-1180
Author(s):  
Linda D. Grooms
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Process ◽  
Mediated Communication ◽  
Organizational Boundaries ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Distance Courses

The knowledge explosion, the increased complexity of human life, and the ubiquitous nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and formats of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance learning continues to multiply at unprecedented rates. Where just a short time ago traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today many eagerly embrace the rapidly expanding synchronous and asynchronous delivery systems of the 21st century. So what exactly is distance learning? In very simplistic terms, distance learning is just that: learning that occurs at a distance (Rumble & Keegan, 1982; Shale, 1990; Shale & Garrison, 1990) or that which is characterized by a separation in proximity and/or time (Holmberg, 1974, 1977, 1981; Kaye, 1981, 1982, 1988; D. J. Keegan, 1980; McIsaac & Gunawardena, 1996; M. Moore, 1983; M. G. Moore, 1973, 1980, 1989a, 1989b, 1990; Ohler, 1991; Sewart, 1981; Wedemeyer, 1971). In his 1986 theory of transactional distance, Michael Moore (Moore & Kearsley, 1996) defined distance not only in terms of place and time, but also in terms of structure and dialogue between the learner and the instructor. In this theory, distance becomes more pedagogical than geographical. As structure increases, so does distance. As dialogue increases, distance declines, thus accentuating the need for interaction in the distance learning environment. Saba (1998) furthered this concept, concluding, the dynamic and systemic study of distance education has made “distance” irrelevant, and has made mediated communication and construction of knowledge the relevant issue…. So the proper question is not whether distance education is comparable to a hypothetical “traditional,” or face-to-face instruction, but if there is enough interaction between the learner and the instructor for the learner to find meaning and develop new knowledge. (p. 5) To facilitate greater interaction in the geographically and/or organizationally dispersed distance environment, today, individuals most often use some form of technology to overcome the barrier of separation, affording institutional and learner opportunity to transcend intra- and inter-organizational boundaries, time, and even culture. By definition, the paradigm of distance learning revolutionizes the traditional environment (Martz & Reddy, 2005); however, even with this change, learning, which involves some manner of interaction with content, instructor, and/or peers, remains at the core of the educational process. Although imperative in both environments, these three types of interaction seem to be at the hub of the ongoing traditional-vs.-distance argument. Traditionalists often fear that with anything other than face-to-face instruction, interaction somehow will decrease, thus making learning less effective, when in reality, numerous studies have revealed no significant difference in the learning outcomes between traditional and distance courses (Russell, 1999). In fact, distance courses have been found to “match conventional on-campus, face-to-face courses in both rigor and quality of outcomes” (Pittman, 1997, p. 42). Despite these findings, critics still abound.

scholarly journals Opinions of the students of the Model High School “Evangeliki School of Smyrna” about the synchronous distance education during the Spring of 2020

2021 ◽  
Author(s):  
Christodoulos Makedonas ◽  
Sotiris Chasapis ◽  
Giorgos Thodis ◽  
Maria K. Diakonou ◽  
Christos Fanidis ◽  
...  
Keyword(s):  
High School ◽  
Distance Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Positive Attitude ◽  
Educational Process ◽  
Visual Contact ◽  
Face To Face ◽  
The Impact ◽  
3Rd Grade

Motivated by our online teaching experience during the suspension of the operation of educational systems in March 2020 as a result of the global pandemic of the new COVID-19 virus, a survey was launched in our Model High School, with the goal of capturing, evaluating and exploring our students' views on the impact of synchronous distance learning on their cognitive process and their psychological well-being under national lockdown conditions. In particular our goal was to explore the degree of student understanding and assimilation of the different subjects, the degree of their conscious participation in online classes as well as the overall effect of distance education in their psychology. Additionally, we explored the student’s opinion about the online tools and methodologies used (platforms, software etc.) to deliver the online lessons and the effectiveness of the synchronous online education compared to the traditional face to face teaching. In this respect we focused our attention mostly on issues related to student’s understandings, answering questions and the student participation in the educational process. From the 269 students in our school 174 students (92 boys and 82 girls) participated in this research which corresponds to roughly 65% on the average from every class. We applied methods of descriptive and inductive statistics (Χ2 tests) in order to process the closed form questions and draw statistically meaningful conclusions.The 174 responses indicate that students have a positive attitude towards e-learning. This is also evident by the systematic participation of 2 out of 3 students in all courses and activities of the school timetable even though attendance was optional. It is important to note that their percentage participation per class declined from the 1st to the 3rd grade of Lyceum, and that participation of girls was considerably higher than that of boys. The students who did not attend classes, claimed that optional attendance and their participation in extracurricular activities were the key reasons for not attending. There were also differences in the attitudes of students among the three grades of Lyceum, with students of the 3rd grade appreciating the autonomy of the distance learning more than the younger students. It is notable that the majority of students claim that visual contact between them and their teachers is the main reason for classroom superiority. On how to improve distance lessons, students suggested that equipment and facilities should be upgraded, to be able to support video transmission, for both students and teachers, which will partially substitute visual contact in class. Other suggestions were concerned with the implementation of a rigid schedule, maintaining breaks between classes, and with the reduction of out-of-class workload. Regarding their teacher’s performance, students noticed no difference from face to face classes. Finally, despite their positive attitude towards distance education, students emphasize that replacing in-class with on-line classes can be troublesome, even with the use of environments attractive to students growing up in times of great technological resources.

scholarly journals Barriers to Access and Enrollment for Children with Disabilities in Pilot Inclusive Schools in Bole District in Ghana

2020 ◽  
pp. 143-150
Author(s):  
Jacob Kudjo Adjanku
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Sampling Technique ◽  
Children With Special Needs ◽  
Negative Attitudes ◽  
Barriers To Access ◽  
Inclusive Schools ◽  
Architectural Structures ◽  
District Assemblies

This study focused on inherent barriers that are there to the success of inclusion of children with disabilities in education in Bole District. The targeted population in this study involved all teachers teaching in the selected inclusive schools. The random sampling and purposive sampling technique was used in selecting the ten schools practicing the inclusive education whose teachers were the target for the study. The study used questionnaire to collect data. Data collected was analysed by means of statistical methods into numbers, percentages tables and diagrammatical representation. The results revealed that majority of the respondents agreed teachers show negative attitudes towards children with special needs, schools environments are physically not accessible to children with disabilities, teachers are not trained towards teaching children with disabilities. It was suggested that, District Assemblies should encourage that architectural structures should be modified and also by making more physical adaptations to the existing buildings to have effective inclusive education. Also encourage school authorities to made school environments more disability friendly and make other schools facilities more accessible and more disability friendly for children with special needs to access.

IMPLEMENTATION OF SOME DUAL-TECHNOLOGY TECHNOLOGIES IN REMOTE TEACHING OF MILITARY DISCIPLINES: ADVANTAGES AND PROBLEMS

2020 ◽  
pp. 54-61
Author(s):  
I.V. Tolok ◽  
D.V. Zaitsev ◽  
V.V. Shvaliuchynskyi
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Military Training ◽  
Educational Process ◽  
Gradual Transition ◽  
Face To Face ◽  
Characteristic Features ◽  
Military Institute ◽  
Learning Principles ◽  
The Military

The article reveals some remote technologies in teaching military training. The role of the introduction of distance learning in the system of training of reserve officers is determined. The main advantages and problems of development and implementation of distance technologies in the education of future reserve officers are listed. Distance learning is built according to the same purpose and content as face-to-face training, but the forms of material submission and the forms of interaction between the subjects of the educational process differ significantly. The didactic principles of distance learning (principles of scientific, systematic and systematic, activity, principles of developmental learning, clarity, differentiation and individualization of learning) are similar to face-to-face training, but their implementation is specific. The characteristic features of distance learning are defined, namely: interactivity of learning, flexibility of learning; modular principle in the relevant military specialty; individualization of training on the basis of an individual schedule; economics of distance learning; no problem with the acquisition of educational materials and textbooks; parallelism of distance learning; openness and objectivity of citizens' knowledge assessment; high self-organization of citizens. Some approaches to solving problems of introduction of distance education are defined: development of the concept of distance education in all sections of military training; further development and adaptation of the Military Institute's corporate network; development, placement of electronic textbooks and teaching materials on the website of the Military Institute and creation of a database of distance education; organization of interaction between all participants of the educational process; creation of a single corporate system of distance education and unified resources; organization of training and advanced training of teachers and technical staff in the field of information technology in distance education, taking into account the gradual transition in teaching, including the Tactical Training module, to NATO standards, etc.

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.

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. 

scholarly journals Synchronous and Asynchronous E-Learning Modes: Strategies, Methods, Objectives

2021 ◽  
Vol 9 (1) ◽  
pp. 19-27
Author(s):  
Olha Volodymyrivna Berestok ◽  
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Learning Environments ◽  
English Language ◽  
Educational Process ◽  
Asynchronous Online Learning ◽  
E Learning ◽  
Ict Tools ◽  
Learning Modes

The article deals with the main strategies, methods and objectives of synchronous and asynchronous E-Learning Modes from a scientific and practical point of view. A detailed description of the synchronous and asynchronous online-learning at different historical stages is presented. The task of the distance education in light of the trends of modern society and its role in the implementation of professional and social aspirations of an student is shown. The basic problems of contemporary ICT, the difference and peculiarities of the synchronous and asynchronous methods of e-communication are determined. The general tendencies, content, sources, means, forms and methods of ICT implementation in terms of strict quarantine circumstances are highlighted. Certain ICT tools implemented by higher educational establishments to provide distance learning in the educational institutions are defined. The key ways of overcoming the contradictions that arise in the path of self-improvement of a student in the present are called. The application of ICT tools by the teaching staff as an essential and effective instrument to modernize the educational process is emphasized. Online-learning environments, namely synchronous and asynchronous ones, essential to provide distance education, are mentioned. Various forms of interaction involved in synchronous and asynchronous modes are pointed out. The current practices of synchronous and asynchronous e-learning/teaching in English language are established. The results of the case study of the effectiveness of a/synchronous environments towards better English language learning are evaluated. The analysis of the strategy used in distance learning is presented. The leading instruments and tools for synchronous and asynchronous online-learning are stressed on. The description of "high degree of interactivity" between participants who are separated from each other geographically and in time by asynchronous learning environments is provided. The basic measures for the introduction of distance learning technologies in the educational institution, which do not contradict the principles of pedagogy, but supplement and promote the development of the process of education, are formulated. The preferences of students as for methods used during remote education are noted. Basic challenges for teachers, institutions, and students, provided by both synchronous and asynchronous modes of distance learning, are described.

scholarly journals The peculiarities of the CLIL technology use in the context of distance learning in the educational institutions of the Republic of Kazakhstan

2021 ◽  
Vol 102 (2) ◽  
pp. 188-194
Author(s):  
B. Zhetpisbayeva ◽  
◽  
D. Dyakov ◽  
S. Shunkeyeva ◽  
G. Khamitova ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Technology Use ◽  
Online Survey ◽  
Educational Process ◽  
Virtual Learning Environment ◽  
Educational Institutions ◽  
School Teachers ◽  
University Teachers ◽  
The Republic

This article proposes a research vision of the problem of using CLIL training in the context of distance education in schools and universities of the Republic of Kazakhstan. The relevance of the study is due to the lack of the research devoted to the content analysis of the integration of CLIL learning and distance learning technologies, as well as the need to identify the features and universal problems, characteristic of the practice of CLIL learning in distance learning format. The diagnosis of this problem was carried out through an online survey of school teachers and university teachers acting as experts on the implementation of CLIL training in educational institutions of the Republic. To develop a methodology and tools for online survey of teachers scientific works in the field of CLIL training and distance education technologies on the creation of educational resources and a virtual learning environment and on the sociology of education were studied. When processing the results of the survey, we used statistical and descriptive research methods. The results of the online survey confirmed the hypothesis of the study that the main problem of using CLIL technology is the problem of resource provision of the CLIL training program in the context of distance education, as well as the level of methodological and IT-training of school teachers and university teachers. Other features of using CLIL technology in a distance format are as follows: the school teachers and university teachers have an appropriate set of basic competencies of a teacher practicing CLIL training, and, at the same time, their insufficiency for the implementation of the educational process in the context of distance education and, accordingly, the need to acquire additional competencies required by the teacher for the application of CLIL technology in a distance format

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