scholarly journals Distance Learning in Greece during Covid-19 Pandemic

2021 ◽  
Vol 4 (2) ◽  
pp. p69
Author(s):  
Apostolou George ◽  
Papatsimpas Achilleas ◽  
Gounas Athanasios ◽  
Gkouna Ourania
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Educational Process ◽  
Statistical Hypothesis ◽  
Hypothesis Tests ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
Face To Face Learning ◽  
Restrictive Measures

The purpose of this study is to investigate the reaction of Greeks to this new educational reality due to the Covid-19 outbreak. Since the first restrictive measures were implemented in March 2020in Greece, distance learning has become a dynamic part of people’s daily lives with the prospect of remain in gas such in the future. A total of N=170 students, parents, teachers, civil servants, private sector employees who were involved in the distance learning process either as instructors or as students in the period of Covid-19 pandemic in Greece, were selected with the use of snowball sampling. A questionnaire using demographic and satisfaction related variables was completed by the respondents, namely citizens across Greece, based on a Likert scale questionnaire which is a useful and multidimensional instrument, to assess satisfaction within the time frame from July 7, 2020 to October 20, 2020; the period when there occurred a loosening in the restrictive measures between the two lockdowns in Greece. It was investigated how the demographic factors, specifically gender, age, occupation, and place of residence, influence the attitude of the respondents towards synchronous and asynchronous distance learning as well as their intention to continue using online education services in the future after the lifting of the restrictive measures. Additionally, the customers’ preferences concerning the most enjoyable distance learning experience were examined, so that they will be available to the distance learning program designers. Descriptive statistical analysis and non-parametric statistical hypothesis tests were conducted in SPSS and R. Most of the respondents had not participated in online courses before the Covid-19 outbreak, 46 % did participate in e-learning courses before the Covid-19 lockdown while 54 % did not and 34.1% respondents prefer face-to-face learning, while 15.9% prefer e-learning. Also, 50% respondents prefer a combination of face-to-face learning and e-learning. Hypothesis tests showed that there are statistically significant differences between users’ preferences as well as regarding their demographic characteristics. Undergraduate and postgraduate university students continue to participate in online learning courses and are willing to invest financial resources and time in this new educational process (?2(4)=10.440, p=0.034), unlike high school students who prefer face-to-face learning (p=0.042). The present study will lead to practical implications, such as the formation of e-learning programs which aim for the best user experience and the best learning outcomes. Also, private educational organizations can include the results in the key elements to implementing a strategic marketing mix.

scholarly journals Problems of teaching foreign languages at Russian universities in the conditions of the COVID-19 pandemic

2021 ◽  
Vol 127 ◽  
pp. 01009
Author(s):  
Lyudmila Nikolaevna Petrova
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Foreign Language ◽  
Legal Aspect ◽  
Mass Scale ◽  
Educational Process ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Russian Universities

The relevance of the research is accounted for by the contradiction between the mass-scale transition of the Russian universities to the distance learning format and the insufficient readiness of the educational process participants in the conditions of COVID-19 pandemic. The following methods of theoretical (analysis, synthesis, systematisation, comparison) and empirical (review of literature, interviewing, questioning, observation) research were comprehensively used in the paper. The situation with distance education before the pandemic was analysed; the prerequisites of the problems and difficulties of transition to online education were identified. The analysis of difficulties encountered by the teachers and students of Russian universities made it possible to identify the objective and subjective factors of their emergence, as well as to develop recommendations for further continuation of distance learning in its combination with the traditional format of education. The purpose of the research was the analysis of the current experience of working in the conditions of COVID-19 pandemic by the example of teaching the disciplines “Foreign language” and “Foreign language (legal aspect)” to the students of Plekhanov Russian University of Economics. The authors analysed the reasons of success and problems, showed the contradictions between the remote and traditional forms of learning. The key models of learning organisation involving traditional and distant forms of education with the use of remote education technologies were reviewed. In addition, an analysis of works by a number of Russian and foreign researchers on the problem of distance learning was undertaken. As a result of the research, a conclusion was made that distance learning in the modern system of higher education in Russia may be considered as a complementary form of the already existing traditional (“face-to-face”) learning format, enhancing it, and this synthesis of forms may be considered as a solution of the emerging problems in the course of learning in the pandemic environment.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Key Factors for Maximizing the Effectiveness of Blended E-Learning

2014 ◽  
pp. 410-437
Author(s):  
Maria Pavlis-Korres
Keyword(s):  
Distance Learning ◽  
Adult Education ◽  
Educational Process ◽  
Educational Outcome ◽  
Learning Program ◽  
Face To Face ◽  
Scientific Staff ◽  
Learning Programs ◽  
E Learning ◽  
Program Content

The chapter focuses on the main factors, which should be met in order to maximize the effectiveness of a blended e-learning program for adult learners. The factors discussed in this chapter are derived from the perspectives of the learners, scientific staff, administrative staff, and the technical staff engaged in the distance learning process. Specifically, these factors have emerged through the internal evaluation of a national program, Design and Implementation of Distance Learning Programs, implemented in Greece via the Distance Adult Education Center for Lifelong Learning. Findings on the strengths and weaknesses of the program as well as suggestions for implementation of future related programs are also discussed in the chapter. The findings indicate that harmonization of program content and the educational process with the principles of adult education both in face-to-face and online environment has a positive effect on the educational outcome of the program. In addition, the appropriate use of the communication tools in the Learning Management System (LMS) is very important for the effectiveness of the program.

Development of E-Learning in Niger

2010 ◽  
pp. 114-125
Author(s):  
Aissetou Drame Yaye
Keyword(s):  
Distance Learning ◽  
Institutional Support ◽  
Course Delivery ◽  
Digital Campus ◽  
Virtual University ◽  
Face To Face ◽  
Official Opening ◽  
E Learning ◽  
Face To Face Learning ◽  
The University

The University Abdou Moumouni (UAM) of Niamey in Niger mainly focused on traditional face to face learning, and even the existence of the African Virtual University since the years 1999 did not change the situation. It is only after the official opening at the University of the Francophone Digital Campus in December 2003 that lecturers and students started overseeing and taking advantages of all the benefits of e-Learning and distance learning. The present paper builds on the author’s personal initiatory experience in e-Learning to highlight some specific challenges that traditional universities such as the UAM face in their efforts to introduce e-Learning and distance learning as a new mode of course delivery. The study shows that even though challenges are big, political and institutional support can freshen the perspectives and change opportunities into realities.

scholarly journals Online interaction in higher education: Is there evidence of diminishing returns?

2013 ◽  
Vol 14 (5) ◽  
Author(s):  
Jonatan Castaño-Muñoz ◽  
Teresa Sancho-Vinuesa ◽  
Josep M. Duart
Keyword(s):  
Online Education ◽  
Optimum Level ◽  
Online Interaction ◽  
Face To Face ◽  
Diminishing Returns ◽  
E Learning ◽  
Face To Face Learning ◽  
Using Data ◽  
Different Levels ◽  
Interaction Intensity

<p>Online interaction is considered to be a key aspect of effective e-learning and improved academic achievement. However, few studies have examined how effectiveness varies with the degree of interaction intensity. Using data for 17,090 students from three Catalan universities, in this paper we study the productivity associated with five different levels of interaction intensity in learning. We also compare the results obtained for fully online education with those for face-to-face learning. The analyses show that interaction in online education has diminishing returns, while in face-to-face learning it does not do so in a pure way. These results have implications for determining the optimum level of interaction that should be sought when designing courses and educational policies.</p>

A simplified virtual power system lab for distance learning and ABET accredited education systems

2021 ◽  
pp. 002072092199706
Author(s):  
Omar Mohamed ◽  
Zain Bitar ◽  
Alla Abu-Sultaneh ◽  
Wejdan Abu Elhaija
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Power System ◽  
Design Method ◽  
Electrical Power ◽  
Classroom Interaction ◽  
Power Engineering ◽  
Face To Face ◽  
Learning Programs ◽  
Face To Face Learning

COVID-19 pandemic has had an adverse impact on higher education worldwide. In particular, the situation can be more crucial for electrical power engineering education due to the importance of the direct relationship between the students and their instructor embodied in the campus’ classroom interaction and the requisite face-to-face learning. Apparently, e-learning instructional design has provided a fairly accepted solution through online lectures and exams for power engineering courses. Nevertheless, the difficulty persists in moving the experiment equipment of the laboratories to the homes of the students since most experiments were likely to be carried out on the University campus’ dedicated power system panels. An urgent and reduced cost solution is therefore needed. This paper introduces a shortcut design method as a compensatory solution at no extra cost, which during this challenging period is suitable for teaching power system labs and also suitable for full online education programs. The work presented in the paper goes beyond that to discuss the relevance to ABET student outcomes. Two experiments are presented in the PowerWorld Simulator environment with systematic steps to facilitate the expansion of the rest of the laboratory experiments. The method is based on the simulation of a textbook example and the verification of results from another textbook followed by a discussion of the relevant students' outcomes of ABET. The paper may be used as an educational guide for instructors in the following academic year in institutions that embrace distance learning programs.

scholarly journals Marketing Management DIII Students' Distance Education Effectiveness For Citizens With Special Needs

2021 ◽  
Vol 1 (11) ◽  
Author(s):  
Rahma Nur Praptiwi ◽  
Maria Nino Istia ◽  
Kristin Lukitaningrum
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Lectures ◽  
E Learning ◽  
Face To Face Learning ◽  
High Level ◽  
Almost All

The existence of individuals with developmental and sensory disabilities (DIII MP-WNBK students) at the Jakarta State Polytechnic is a concern, especially when it is observed how they interact, the way they receive and attend lectures in class. So the situation that is completely online like this, becomes a challenge for them. The purpose of this study is to examine the effectiveness of distance education for MP-WNBK DIII students, and to explain efforts to improve their skills in accessing online lectures through the elearning.pnj.ac.id platform. This study uses an intervention method with a quantitative approach. The design of this research is a cross sectional study. The sample in this study was PS DIII MP-WNBK PNJ students. The number of samples taken as many as 76 students from a population of 92 students. The results of this study conclude that both lecturers and students enjoy using e-learning as a learning medium during distance learning. Learning with a high level of interaction is fun for both lecturers and students because it approaches face-to-face learning. Almost all students are able to use e-learning. E-learning is quite effective for distance learning.

scholarly journals Prospects for the development of LMS MAI and Microsoft Teams platforms after the end of quarantine

2021 ◽  
Vol 10 (39) ◽  
pp. 117-128
Author(s):  
Peter A. Ukhov ◽  
Anatoly V. Ryapukhin ◽  
Natalia A. Biriukova ◽  
Anna K. Biryukova
Keyword(s):  
Distance Learning ◽  
Research University ◽  
Educational Process ◽  
Moscow Aviation Institute ◽  
Face To Face ◽  
Frequency Of Use ◽  
Huge Impact ◽  
E Learning ◽  
The Moment ◽  
Epidemiological Situation

Distance learning has had a huge impact on the educational process of universities and schools. The main platform through which the e-learning process at Moscow Aviation Institute (National Research University) (MAI) is carried out is LMS MAI Moodle. It should be noted that on the basis of this platform, a website with courses lms.mai.ru was created. The second in popularity and frequency of use is Microsoft Teams platform (MT). It is worth noting that thanks to the platforms for distance learning, the educational process was not only not disrupted or stopped, but was also supplemented with such advantages as autonomy and flexibility in acquiring knowledge. In connection with the coronavirus pandemic, on March 17, 2020, MAI completely switched to distance learning. At the moment, the epidemiological situation in Russia is improving and universities are again conducting face-to-face classroom studies. But what was happening with two platforms mentioned above after the end of the quarantine? Students and teachers of MAI say that the use of platforms has decreased, but classes are still held in this format. We discussed the prospects for further use of MT and LMS MAI in this article.

scholarly journals Evaluation the Use of Distance Learning in Jordanian Universities during the COVID19 Pandemic

2021 ◽  
Vol 12 (6) ◽  
pp. 2306-2318
Author(s):  
Fadi Abdul Raheem Odeh Bani Ahmad Bani
Keyword(s):  
Distance Learning ◽  
Educational Process ◽  
Added Value ◽  
Current Status ◽  
Face To Face ◽  
Use Of Technology ◽  
Descriptive Approach ◽  
Face To Face Learning ◽  
Electronic Content

Various countries have shifted from face-to-face learning to distance learning in response to the challenges imposed by the spread of the COVID19. Worldwide distance learning has become a global phenomenon. The current study aims to evaluate the use of distance learning in Jordanian universities during the covid19 pandemic.  The study has developed standards for using distance learning in Jordanian universities and the current status of using distance learning in Jordanian universities. To achieve these aims, the descriptive approach is adopted. A list of the necessary standards for using distance learning is developed, and the current status of using distance learning in Jordanian universities is determined through five domains, and descriptive statistics (means and standard deviations) were calculated as well. The results show the weakness of the technological and human infrastructure necessary for distance learning, and its low ability to create an attractive educational environment, making the use of technology a formal matter that does not achieve the slightest added value to the educational process, along with the weak evaluation of the quality of electronic content. Therefore, the study recommends the necessity of providing modern technological and human infrastructure for higher education institutions to activate them neatly to support the continuity of the educational process.

scholarly journals E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors

2021 ◽  
Vol 13 (8) ◽  
pp. 4381
Author(s):  
Vasile Gherheș ◽  
Claudia E. Stoian ◽  
Marcela Alina Fărcașiu ◽  
Miroslav Stanici
Keyword(s):  
Educational Process ◽  
Return To School ◽  
First Year ◽  
First Year Students ◽  
Ripple Effects ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
E Learning ◽  
Face To Face Learning

Educational life worldwide has been shaken by the closure of schools due to the outbreak of the coronavirus pandemic. The ripple effects have been felt in the way both teachers and students have adapted to the constraints imposed by the new online form of education. The present study focuses exclusively on the beneficiaries of the educational process and aims to find out their perceptions of face-to-face and e-learning and their desire to return, or not, to the traditional form of education. These perceptions are represented by 604 students of the Politehnica University of Timisoara, who were asked to respond anonymously to an 8-question questionnaire between December 2020 and February 2021. The results show the respondents’ levels of desire to return to school (especially of those who have only benefited from e-learning) and their degree of involvement during online classes. The results also specify the advantages and disadvantages of the two forms of education from a double perspective, namely that of first-year students (beneficiaries of e-learning exclusively), and of upper-year students (beneficiaries of both face-to-face and e-learning). The study points out key information about e-learning from the students’ perspectives, which should be considered to understand the ongoing changes of the educational process and to solve its specific problems, thus ensuring its sustainability.

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