scholarly journals Distance Learning on Formation of Technical Competencies of University Students (on the Example of Natural Sciences)

2021 ◽  
Author(s):  
Gulnara K. Nauryzbayeva ◽  
◽  
Gita Revalde ◽  
Gulmira L. Gabdullina ◽  
Guldana T. Aldzhambekova ◽  
...  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Teaching And Learning ◽  
First Year ◽  
High Satisfaction ◽  
Technical Competencies ◽  
Online Distance Learning ◽  
Online Distance ◽  
And Control

This paper presents our model of the organization and content of distance learning in physics for the formation of technical competencies of university students. An example of the organization of lectures on the topic "Electromagnetic induction" for students of the specialty "Power Engineering" is given. The organization of other forms of education is also given. The aim of the work is to develop technical competencies in students. A professionally oriented approach was used in teaching physics. The content of distance learning, presented through the electronic educational and methodological complex of the discipline, has been determined. The activities of teaching and learning of students are regulated, methods, forms and means of online distance learning are selected, at present, as methods of organizing activities, the result of educational activities reflects the quality of training in accordance with the successful teaching activities of students, as well as its diagnostics and control. The possibility of improving the quality of training in physics, increasing the levels of formation of technical competencies of future bachelors in the field of energy is shown on the example of distance learning in physics online, based on the use of professionally oriented training. The results of survey of the first year distance learning students showed quite high satisfaction, also for the students living in the rural regions in Kazаkhstan.

scholarly journals Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

2021 ◽  
Vol 10 (6) ◽  
pp. 11
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Decision Making ◽  
Distance Learning ◽  
International Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Career Goals ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance

The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences.   Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021

Learner Autonomy Through Computer Mediated Communication (CMC)

2012 ◽  
Author(s):  
Ranjit Kaur Gurdial Singh ◽  
Mohamed Amin Embi
Keyword(s):  
Distance Learning ◽  
Computer Mediated Communication ◽  
Learner Autonomy ◽  
Structured Interview ◽  
First Year ◽  
Sample Population ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Online Distance Learning ◽  
Online Distance

Pendidikan di Malaysia kian menjadi satu perusahaan berwayar. Pengintegrasian Teknologi Maklumat dan Komunikasi (TMK) dalam kursus yang ditawarkan oleh institusi pengajian tinggi dilihat sebagai pemangkin dalam melahirkan pelajar terarah kendiri sepanjang hayat. Dalam hal ini, Komunikasi Berasaskan Komputer (CMC) dilihat sebagai alat yang dapat membantu pelajar memperoleh maklumat di hujung jari pada bila–bila masa dan di mana sahaja. Kajian ini menyiasat autonomi pelajar melalui program atas talian jarak jauh. Instrumen kajian yang digunakan merangkumi tinjauan soal selidik, protokol temuduga separa berstruktur dan interaksi mel elektronik. Sampel populasi kajian pula melibatkan persampelan bertujuan apabila satu kelas pelajar yang mengikuti B.Ed (TESL) di sebuah universiti tempatan yang menawarkan kursus secara atas talian dipilih sebagai sampel kajian. Dapatan awal memperlihatkan bahawa pada dasarnya, pelajar tahun satu tidak menganggap diri mereka sebagai pelajar terarah kendiri yang berupaya mengurus pembelajaran mereka. Malah, maklum balas mereka terhadap semua aspek autonomi yakni merancang, mengurus, memantau, menilai dan kebolehan mengguna komputer hanya mencatatkan respon sederhana positif sahaja. Justeru jika pelajar tertiari dikehendaki melibatkan diri dalam pembelajaran melalui CMC, maka para pendidik dan institusi pengajian tinggi bertanggungjawab memastikan pelajar dibimbing secara sistematik dan dibekalkan dengan kemahiran, alat, sikap dan pengetahuan melalui program latihan pelajar tentang bagaimana mereka boleh mengurus pembelajaran mereka. Kata kunci: Pelajar terarah kendiri, Komunikasi Berasaskan Komputer (KBK), pembelajaran tidak segerak, interaksi secara talian Education in Malaysia is fast becoming a “wired enterprise.” The integration of Information and Communication Technology (ICT) in course offerings in institutions of higher learning (IHL) is seen as the catalyst towards producing lifelong autonomous learners. Hence, Computer–Mediated Communication (CMC) is seen as the tool to assist learners in acquiring information at their fingertips anywhere and anytime. This paper employed a descriptive research methodology to investigate learner autonomy via an online distance–learning program. The research instruments used included survey questionnaires, semi–structured interview protocols and email interactions. The sample population for this study entailed purposive sampling where one intact class of first year students pursuing the B. Ed. (TESL) course in a local university offering online distance learning was selected. Initial findings indicated that first year university students generally, did not consider themselves to be truly independent learners capable of managing their own learning. In fact, their responses in all aspects of learner autonomy abilities viz. planning, organizing, monitoring, evaluating and computer usage recorded moderately positive responses. In lieu of this, if today’s tertiary students are required to participate through CMC, it is the responsibility of educators and IHL to systematically guide and provide learners the skills, tools, attitude and knowledge through learner training programs on how they can learn to take responsibility for their own learning. Key words: Learner autonomy, Computer–Mediated Communication (CMC), asynchronous learning, online interactions

scholarly journals Monochronic Vs. Polychronic: A Profile of Academic Time Use Among Online Distance Education Students

2020 ◽  
pp. 444-453
Author(s):  
Ana Maria Neves ◽  
Lina Morgado
Keyword(s):  
Distance Learning ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Time Use ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Distance Education ◽  
Academic Time ◽  
Online Distance Learning ◽  
Online Distance

The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.

scholarly journals An Evaluation into the Role of Online learning in Enhancing the Delivery of an eBusiness related Masters Course

10.28945/2661 ◽  
2003 ◽  
Author(s):  
Evelyn McLellan ◽  
Mark Stansfield
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Face To Face ◽  
Lessons Learnt ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University

Within many educational institutions across the world, the delivery of undergraduate and postgraduate courses is being facilitated by online learning technologies. The development and transformation of academic courses for online learning delivery provides a number of opportunities for both the academic institution and prospective students. However, there are a number of important issues that need to be addressed if online learning is to contribute to the educational experience of the student in a positive way and actually enhance teaching and learning as compared with more traditional face-to-face delivery. This paper describes the process of transforming a Masters course in the Management of eBusiness offered by the University of Paisley from a distance learning to an online distance learning course. The paper will identify the main educational theories that informed and influenced the development of the online course as well as identify the main lessons learnt from evaluating the course which has now been running for a number of years. The lessons learnt will be of interest to many people involved in the development and running of online learning courses.

Enhancing Students' Online Engagement: A Study on Online Distance Learning Institutions' Students in Malaysia

2021 ◽  
Vol 12 (1) ◽  
pp. 7-7
Author(s):  
Zahir Osman (Dr) ◽  
Ratna Khuzaimah Mohamad ◽  
Liana Mohamad
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Peer Collaboration ◽  
Learning Attitude ◽  
Online Engagement ◽  
Online Distance Learning ◽  
Online Distance

Online Distance Learning (ODL) settings in higher education institutions assist in allocating resources of education, facilitating instructor-to-student interaction, supporting student learning groups, maintaining the progression of student learning, and allowing students to enroll ODL learning (Islam, 2013). Students' online learning exposures in universities and colleges tend to be combined with academic exposures for the continuous learning progress not because only related to academic accomplishment, but also due to individual success of lifelong learning. The online learning setting tertiary education institutions is a learning environment that puts together the latest digital technology with the practices of teaching and learning as important creativity and innovation through the latest performed-technology platform (Eze, Chinedu-Eze, & Bello, 2018). The advantages of online learning settings for both the students and higher education institutions are significant cost saving of having physical infrastructure of teaching and learning, cause the course materials digitization where it can be shared and retrieved at any time and wherever the students are and embedding into the global educational setting (Pham, Limbu, Bui, Nguyen, & Pham, 2019). Malaysia is aiming to become a developed country and has set a long term vision for that to be realized. This aim can only be achieved by producing high technological skills and a critical thinking workforce. Information communication technology (ICT) will be the main catalyst in leading this transformation. In an online learning environment, engagement has become one of the critical issues for the students. Since the trend today of migrating from the face-to-face classroom to web-based systems, some challenges need to be resolved. In fully online learning, there is 78% of students fail in completing their online courses (Simpson, 2010). Students' failures in online courses were mainly due to their inactive engagement (Kuzilek, Hlosta, Herrmannova, Zdrahal, & Wolff, 2015). Halverson, Graham, Spring, Drysdale, and Henrie (2014) in their thematic analysis have found the term engagement been mentioned in more than fifty per cent of the reviewed publications. Thus, this study aims to assess the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and digital readiness influence on online engagement. Keywords: Online Learning Attitude, Online Peer Collaboration, Psychological Motivation, Digital Readiness and Online Engagement.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

scholarly journals Pembelajaran Perguruan Tinggi Dalam Jaringan (Daring) Masa Pandemi Covid-19

2020 ◽  
Vol 1 (1) ◽  
pp. 31-38
Author(s):  
Murti Wijayanti ◽  
Tyna Yunita ◽  
Agus Dharmanto
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Community Service ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Use Of Technology ◽  
E Learning ◽  
Online Distance Learning ◽  
The Government ◽  
Online Distance

The education world now is entering an adjustment phase in teaching and learning process during the Covid-19 pandemic. Activities that are usually carried out offline (outside the network) face-to-face in the classroom, turn into online distance learning (in the network). In order to reduce the spread of the virus, the government issued a policy stating that all activities are carried out from home and utilize the technology as a supporting tool, including learning practices carried out by the universities. The limited online learning conditions between lecturers and students, overcome by the campus by preparing themselves to formulate policies and strategic steps, so that, the activity process on sharing topics lecture continue to run using e-learning application facilities. Likewise, Tri Dharma activities of higher education regarding research and community service. The use of technology with various platform applications during this pandemic is one of the researches breakthroughs used. Like it or not, online learning forces both lecturer and students to adapt. Implementation of community service activities that are generally carried out directly in the field, continues to run using the internet network through the provision of webinars (seminars on the web) or virtual work lecture (KKN) activities virtually. Keywords: Outside the Network, Distance Learning, In the Network, University   Abstrak Dunia pendidikan saat ini memasuki fase penyesuaian dalam proses belajar mengajar di masa pandemi Covid-19. Kegiatan yang biasanya dilakukan secara luring (luar jaringan) tatap muka di ruang kelas, beralih menjadi pembelajaran jarak jauh dengan daring (dalam jaringan). Dalam rangka menekan laju penyebaran virus, pemerintah mengeluarkan kebijakan yang menyatakan bahwa semua aktivitas kegiatan dilakukan dari rumah dan memanfaatkan teknologi sebagai sarana penunjangnya, termasuk praktik pembelajaran yang dijalankan oleh perguruan tinggi.  Kondisi pembelajaran yang terbatas secara daring antara dosen dan mahasiswa, diatasi pihak kampus dengan mempersiapkan diri menyusun kebijakan dan langkah strategis agar proses aktivitas kegiatan berbagi materi topik kuliah tetap berjalan menggunakan fasilitas aplikasi e-learning. Begitu pula dengan kegiatan Tri Dharma perguruan tinggi dalam hal riset dan pengabdian masyarakat. Penggunaan teknologi dengan bermacam platform aplikasi di masa pandemi ini merupakan salah satu terobosan riset yang digunakan. Mau tidak mau, suka tidak suka, pembelajaran secara daring “memaksa” para tenaga didik dan juga mahasiswa untuk beradaptasi. Pelaksanaan kegiatan pengabdian masyarakat yang umumnya dilakukan secara langsung di lapangan, tetap berjalan menggunakan jaringan internet melalui pengadaan webinar (seminar dalam web) atau kegiatan kuliah kerja nyata (KKN) secara virtual. Kata kunci: Luar Jaringan, Pembelajaran Jarak Jauh, Dalam Jaringan, Perguruan Tinggi

Purposefully-Designed and Mindfully-Facilitated Online Courses

2022 ◽  
pp. 251-272
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Educational Institutions ◽  
Online Delivery ◽  
Student Reaction ◽  
Computer Mediated ◽  
Faculty Experience ◽  
Online Distance Learning ◽  
Online Distance

The COVID-19 pandemic seriously impacted the ability of educational institutions to deliver in-person instruction. A pragmatic solution was remote teaching, which in most cases was essentially in-person courses delivered synchronously via computer-mediated technology and videoconferencing. Student reaction to, and faculty experience of, remote teaching and learning was varied but generally less than enthusiastic. There was a growing realization that, pedagogically, emergency remote teaching could not satisfactorily replicate either well-delivered in-person instruction or well-designed distance online courses. With the anticipation that higher education will increasingly focus on online delivery, there has been renewed interest, at both the institutional and faculty level, in how effective distance learning online courses are conceptualized, designed, and facilitated. This chapter attempts, briefly but comprehensively, to explore the theoretical and practical issues involved in purposefully designing and mindfully facilitating online distance learning courses.

scholarly journals Google Classroom as Perceived by Educators: An Overview

2021 ◽  
Vol 6 (7) ◽  
pp. 360-369
Author(s):  
Mohamad Syafiq Ya Shak ◽  
Mohd Haniff Mohd Tahir ◽  
Airil Haimi Mohd Adnan ◽  
N Shushma Devi Piaralal ◽  
Dianna Suzieanna Mohamad Shah
Keyword(s):  
Distance Learning ◽  
Management System ◽  
Teaching And Learning ◽  
Learning Management System ◽  
General Educators ◽  
Positive Perception ◽  
The Past ◽  
The World ◽  
Online Distance Learning ◽  
Online Distance

Learning Management System (LMS) is gaining prominence in how education is delivered today due to the increased popularity of remote and online distance learning and the unimaginable COVID-19 pandemic that stuns the world. One of the more popular LMSs in the world is Google Classroom (GC). Due to its popularity, it is essential for the perception of its users particularly educators to be gauged as it is believed that their perception could determine what they do in their teaching and learning sessions. This paper reviewed eleven selected past studies about educators’ perception on the use of GC. The content of these studies was analyzed and coded into themes and specific categories by using the Atlas.ti Software. In general, educators seem to hold a positive perception on the use of GC with their students. However, some reservations about the use of GC have also been expressed. Several recommendations about how GC could be improved were also offered by the participants in the studies. The gaps in the past studies might provide some ideas on how the educators’ perception of GC could be better ascertained in future.

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