Distance learning in the COVID-19 period

In the given article an attempt to consider new possibilities and threats caused by the COVID-19 pandemic for university and college students is made. The quantitative and qualitative analysis of the data obtained is carried out. To collect data, 226 respondents studying in the RUDN economics department were interviewed. The research showed that most students and teachers perceive online learning and teaching negatively. Most students experience difficulties when perceiving online learning, they don't acquire the most part of information, lose soft skills. At the same time, remote technologies have become the tool to minimize losses in education which has been under the threat of failure for the uncertain period of time, and application of these technologies gave many students the chance to successfully graduate from universities and colleges despite the pandemic and get good jobs.

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The Effect of Lecturer Competence in Online Learning Methods on Student College Satisfaction During the Pandemic

Procedia of Social Sciences and Humanities ◽

10.21070/pssh.v1i.53 ◽

2021 ◽

Vol 1 ◽

pp. 239-250

Author(s):

Asty Khairi Inayah Syahwani ◽

Annisaa Soeyono

Keyword(s):

College Students ◽

Online Learning ◽

Data Analysis ◽

Distance Learning ◽

Student Satisfaction ◽

Professional Competence ◽

College Satisfaction ◽

Difficult Time ◽

Student College ◽

Pls Method

The first quarter of 2020 has been a difficult time for the global community. The Coronavirus (COVID-19) pandemic is affecting various sectors, one of which is education. Physical distancing policies allow learning to be done remotely. Based on the conditions of distance learning, this study wanted to determine the effect of lecturer co mpetence on student satisfaction during a pandemic. The data was collected by distributing questionnaires to college students using purpose sampling. Data analysis using SEM-PLS method. The results showed that social and personality competence had an effect on student satisfaction, but lecturers' pedagogical and professional competence had no effect on student satisfaction during the pandemic. This can be shown from the inadequate infrastructure of distance learning. Lecturers who are needed now are lecturers who have the power of creativity in delivering material so that the delivery of material to students is more interesting and varied in online learning.

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E-learning During Covid-19: A Review of Literature

Jurnal Pengajian Media Malaysia ◽

10.22452/jpmm.vol23no1.2 ◽

2021 ◽

Vol 23 (1) ◽

pp. 15-28

Author(s):

Ana Nurdini Sharin

Keyword(s):

Online Learning ◽

Distance Learning ◽

Psychological Impact ◽

Traditional Learning ◽

Learning And Teaching ◽

Education Experience ◽

Online Mode ◽

E Learning ◽

Novel Coronavirus ◽

As Stress

A dramatic change has been required on how the students are getting their education due to the novel coronavirus (COVID-19) outbreak in Malaysia. Not only did the students have to maintain a social distance from their peers and family, but students also must adapt with online learning. Remote learning has become the norm to avoid the wide-reaching and transferable contagious disease. The sudden outbreak disrupted the education system worldwide and forced educators to switch to online mode of teaching. Some students acknowledge and are ready for online learning. However, some are reluctant to shift from traditional learning to online learning. There seem to be several methods where educators could help to make the virtual education experience more engaging and efficient. Therefore, several articles on enhancing online learning and teaching were summarized. Most of the existing research suggests that the adaptation of distance learning was a brilliant choice. Nevertheless, study showed that some students tend to detest online learning due to personal and technological difficulty issues. Besides, distance learning has also been found to be related to psychological impact such as stress and anxiety. Moreover, the existing research discovered that online learning could give psychological impacts in correlation with the challenging learning process. This paper summarizes relevant scholarly articles, identifies ideas and the need for further study.

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Assessing Quality And Effectiveness In Fully Online Distance Education

Journal of Perspectives in Applied Academic Practice ◽

10.14297/jpaap.v3i1.147 ◽

2015 ◽

Vol 3 (1) ◽

Cited By ~ 3

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.

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ONLINE LEARNING AT HIGHER EDUCATION INSTITUTIONS IN UKRAINE: ACHIEVEMENTS, CHALLENGES, AND HORIZONS

Information Technologies and Learning Tools ◽

10.33407/itlt.v85i5.4660 ◽

2021 ◽

Vol 85 (5) ◽

pp. 163-174

Author(s):

Yuliya Krylova-Grek ◽

Mariya P. Shyshkina

Keyword(s):

Online Learning ◽

Distance Learning ◽

Blended Learning ◽

Online Classes ◽

Multiple Perspectives ◽

Cross Sectional ◽

Initial Stage ◽

Weak Points ◽

The Given

Online learning has shown considerable growth over the last decade, as the Internet and education were combined to serve millions of people to gain new skills. This paper outlines benchmarking studies of the current online learning trends. We have demonstrated the weak points in organizing and conducting online classes, identified the shortcomings of excessive digitalization of education, and suggested several problem-solving alternatives. We strongly believe that the appropriate arrangement of distance learning is impossible without getting feedback from all participants of the learning process. Our study represents the benefits and challenges of distance learning noticed by students. The given study is the initial stage of the multi-level research. To receive a qualitative and valid result, we developed a questionnaire with cross-sectional questions, which allowed analysing each question from multiple perspectives, namely we were interested in the opinion of students on the following issues: transition to entirely distance learning; the role of a teacher in distance learning; the influence of distance learning format on the education quality (perception, understanding, learning, and mastering the material); difficulties and challenges. After examining the data obtained, we have managed to single out the following aspects: the most advisable forms of ICT use in the learning organization, balanced learning workload, and communication between teacher and student; co-ordination within the institution to avoid students' overload, which leads to demotivation and physical fatigue to cope with the scope of learning materials. The findings of this study indicate weak aspects in the organization and use of ICT in education. Based on these findings, we offered strategies for successful distance and blended learning. Besides, our findings must be taken into account when organizing blended learning.

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LINGUOCULTUROLOGICAL FEATURES OF NAMING UNITS OF THE DISTANCE LEARNING PROCESS IN RUSSIAN AND ENGLISH MASS MEDIA

Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev ◽

10.37972/chgpu.2021.110.1.010 ◽

2021 ◽

pp. 78-88

Author(s):

Лариса Аркадьевна Слепцова

Keyword(s):

Online Learning ◽

Distance Learning ◽

Mass Media ◽

Learning Process ◽

English Speakers ◽

Scientific Potential ◽

The Usa ◽

Media Texts ◽

The Given ◽

Remote Learning

Статья посвящена лингвокультурологическому анализу средств именования процесса дистанционного обучения в русскоязычных и англоязычных текстах онлайн-версий средств массовой информации (СМИ) с целью выявления общих и специфических черт обозначенного фрагмента языковой картины мира у носителей разных языков, определения совпадения / несовпадения границ их лингвокультурного пространства. Пандемия COVID-19 затронула все сферы жизни общества, в том числе образование, под ее влияние попали более полутора миллиардов обучающихся. Все это нашло отражение в многочисленных текстах СМИ, которые активно освещали, в частности, проблемы дистанционного обучения, используя большое разнообразие именований этого феномена. Анализ текстов СМИ (57 русскоязычных и англоязычных статей интернет-версий 10 центральных газет России, Великобритании и США), одной из самых распространенных форм современного существования языка, позволяет наблюдать динамику языковых изменений. Исследование позволило обнаружить 31 вариант именования процесса дистанционного обучения в русскоязычных текстах, наиболее распространенными из которых являются дистанционное обучение, онлайн-обучение и дистанционное образование. Изучение англоязычных источников позволило зафиксировать 21 именование процесса дистанционного обучения, где самыми частотными выступают online learning, remote learning и distance learning. Выбор определенных лексических единиц и включение их в состав именований процесса дистанционного обучения обусловлены экстралингвистическими факторами, сложностью и многоаспектностью рассматриваемой деятельности, которые находят свое отражение в языке. Проведенное исследование дает возможность увидеть значительный научный потенциал в изучении языковых средств репрезентации процесса дистанционного обучения. This article is devoted to the linguoculturological analysis of the naming units of the distance learning process in Russian and English mass media texts. It is aimed at identifying universal and specific features of the naming units of the given fragment of the linguistic view of the world of Russian and English speakers. The COVID-19 pandemic shocked all the spheres of society, including education. Mass media actively covered the problems of education, distance learning in particular, using an extensive repertoire of naming units for this phenomenon. The analysis of mass media texts (57 articles from 10 newspapers in Russia, Great Britain and the USA) makes it possible to observe the dynamics of language changes. There are 31 options revealed for naming the process of distance learning in Russian texts, the most common among them are дистанционное обучение (distance learning), онлайн-обучение (online learning) and дистанционное образование (distance education). The study of English texts made it possible to reveal 21 names of the distance learning process, the most frequent ones are online learning, remote learning and distance learning. The choice of certain lexical units for naming the distance learning process is conditioned by extralinguistic factors which are reflected in the language. The study proves the significant scientific potential of naming units representing the process of distance learning.

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Distance learning and undergraduate Saudi students’ agency during the Covid-19 pandemic

Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies ◽

10.31926/but.pcs.2020.62.13.2.4 ◽

2020 ◽

Vol 13 (62) (2) ◽

pp. 37-54

Author(s):

Reima AL-JARF

Keyword(s):

College Students ◽

Online Learning ◽

Distance Learning ◽

Student Engagement ◽

Online Communication ◽

Saudi Students ◽

Online Lectures ◽

Lecture Recordings ◽

Negative Role ◽

Oral Presentations

"To investigate college students’ agency during the Covid-19 pandemic, a sample of translation students and instructors was surveyed. It was found that 55% of the participants were dissatisfied with distance learning (DL), online communication and had difficulty understanding online lectures. Findings also showed absence of goals, low selfefficacy, low student engagement and motivation, and a negative role. The most common concern was exams and passing courses with high grades. Instructors reported that many students were not interested in online learning, in doing assignments, refused to give oral presentations, did not participate in online class discussions, preferred lecture recordings, cheated on exams, overslept and started exams late. Recommendations for increasing translation students’ agency in DL are given."

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Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

Sustainability ◽

10.3390/su12125171 ◽

2020 ◽

Vol 12 (12) ◽

pp. 5171 ◽

Cited By ~ 3

Author(s):

Teresa C. Herrador-Alcaide ◽

Montserrat Hernández-Solís ◽

J. Fortunato Hontoria

Keyword(s):

College Students ◽

Online Learning ◽

Distance Learning ◽

University Students ◽

Mobile Devices ◽

Learning Tools ◽

Explanatory Variables ◽

Perceived Utility ◽

Online Tools

Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

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