scholarly journals Satisfaction of Arab school teachers in Israel for distance learning and the difficulties they face during the pandemic Corona: مدى رضا معلمي المدارس العربية في إسرائيل عن التعلم عن بعد والصعوبات التي تواجههم أثناء انتشار جائحة كورونا

2021 ◽  
Vol 5 (34) ◽  
pp. 49-27
Author(s):  
Naji Awni Saleh Naji Awni Saleh
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Age Group ◽  
School Teachers ◽  
Education Systems ◽  
Educational Qualification ◽  
Learning Programs ◽  
Degree Of Satisfaction ◽  
Descriptive Approach ◽  
Arab Schools

  The current study aimed to examine the extent of teachers ’satisfaction in Arab schools in Israel with distance learning during the period of the spread of Corona disease, and the difficulties they face using the quantitative survey descriptive approach. The tool was represented in a questionnaire distributed to a sample of (30) teachers from Arab schools in Israel from the age group (22-45) years, and the research results found that teachers ’satisfaction with the use of distance learning programs obtained an overall average of (4.05 out of 5), meaning that the degree of satisfaction is (high). The difficulties and challenges facing teachers during distance learning obtained an overall average of (4.16 out of 5), meaning that there are big difficulties are, and finally, the results revealed that there are no statistically significant differences in the degree of teachers' satisfaction about distance learning during the period of the spread of Corona disease due to variables (gender, educational qualification), Curriculum, grade, and years of experience), and the existence of statistically significant differences in the degree of teachers' satisfaction attributed to variable of (receiving training related to distance education systems) in favor of teachers who had training on using distance education systems, and the difficulties related to distance education were less than those who did not receive training. Based on these results, the researcher presented a set of recommendations and proposals to train teachers, alleviate difficulties, and enhance their approaches to distance education.

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

Understanding Different Categories of Attrition in Distance Education Program

2011 ◽  
pp. 1917-1925
Author(s):  
Seung Youn (Yonnie) Chung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internet-delivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

Understanding Different Categories of Attrition in Distance Education Programs

2011 ◽  
pp. 2177-2186
Author(s):  
Seung Youn (Yonnie) Chyung
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Institutions ◽  
Or Education ◽  
Internet Technologies ◽  
Service Companies ◽  
Learning Programs ◽  
E Learning ◽  
Research Findings ◽  
The U.S

Distance learning is often referred to as taking training or education courses that are either synchronously or asynchronously delivered via various media such as audio, video, or computer, especially Internet technologies in recent years. The number of corporate training programs delivered via Internet technologies (a.k.a., e-learning) has dramatically increased over the last several years. According to ASTD reports (2002, 2003), the percentage of e-learning programs delivered in the Benchmark Service companies in the U.S. increased from 8.8% of total training hours in 2000 to 10.5% in 2001. The number of distance programs offered at degree-granting educational institutions in the U.S. has also gradually increased each year. According to the National Center for Education Statistics (2003), 56% of two-year or four-year degree-granting educational institutions offered distance education (DE) courses during the 12-month 2000-2001 academic year, and during the time period, about 2.8 million students were enrolled in college-level credit-granting DE courses, the majority of which were Internet-based courses. Internetdelivered instruction has gained credibility during recent years as well. Research has shown that there seems to be no significant difference in terms of the effectiveness of instruction delivered in traditional classroom settings and the effectiveness of instruction delivered via the Internet (van Schaik, Barker & Beckstrand, 2003). Such research findings, coupled with potential benefits such as cost-effectiveness and convenience, have likely contributed to the increasing popularity of Internet-delivered distance learning programs.

scholarly journals Obstacle Comparisons to Achieving Distance Learning and Applying Electronic Exams during COVID-19 Pandemic

Symmetry ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 99
Author(s):  
Raed Bashitialshaaer ◽  
Mohammed Alhendawi ◽  
Zohra Lassoued
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Education System ◽  
Arab World ◽  
The Future ◽  
Descriptive Approach ◽  
Main Components ◽  
Palestinian Universities ◽  
Open Question ◽  
Distance Education System

This study aims to identify obstacles and barriers to achieving quality distance learning and the use of electronic exams, comparing them to pursue success in the distance education system during the coronavirus pandemic (COVID-19). It also aimed to determine the similarity and differences between the two main components of distance education. This is based on a sample of evaluations from professors and students at universities in the Arab world, i.e., Algerian, Egyptian, Iraqi, and Palestinian universities. We used a descriptive approach using questionnaires (open question) with conveniently selected samples from two different groups: (1) 400 professors and student’s feedback from 600 distributed (i.e., Algerian, Egyptian, Palestinian, and Iraqi) and (2) 152 professors and student’s feedback from 300 distributed (i.e., Palestinian universities in the governorates of Gaza). The results indicated that professors and students faced 27 barriers in both distance learning and electronic exams, which are divided into four groups (categories) according to the sample. Recommendations to understand and overcome these obstacles will also be presented to improve distance learning and e-exams in the future. It is important to coordinate efforts in the development of distance education, especially concerning universities using distance learning and e-exams.

A Work Sample Approach to Hiring Student Personnel Administrators for Distance Education Programs

NASPA Journal ◽  
2002 ◽  
Vol 39 (4) ◽  
Author(s):  
Alan M. Schwitzer ◽  
Radha J. Horton-Parker ◽  
Jill C. Jurgens
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Student Adjustment ◽  
Learning And Development ◽  
Work Sample ◽  
Personnel Administrators ◽  
Student Personnel ◽  
Learning Programs ◽  
College Student Personnel ◽  
Student Personnel Administrators

Student personnel professionals are beginning to have key roles and increased involvement in distance learning programs, by administering distance education systems and supporting distance student adjustment, learning, and development. This article presents a work sample exercise for use when interviewing and hiring college student personnel administrators for professional positions in distance learning programs.

Virtual Instruction: Teaching an Online Graduate Seminar

1998 ◽  
Vol 25 (2) ◽  
pp. 146-148 ◽  
Author(s):  
Lee M. Stadtlander
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Virtual Classroom ◽  
Colleges And Universities ◽  
Virtual Instruction ◽  
Graduate Seminar ◽  
Learning Programs ◽  
Virtual Seminar

Many colleges and universities are augmenting their distance-learning programs with telecommunications media. However, there is little guidance available on the mechanics of instructing in a virtual classroom. The objectives of this article are to briefly discuss the history and central issues of distance education, to describe my own experience in teaching an online virtual seminar, and to offer recommendations for future courses.

scholarly journals Strategy faLearning Strategies at SD Muhammadiyah Wringinanom during the Covid 19 Pandemic or SD Muhammadiyah Wringinanom in Learning during the Covid-19 Pandemic

2021 ◽  
Vol 10 ◽  
pp. 43-45
Author(s):  
Devi Nur Amin Putriningsih ◽  
Muhlasin Amrullah
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online System ◽  
Advantages And Disadvantages ◽  
Learning Programs ◽  
The Government

The covid-19 pandemic has affected various fields, one of which is also in the field of education. Education is one of the factors that has been greatly affected by the Covid-19 outbreak. The government and educators are doing their best so that education can run well even with a pandemic like this. During the Covid-19 pandemic, the government established Distance Education. Distance learning is an effort so that learning can be carried out properly even though it uses a different system. With the implementation of distance learning, teachers are required to be more able to master technology and be creative in designing distance learning so that it can always run effectively. However, in this distance learning is also inseparable from the advantages and disadvantages in its implementation. Thus distance learning is applied to break the chain of spreading the Covid-19. SD Muhammadiyah Wringinanom provides programs that can assist students' distance learning by implementing one of the online system learning programs.

scholarly journals Faculty Perceptions Of Distance Education Courses: A Survey

2005 ◽  
Vol 2 (7) ◽  
Author(s):  
Michael W. Totaro ◽  
John R. Tanner ◽  
Thomas Noser ◽  
Jeanne Fuselier Fitzgerald ◽  
Rachelle Birch
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
Classroom Environment ◽  
Developmental Stages ◽  
Online Courses ◽  
Faculty Perceptions ◽  
National Sample ◽  
Learning Programs ◽  
Education Courses

This paper discusses the results of a study of the perceptions of a national sample of business faculty members from various business disciplines regarding distance (online) education and teaching distance education courses.  In the past few years, distance learning programs have become very popular, and the number of offerings continues to increase.  However, distance learning courses offer significant differences from the classic classroom environment.  The results of this study suggest that the offering of online courses in business is still in the early or developmental stages, and that only a small percentage of the respondents indicate that they would teach online courses in the future.

scholarly journals An Exploration of Issues and Challenges Faced by Students in Distance Learning Environment

2019 ◽  
Vol IV (IV) ◽  
pp. 77-83 ◽  
Author(s):  
Asaf Niwaz ◽  
Qazi Waqas Ahmed ◽  
Sohail Kamran
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Qualitative Interviews ◽  
Distance Learners ◽  
Study Program ◽  
Assessment And Evaluation ◽  
Study Programs ◽  
Learning Programs ◽  
Distance Learning Environment ◽  
Study Participants

This paper investigates the issues and challenges encountered by students obtaining distance education in Pakistan. We conducted interviews with students obtaining distance education and they were enrolled in different study programs. Qualitative interviews were conducted to understand the perception of the study participants regarding the issues and challenges faced by them in learning. Students from five distance learning programs were selected and five participants from each study program were interviewed in this study. The findings reveal that distance learning students encounter impediment in their learning due to their personal circumstances, teachers’ related issues, and due to assessment and evaluation issues. These factors negatively affect distance learners learning experiences. Based on the study findings, we provide recommendations to universities for enhancing distance learners experience.

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