scholarly journals Quality Distance Education for Early Childhood During the Corona Pandemic: The Perceptions of Female Teachers

2021 ◽  
Vol 4 (2) ◽  
pp. p1
Author(s):  
Ibrahim Al-Hussein ◽  
Aidah Mohammad ◽  
Mona Al-Zahrani
Keyword(s):  
Distance Education ◽  
Early Childhood ◽  
Online Education ◽  
Primary School ◽  
Primary School Children ◽  
Online Distance Education ◽  
Online Distance ◽  
Teachers And Parents ◽  
High Level ◽  
The Impact

The corona (Covid-19) pandemic caused the closure of kindergarten institutions and schools around the world which forced higher authorities to shift focus towards online distance education. The impact of the pandemic was so severe that it affected almost a quarter of the people lives, public health and above all the education sectors. The present study was designed according to the Servqual Model using sample perceptions of early childhood parameters in Saudi Arabia and Jordan utilizing online questionnaires to collect the responses from 157 teachers.  The quality of the online education services provided for primary school children due to Covid-19 suffered greatly as the teachers were not accustomed to the technology of distance learning. The present study recommends the need to explore the research of the high level for primary school children’s study tool where teachers and parents will be able to deal with online platforms effectively. During the present unavoidable crisis, the article presents an easier and equitable platform for every child in the family.

Use “hhh” Technology in the Transformative Models of Online Education

2011 ◽  
pp. 340-351 ◽  
Author(s):  
Vardan Mkrttchian
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Learning Environments ◽  
Team Members ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
Collaborative Spaces ◽  
Online Spaces ◽  
Online Distance ◽  
Hybrid Distance

All People Internet University (“hhh”) technology is a hybrid distance education approach that provides students with opportunities to explore real-world issues through authentic learning experiences within collaborative learning environments. This chapter defines this online distance education approach, outlines an “hhh” framework, and showcases an “hhh” archetype. In “hhh” environments, classroom teachers are not positioned in the role of teacher/facilitator/designer in the online learning spaces. The “hhh” online spaces are collaborative spaces where students, teachers, subject experts, and “hhh” team members interact with one another; these are community spaces where traditional hierarchical classroom roles are blurred. Students’ roles transform due to the flexibility and design of the “hhh” learning environments as they move from student to reflective practitioner, providing for new ways of learning and teaching.

scholarly journals Unbundling faculty roles in online distance education programs

2010 ◽  
Vol 11 (2) ◽  
pp. 20 ◽  
Author(s):  
Jan Tucker ◽  
Patricia Neely
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment. Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration that is often overlooked. As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

Unbundling Faculty Roles In Online Distance Education Programs

2010 ◽  
Vol 3 (6) ◽  
pp. 17 ◽  
Author(s):  
Patricia W. Neely ◽  
Jan P. Tucker
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Full Range ◽  
Cost Effective ◽  
Education Programs ◽  
Faculty Roles ◽  
Faculty Role ◽  
Online Distance Education ◽  
Online Distance ◽  
Cost Implications

Many colleges and universities are expanding their current online offerings and creating new programs to address growing enrollment.  Institutions often utilize online education as a method to serve more students while lowering instructional costs. While online education may be more cost effective in some situations, college decision makers need to consider the full range of cost implications associated with these online offerings. The unbundling of faculty roles in online distance education programs is one cost consideration which is often overlooked.  As the faculty role has become more distributed, so have the costs associated with providing instruction and instructional support. This paper reviews the hidden costs associated with the unbundling of the faculty role and presents a framework for calculating the true costs of the unbundled faculty role.

scholarly journals Surviving but not thriving: Comparing primary, vocational and higher education teachers’ experiences during the COVID-19 lockdown

2021 ◽  
Author(s):  
Helena Kovacs ◽  
Caroline Pulfrey ◽  
Emilie-Charlotte Monnier
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Teaching Practice ◽  
Two Dimensions ◽  
Digital Tools ◽  
Educational Levels ◽  
Online Distance Education ◽  
Depth Analysis ◽  
Online Distance

AbstractIn this paper we examine the impacts of the global pandemic in 2020 on different levels of education system, particularly looking at the changes in teaching practice. The health emergency caused closure of schools, and online distance education became a temporary solution, creating discomfort for many teachers for whom this was the first time engaged with online education. In our research we investigated two important dimensions, namely, how technology was used and what the newfound distance meant in terms of the teacher-student relationship. The article offers insights into experiences of teaching from lockdown reported by 41 teachers at primary, vocational and higher education level in the region of Vaud, Switzerland. This comparative qualitative research has provided an opportunity for an in-depth analysis of the main similarities and differences at three distinctly different educational levels and a possibility to learn more about common coping practices in teaching. The study gives a contribution to a lack of comparative studies of teacher experiences at different educational levels. Results show two dimensions in handling the lockdown crisis: mastering the digital tools and the importance of student–teacher interaction. Whilst the interviewed teachers largely overcame the challenges of mastering digital tools, optimizing the quality interaction and ensuring the transactional presence online remained a problem. This indicates the importance of the social aspect in education at all levels, and implies that teacher support needs to expand beyond technical pedagogical knowledge of online distance education.

scholarly journals Using Online Photovoice (OPV) to Understand Youths’ Perceptions of Distance Education during COVID-19

2021 ◽  
Vol 9 (4) ◽  
pp. 45
Author(s):  
Songül Tümkaya ◽  
Bilge Kuşdemi̇r Kayiran ◽  
Ahmet Tanhan ◽  
Ümüt Arslan
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Prospective Teachers ◽  
Community Based Participatory Research ◽  
General Information ◽  
Study Data ◽  
Online Distance Education ◽  
Support Resources ◽  
Important Barrier ◽  
Online Distance

In this study we aimed to investigate young college students’ experienced problems and support resources regarding online or distance education during the COVID-19 pandemic. We used an innovative technique, Online Photovoice (OPV) method to collect data. The research includes the theoretical framework created to understand the factors that facilitate and complicate online/distance education processes for prospective teachers in the COVID-19 pandemic. Therefore, the framework consisted of Ecological Systems Theory (EST), Community-Based Participatory Research (CBPR), and OPV. In the analysis of the data, we used Online Interpretive Phenomenological Analysis (OIPA). The study sample consisted of 153 young university students in three universities in the south and southeast of Turkey. The data collection tool was created as an online form consisting of four parts: introduction, general information, and consent form; questions on the most important facilitator and the most important barrier in your life for your online/distance education during the COVID-19 process using OPV; and demographic questions section. When the facilitating factors obtained from the study data were examined, 11 main themes emerged. These main themes were having online or distance education (37%), technology, computer, internet, and helpful course programs (30%), and private space (10%). On the other hand, 16 complicating main themes have emerged including insufficient technology (32%), problems with online education (15%), and financial issues (12%). The participants attributed facilitators and barriers to EST levels, respectively: individual/intrapsychic factors (47%, 43%), microsystem (19%, 48%), exosystem (36%, 37%), and macrosystem (26%, 34%).

Adoption of Online Courses in Higher Education

2011 ◽  
pp. 164-188
Author(s):  
Anita Borja Enriquez
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Business Education ◽  
Business Students ◽  
Business Faculty ◽  
Education Students ◽  
Online Distance Education ◽  
Education Delivery ◽  
Online Distance ◽  
Undergraduate Business Students

This chapter examines the state of readiness towards adopting online distance education (DE) courses between undergraduate business students and business faculty at the University of Guam (UOG). The study was timely, given the infancy planning stage of online education delivery at UOG. Preferences among business student respondents, based on generation groups, ethnicity and occupation status, were reviewed. The following research questions were posed to guide this study: (1) At what stage of the undergraduate program do undergraduate business students recognize the importance of using the Internet for online education use?; (2) What factors explain the rate of adoption towards Internet use by undergraduate business education students and business faculty at UOG?; and (3) Are there significant differences between undergraduate business education students and UOG business faculty in the perceived state of readiness of adoption of online distance education? Overall, business students expressed willingness to pursue this delivery format.

Gender and Children's Social World: Esteemed and Marginalised Masculinities in the Primary School Playground

2005 ◽  
Vol 14 (2) ◽  
pp. 177-192 ◽  
Author(s):  
Anne Lodge
Keyword(s):  
Primary School ◽  
Middle Childhood ◽  
Peer Group ◽  
Primary School Children ◽  
Social Worlds ◽  
Institutional Practices ◽  
The Social ◽  
Lower Status ◽  
Relative Status ◽  
The Impact

This article examines the role played by the social worlds of primary school children in producing and reproducing a range of masculine identities. It describes the relatively gender-segregated nature of the culture of middle-childhood, arguing that the specific institutional context reinforces this segregation. The article outlines the range of masculinities documented in the primary school playground and examines the ways in which both the school institution and the peer-group define and police the boundaries of masculinity. The school negatively labels dominant, assertive males through certain institutional practices and attitudes. Certain boys with more androgynous styles are of higher status with peers in this context. The impact of other identities on the relative status of boys is examined. It is shown how those boys who are differently abled are of lower status. Peers perceive them as less socially mature. Their relative invisibility and stigmatisation is partly a consequence of institutional practices.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

scholarly journals Mobile Distance Learning with PDAs: Development and testing of pedagogical and system solutions supporting mobile distance learners

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Torstein Rekkedal ◽  
Aleksander Dye
Keyword(s):  
Distance Education ◽  
Mobile Learning ◽  
Leonardo Da Vinci ◽  
Distance Learners ◽  
Online Distance Education ◽  
E Learning ◽  
Online Distance ◽  
Teaching Learning ◽  
Distance Education System ◽  
Ongoing Project

The article discusses basic teaching-learning philosophies and experiences from the development and testing of mobile learning integrated with the online distance education system at NKI (Norwegian Knowledge Institute) Distance Education. The article builds on experiences from three European Union (EU) supported Leonardo da Vinci projects on mobile learning: From e-learning to m-learning (2000-2003), Mobile learning – the next generation of learning (2003-2005), and the ongoing project, Incorporating mobile learning into mainstream education (2005-2007).

scholarly journals Child safety programs for primary school children decrease the injury severity of dog bites

2021 ◽  
Author(s):  
Bernhard Kienesberger ◽  
Christoph Arneitz ◽  
Vanessa Wolfschluckner ◽  
Christina Flucher ◽  
Peter Spitzer ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Prevention Program ◽  
Injury Severity ◽  
Primary School Children ◽  
Child Safety ◽  
Dog Bite ◽  
Severe Injuries ◽  
Dog Bites ◽  
The Impact

AbstractThis study focuses on the impact of a prevention program regarding dog bites in children. As a consequence of our previous investigation in 2005, we have initiated a child safety program for primary school children starting January 2008 until present to teach children how to avoid dog attacks and how to behave in case of an attack. In our retrospective study, we analyzed all patients younger than 15 years presenting with dog-related injuries between 2014 and 2018. As the main indicator for success of the prevention measures taken, we have defined the severity of injury in comparison to our previous study. Out of 296 children with dog-related injuries, 212 (71.6%) had sustained a dog bite. In the vast majority (n = 195; 92%), these patients presented with minor injuries; the extremities were most commonly affected (n = 100; 47%). Injuries to the head (n = 95; 45%) and trunk (n = 18; 8%) were less frequent. The proportion of severe injuries (8%) was significantly lower compared to our previous study, where 26% of children presented with severe injuries necessitating surgical intervention, while the number of patients requiring in-hospital treatment declined from 27.5% in the period 1994–2003 to 9.0% in the period between 2014 and 2018 (p < 0.05).Conclusion: Teaching of primary school children may effectively reduce the injury severity of dog bites. What is Known:• Dog bites are a substantial healthcare problem especially in children. What is New:• This study shows that a broad-based prevention program for primary school children can effectively decrease the severity but not the frequency of dog bite injuries in children.

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