scholarly journals Attitudes of Postgraduate Students Towards Distance Education During the COVID-19 Pandemic: North Cyprus Example

2021 ◽  
Vol 12 ◽  
Author(s):  
Yeşim Üstün Aksoy
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Male Students ◽  
Survey Method ◽  
Average Score ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
North Cyprus

The distance education model has become the most common educational model used around the world due to the COVID-19 pandemic that emerged in China at the end of 2019. In North Cyprus (NC), traditional face-to-face education had been resumed through online channels. The rapid shift to online channels has not only caused distress among students who do not have experience with using in online education systems, but also caused many problems to surface in terms of access to education. This study aims to explore the attitudes and views of higher education students in NC regarding the distance education implemented during the COVID-19 pandemic in the 2020–2021 educational year. In this quantitative study, the survey method was used. A random sampling approach was used for determining the study group, which was formed of 470 volunteer higher education students. According to the analysis of the data collected from the students, it was determined that they received an average score of x̅=82.52±19.50 points from the overall Attitudes Regarding the Use of Distance Education Environments During the Pandemic (ASRUDEEDP) scale, x̅=23.03±7.21 from the competence and education sub-dimension, x̅=26.36±5.81 from the practicality sub-dimension, x̅=18.20±4.83 points from the efficiency sub-dimension, and x̅=14.93±4.12 from the satisfaction sub-dimension. It was identified that there were no differences in the scores according to the age group, grade, or Internet use durations (p>0.05) but the scores of male students were observed to be higher than those of female in the sub-dimensions of competence and motivation as well as practicality within the ASRUDEEDP.

scholarly journals Distance Learning Perceptions from Higher Education Students—The Case of Portugal

2020 ◽  
Vol 10 (12) ◽  
pp. 374
Author(s):  
Sónia P. Gonçalves ◽  
Maria José Sousa ◽  
Fernanda Santos Pereira
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Education ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
Wide Range ◽  
Portuguese Higher Education ◽  
The Relationship ◽  
Academic Year

This research study examines the attitudes of Portuguese higher education students regarding compulsory digital and distance learning university courses during the second semester of the academic year 2019–2020 during the COVID-19 pandemic. The methodology was quantitative, being the undergraduate and postgraduate students surveyed to find their perceptions about distance and online education in Portugal. The findings of the study highlighted the relationship between distance and online learning. The key concern of the respondents is related to the formal and contextual dimensions of the online class regime. The values examined, taken as a whole, allow us to conclude that with this teaching regime, in terms of awareness, there is acceptance and benefit. The sense of ambiguity in which this transformation took place, as well as the climate surrounding this phase, are worth noting. The teaching and evaluation methodologies used have been embraced and show a very wide range of choices on the part of the teaching teams and the students’ various interests, just as in the teaching regime of the classroom. The fact that students feel the need for face-to-face classes, however, is of great importance for practical and laboratory classes. This reality, which is a challenge to face in the future, is hard to overcome.

scholarly journals Online learning - Global Challenges and Opportunities for Students in Higher Education amid the COVID-19 Pandemic: The Libyan Context

2021 ◽  
Vol 3 (2) ◽  
pp. 159-164
Author(s):  
Abdelbasit Gadour
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mode Of Delivery ◽  
Education Students ◽  
Postgraduate Students ◽  
Face To Face ◽  
Challenges And Opportunities ◽  
Students Attitudes ◽  
Changing Times ◽  
High Level

The spread of COVID-19 has had psychological effects on higher education students globally reflected in high level of anxiety associated with worries of failing to complete their studies (Holmes et al., 2020; Sawahhel, 2020). Due to COVID-19 all universities in Libya were closed for ten months causing a massive impact and leaving about quarter a million students without education. However, during this period some universities took preventive measures and maintained functioning from a distance. An attempt was made in this study to explore higher education students’ attitudes toward online learning and appreciate more the advantages and challenges associated with online learning. Of the 100 questionnaires sent out to university students, 58 responded back of whom 40 undergraduate and the remaining postgraduate students. The results of this study suggested that students are more interested in conventional way of learning in favour of face-to-face communication with tutors and peers as opposed to remote learning. For online learning to be successful in Libya, universities ought to upgrade their educational mode of delivery making the learning contents and assessment more desirable and responsive to the needs of the changing times. Furthermore, students must be technically and financially supported with unlimited access to internet.

scholarly journals Closure of Educational Institutions due to Covid-19: Study on Higher Education Students

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
B.N. Yeshaswini
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Voice Quality ◽  
Educational Institutions ◽  
Online Classes ◽  
Limited Data ◽  
Education Students ◽  
Postgraduate Students ◽  
Technical Issues ◽  
The Government

The Covid-19 pandemic is not only distressing the health of people but is also seen hampering various industries and sectors across the world. In India, the government as a part of the nationwide lockdown has closed all educational institutions, as a result, school to postgraduate students are affected. This disruption during the middle of the academic semester for higher education students forced them to adopt online classes to complete their syllabi. This study examined the challenges and constraints faced by higher education students during online classes. The results of the study found that respondents did not find online classes effective, they faced technical issues and constraints, including internet connectivity, voice quality and lack of interaction. Respondents usually have access to limited data plans, many of them sharing the same network with family members working from home. However, online education appears to be need of the hour for educational institutes, to retain their connect with the students and ensure continuous learning though technical challenges may persist for a while.

scholarly journals Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Faik Özgür Karataş ◽  
Sevil Akaygun ◽  
Suat Çelik ◽  
Mehmet Kokoç ◽  
Sevgi Nur Yılmaz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Private Higher Education ◽  
Survey Method ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Face To Face

The Covid-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members’ experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the Covid-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students’ development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.

scholarly journals Examining of the Emotional Mood about Their Online Education of First-Year Students Beginning Their University Education with Distance Education Because of COVID-19

2021 ◽  
Vol 11 (1) ◽  
pp. 148
Author(s):  
Halim Güner
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Undergraduate Education ◽  
University Education ◽  
Survey Method ◽  
First Year ◽  
Emotional States ◽  
First Year Students ◽  
Face To Face ◽  
The Future

The Covid-19 pandemic continues to be negatively effective in many areas of life. It has also affected the face-to-face education of 2020 fall semester. In Turkey, Students who have recently entered the university in 2020 started their undergraduate education with distance education like upper grade students. However, the fact that the first graders fell into the distance education system before experiencing university life and without knowing their teachers and friends created different emotional mood. The aim of this study is to analyze the emotional mood of students who have just get into university and have to start their undergraduate education with distance education. Exploratory sequential mixed method is used as a method of this study. Phenomenology method is used the first stage of the method and the survey method is used as the second stage of the method. A total of 18 fresh students (12 female and 6 male) in the departments of Faculty of Education and Faculty of Sport Sciences of Mus Alparslan University were the sample group of the qualitative stage. And 141 students (87 female and 54 male) were the sample of the quantitative stage. As a result of the qualitative analysis, the emotional moods of the students were grouped under four sub-themes: emotion of shock, unfamiliarity with the system, emotion of curiosity and anxiety for the future. First-year students stated that they experienced feelings of shock such as sadness and anxiety when they learned that they would start university with distance education instead of face-to-face education. The students stated that they wondered about the method of teaching the lessons, whether the lessons would be efficient, how the exams would take place, that they were unfamiliar with the system, and that they were worried about the future due to all these uncertainties. According to the analyzes obtained from the survey, it is understood from the answers that the 141 participant students experienced emotional states similar to the results obtained in qualitative findings at a rate of 90% and above. Only the rate of students experiencing an emotion of shock was 64.5% and the rate of experiencing future anxiety was 85.8%. As a result, it was understood from the analyses that qualitative and quantitative results were parallel to each other.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Attrition in the Digital Age

2013 ◽  
pp. 279-293
Author(s):  
Kate Reed ◽  
Nathan Wise ◽  
Belinda Tynan ◽  
Carina Bossu
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Information Exchange ◽  
Digital Age ◽  
Drop Out ◽  
Attrition Rates ◽  
Learning And Teaching ◽  
Face To Face ◽  
Distance Learner ◽  
Holistic Understanding

Distance education (learning and teaching by distance modes of information exchange) is often characterised by having higher attrition rates (often labelled as “drop-out” or “withdrawal”) compared to traditional face-to-face (or “on-campus”) education. It has been claimed that no area of research in distance education has received more attention; such is the concern surrounding attrition. This chapter suggests that a holistic understanding of the numerous, complex, and interlinked factors that may contribute to a learner choosing to discontinue their studies continues to elude researchers. Furthermore, attrition may not always be a negative outcome; for example, a learner may have achieved the desired skill set from their studies. In the current higher education climate it is imperative for universities to maintain student enrolments. Attrition directly impacts upon wasted expenditure and loss of revenue for an institution. Additionally, withdrawing from tertiary studies can have consequences for the distance learner. This chapter explores underlying concerns and identify key questions and gaps regarding attrition in distance education for the digital age.

Informational Competencies Entrepreneurship and Integral Values in Higher Education

2018 ◽  
pp. 541-562
Author(s):  
José Manuel Saiz-Alvarez ◽  
Edgar Muñiz-Ávila ◽  
Delia Lizette Huezo-Ponce
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Distance Education ◽  
Developing Countries ◽  
Emotional Intelligence ◽  
Online Education ◽  
Educational Processes ◽  
Postgraduate Studies ◽  
Business Behavior ◽  
The Impact

Universities play a key role in modern societies inserted into a globalized economic world. This chapter studies how informational competencies, entrepreneurship, and integral values in higher education are necessary to foster economic growth and fight corruption. The authors especially are focused on distance education as it can be a tool to fight poverty by diminishing high illiteracy rates, mainly existing in developing countries. The purpose of the chapter is two-fold: 1) to study the impact of informational competencies in both education and entrepreneurship, and 2) to emphasize the importance of acquiring integral values by learners to be applied into educational processes based on emotional intelligence. As a result, students will be defined as prospective entrepreneurs endowed with the ability to recognize, internalize and understand emotions to be adjusted into relations and business behavior to impulse their goals. And in this sense, online education has an important role to play, especially in postgraduate studies, as in the case of MOOCs that are also analyzed.

Engineering Education for All

2018 ◽  
pp. 1280-1294
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

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