scholarly journals An Empirical Study on Distance Education and Job Match

2020 ◽  
Vol 12 (2) ◽  
pp. 619
Author(s):  
Fengliang Li ◽  
Liang Wang
Keyword(s):  
Distance Education ◽  
Human Capital ◽  
Empirical Study ◽  
Empirical Studies ◽  
Research Field ◽  
Distance Learners ◽  
Face To Face ◽  
Job Match ◽  
Significant Difference ◽  
Specific Human Capital

Job match has always been the focus of educational research. However, current empirical studies are limited to the analysis of face-to-face education, and there’s no empirical study focusing on the job match of distance education. To fill the gap in this research field, this study analyzes the distance learners in China to demonstrate the relationship between distance education and job match by using the data from a nationwide household survey. The empirical results involve two significant findings. Firstly, distance learners and face-to-face learners have no significant difference in job match. This study attempts to explain this with the human capital theory, that is, distance learners and face-to-face learners have no difference in obtaining their specific human capital, so they both prefer to work on a position characterized by job match. Secondly, job mismatch has no significant negative effect on the income of distance learners. This study attempts to explain this with the screening theory, that is, though distance education would improve the learners’ specific human capital, it still acts as a diploma signal, to some extent, in China, thus making it impossible for the specific human capital obtained by distance learners to transform into a superiority in income.

scholarly journals The Expansion of Higher Education and the Returns of Distance Education in China

2018 ◽  
Vol 19 (4) ◽  
Author(s):  
Fengliang Li
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Empirical Studies ◽  
General Social Survey ◽  
Educational Background ◽  
Quality Data ◽  
Social Survey ◽  
Higher Education System ◽  
Face To Face ◽  
Chinese General Social Survey

The returns of traditional face-to-face education are widely analyzed, but there is a need for empirical studies on the returns of distance education. Further, comparative studies on returns of both traditional and distance education using high-quality data are rare. Since 1999, continuous and rapid expansions have occurred in the whole Higher Education system in China. Given this background, what are the changes in returns of both traditional face-to-face education and distance education? This study analyzes the returns of both of these formats from 2003 to 2006 using the data from the China General Social Survey Open Database (Chinese General Social Survey [CGSS], 2018), adding educational background as a dummy variable to the Mincerian income equation. The empirical results show that Distance Higher Education can significantly increase the income of learners, the returns of distance education are lower than those of traditional face-to-face education and that from 2003 to 2006, the returns of distance education decrease dramatically.

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

Proximity and choice of College of Distance Education (CoDE) of the University of Cape Coast for further studies

2019 ◽  
Vol 33 (5) ◽  
pp. 1012-1034
Author(s):  
Moses Segbenya ◽  
George Kwaku Toku Oduro ◽  
Fred Peniana ◽  
Kwesi Ghansah
Keyword(s):  
Distance Education ◽  
Average Distance ◽  
Distance Learners ◽  
Cape Coast ◽  
Public And Private ◽  
Content Type ◽  
Electronic Learning ◽  
Face To Face ◽  
Study Centre ◽  
The University

Purpose The purpose of this paper is to investigate the proximity of study centres to the students of College of Distance Education, University of Cape Coast (CoDE/UCC) and whether further studies of distance learners who were teachers and employees could lead to absenteeism in their workplaces. Design/methodology/approach A sequential explanatory strategy was used. A self-administered questionnaire and unstructured interviews as well as observation guides were employed to collect data from 2,077 students pursuing business and education programmes of CoDE in all study centres across Ghana. Data were analysed with descriptive statistics and pattern matching of content analysis. Findings The study found that few teachers and other workers pursuing the distance education do absent themselves from the workplace or classroom on Fridays preceding their face-to-face session because they embarked on their journey to the study centres on Friday morning. Some teachers also absented themselves from work on Mondays after face-to-face sessions for a lack of means of transport on Sunday after lessons. The absenteeism of these respondents directly and indirectly affected their employers, students and customers. Practical implications It was therefore recommended that management of CoDE/UCC should open more study centres in all the regions especially Western, Ashanti, Upper East, Northern and Upper West Regions to reduce number of hours spent by students to their study centres and consider introducing the business programmes at the existing district centres to reduce average distance covered by these students to commute from their places of work to their respective centres in the regional capitals. It was also recommended that online/electronic learning and audio versions (impersonal communication) of the study modules should be introduced so that students would not necessary have to travel to the study centre to participate in lectures/face-to-face sessions. Originality/value The findings of this study will help managers and administrators of both public and private distance educational providers. In addition to providing basis and areas for establishing study centres for geographical proximity, findings of the study should prove helpful for designing and delivering electronic and audio versions of distance education modules to reduce the level of absenteeism in workplace for the students.

scholarly journals Improving paramedic distance education through mobile mixed reality simulation

2017 ◽  
Vol 33 (6) ◽  
Author(s):  
James Birt ◽  
Emma Moore ◽  
Michael Cowling
Keyword(s):  
Distance Education ◽  
Learning Outcomes ◽  
Mixed Reality ◽  
Science Classroom ◽  
Distance Learners ◽  
Skills Acquisition ◽  
Learning Skills ◽  
Foreign Body Removal ◽  
Face To Face ◽  
Enhanced Learning

There is growing evidence that the use of simulation in teaching is a key means of improving learning, skills, and outcomes, particularly for practical skills. In the health sciences, the use of high-fidelity task trainers has been shown to be ideal for reducing cognitive load and leading to enhanced learning outcomes. However, how do we make these task trainers available to students studying at a distance? To answer this question, this paper presents results from the implementation and sustained testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile mixed reality simulation study, provided through a user-supplied mobile phone incorporating 3D printing, virtual reality, and augmented reality, is skills acquisition in airways management, focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practising skills prior to attending mandatory residential schools, building a baseline equality between those students who study face to face and those at a distance. Outcomes from the study showed statistically significant improvements in the use of the simulation across several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method.

scholarly journals Distance Learners’ Experiences of Silence Online: A Phenomenological Inquiry

2020 ◽  
Vol 21 (1) ◽  
pp. 82-98
Author(s):  
Leslie Duran
Keyword(s):  
Distance Education ◽  
Lived Experiences ◽  
Distance Learners ◽  
Phenomenological Inquiry ◽  
Face To Face ◽  
Speaking Out ◽  
Considerable Research ◽  
Practice Approach ◽  
Purposeful Silence ◽  
Interpretive Process

Although learner silence in face-to-face classrooms has been the topic of considerable research interest, relatively little investigation has been done into learners’ experience of silence in distance education. Guided by a phenomenology of practice approach, this study explores the lived experiences of online silence, using interview data gathered from 12 graduate students who were engaged in cohort-based distance learning. Iterative rounds of a whole-part-whole interpretive process were used to identify key themes that emerged regarding the participants’ lived experiences. The findings highlight that silence is a complex, multifaceted phenomenon that was both enacted and received by the participants. Speaking out online was done carefully, sometimes with partial voice and sometimes in fuller voice, sometimes as an obligation and other times with a sense of spontaneity and connection. The six themes that emerged were as follows: (a) learners enact purposeful silence; (b) learners absorb silence from others; (c) learners perceive, and use, silence as demarcation; (d) learners experience silence within voice; (e) learners use deliberate, complex strategies while engaging in online discourse; and (f) learners hear each other in a trusted community. These six themes give new understandings to the experience of online silence. They reflect the multifaceted and nuanced aspects of the phenomenon and have implications for distance education instructors, learners, and curriculum developers.

scholarly journals Understanding the Early Adjustment Experiences of Undergraduate Distance Education Students in South Africa

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Jenna Mittelmeier ◽  
Jekaterina Rogaten ◽  
Dianne Long ◽  
Mwazvita Dalu ◽  
Ashley Gunter ◽  
...  
Keyword(s):  
South Africa ◽  
Distance Education ◽  
Distance Learning ◽  
Distance Learners ◽  
Face To Face ◽  
Similar Work ◽  
Qualitative Thematic Analysis ◽  
Higher Education Experiences ◽  
Additional Support ◽  
The University

Much research in face-to-face contexts outlines the importance of early adjustment on students’ higher education experiences. However, few studies have replicated this research in distance learning contexts to unpack the early multifaceted adjustments associated with studying in absence of a physical campus. This is particularly needed from a Global South perspective, where countries like South Africa have become regional hubs for distance learners. To explore distance learners’ adjustment experiences, this study analysed results from a Student Adaptation to College Questionnaire (SACQ) with 320 distance learners at the University of South Africa, mixed with qualitative thematic analysis of open-ended questions. The results outlined key factors that impact distance learning experiences for students in South Africa, including demographic variables, class, language, and access to resources. These findings, compared with similar work in face-to-face contexts, suggest areas in need of additional support from distance education providers in South Africa and beyond.

scholarly journals Returns to migration after job loss—The importance of job match

2021 ◽  
pp. 0308518X2110045 ◽  
Author(s):  
Orsa Kekezi ◽  
Ron Boschma
Keyword(s):  
Human Capital ◽  
Job Loss ◽  
Career Change ◽  
Displaced Workers ◽  
Treatment Model ◽  
Region Of Origin ◽  
Job Match ◽  
Group Experiences ◽  
Specific Human Capital ◽  
Job Mismatch

Loss of specific human capital is often identified as a mechanism through which displaced workers might experience permanent drops in earnings after job loss. Research has shown that displaced workers who migrate out of their region of origin have lower earnings than those who do not. This paper extends the discussion on returns to migration by accounting for the type of jobs people get and how related they are to their skills. Using an endogenous treatment model to control for selection bias in migration and career change, we compare displaced stayers with displaced movers in Sweden. Results show that migrants who get a job that matches their occupation- and industry-specific skills display the highest earnings among all displaced workers. If migration is combined with a job mismatch, earning losses are instead observed. This group experiences the lowest earnings among all displaced workers.

scholarly journals Empirical Analysis of Return to Distance Higher Education in Different Disciplines

2021 ◽  
Vol 22 (1) ◽  
pp. 148-165
Author(s):  
Fengliang Li ◽  
Liang Wang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quantitative Methods ◽  
Empirical Studies ◽  
Nationwide Survey ◽  
Academic Disciplines ◽  
Science And Engineering ◽  
Face To Face ◽  
Education And Law ◽  
Education Returns

Few empirical studies have analyzed the return to distance higher education in different academic disciplines. This study used quantitative methods, data from a nationwide survey, and Mincerian earnings function to analyze the return to distance higher education among different disciplines in China’s labor market. Results were compared with the return to face-to-face higher education and showed that the returns to face-to-face higher education were higher than those to distance higher education. Returns to the disciplines of economics and management were at a high level in both face-to-face and distance education; returns to the disciplines of literature, as well as education and law, were at a low level in both face-to-face and distance education. The returns to the disciplines of science and engineering were higher in face-to-face education than in distance education. This paper proposes several recommendations. Adults who do not have higher education degrees should invest in distance higher education to obtain considerable monetary returns, particularly in the disciplines with higher returns such as management and economics. China’s distance education institutions should improve the quality of teaching in science and engineering education and find ways to provide high-quality experimental teaching practices. At the same time, they should scale back on instruction of literature, as well as education and law.

scholarly journals Investigating University Students’ Views on Distance Education at Associate Degree Level

2021 ◽  
Vol 14 (8) ◽  
pp. 67
Author(s):  
Recep ÖZ
Keyword(s):  
Distance Education ◽  
Associate Degree ◽  
Rating Scale ◽  
Vocational Schools ◽  
School Type ◽  
State University ◽  
Face To Face ◽  
Factorial Anova ◽  
Grade Levels ◽  
Significant Difference

The study aimed to determine the associate degree students’ views on the dimensions of personal suitability, effectiveness, teaching, and predisposition towards teaching offered in distance education environments and examine whether their views differed significantly according to gender, class, and vocational school type. The data of the study were collected from 2061 students studying in vocational schools of a state university located in eastern Turkey. All students in the study population were aimed to be reached; however, 2061 out of 2963 students who participated voluntarily and answered all the questions were included. Among these 2061 students, 1152 were male and 909 were female. When classified according to school type, 1429 participants were studying at vocational schools, 401 at health, 136 at justice, and 95 were studying at tourism. Learners’ Views on Distance Education Scale (LVoDE) was used as the data collection tool. LVODE included 18 items and four factors as personal appropriateness, effectiveness, informativeness and predisposition. The scale was on 5-point Likert rating scale ranging from 1 to 5 indicating 1 (never agree), 2 (rarely agree), 3 (sometimes agree), 4 (usually agree), 5 (always agree). The reliability coefficients of the scale including four sub-dimensions as personal suitability, effectiveness, teaching, and predisposition varied between .81 and .91. The descriptive statistics were used to ascertain the opinions on the sub-dimensions of personal appropriateness, effectiveness, informativeness and predisposition offered to students in distance education environments. A factorial ANOVA test was performed for independent samples to check whether students’ views on teaching offered in distance education settings differed significantly according to gender, grade level, and type of school. According to the research results, it was noticed that the students did not find themselves sufficient for distance education activities in terms of personal convenience and effectiveness and thought that face-to-face education was more effective than distance education. They regarded themselves insufficient in completing their homework and similar tasks given during their online classes by teachers. There was no significant difference in views of the students upon distance education in terms of both gender and grade levels. However, a significant difference was found in their views on distance education according to the types of vocational schools. The opinions of the students studying in health and justice vocational schools were found to be at a more positive level than the ones enrolled in hotel and tourism vocational schools.

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