scholarly journals Opinions of the students of the Model High School “Evangeliki School of Smyrna” about the synchronous distance education during the Spring of 2020

2021 ◽  
Author(s):  
Christodoulos Makedonas ◽  
Sotiris Chasapis ◽  
Giorgos Thodis ◽  
Maria K. Diakonou ◽  
Christos Fanidis ◽  
...  
Keyword(s):  
High School ◽  
Distance Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Positive Attitude ◽  
Educational Process ◽  
Visual Contact ◽  
Face To Face ◽  
The Impact ◽  
3Rd Grade

Motivated by our online teaching experience during the suspension of the operation of educational systems in March 2020 as a result of the global pandemic of the new COVID-19 virus, a survey was launched in our Model High School, with the goal of capturing, evaluating and exploring our students' views on the impact of synchronous distance learning on their cognitive process and their psychological well-being under national lockdown conditions. In particular our goal was to explore the degree of student understanding and assimilation of the different subjects, the degree of their conscious participation in online classes as well as the overall effect of distance education in their psychology. Additionally, we explored the student’s opinion about the online tools and methodologies used (platforms, software etc.) to deliver the online lessons and the effectiveness of the synchronous online education compared to the traditional face to face teaching. In this respect we focused our attention mostly on issues related to student’s understandings, answering questions and the student participation in the educational process. From the 269 students in our school 174 students (92 boys and 82 girls) participated in this research which corresponds to roughly 65% on the average from every class. We applied methods of descriptive and inductive statistics (Χ2 tests) in order to process the closed form questions and draw statistically meaningful conclusions.The 174 responses indicate that students have a positive attitude towards e-learning. This is also evident by the systematic participation of 2 out of 3 students in all courses and activities of the school timetable even though attendance was optional. It is important to note that their percentage participation per class declined from the 1st to the 3rd grade of Lyceum, and that participation of girls was considerably higher than that of boys. The students who did not attend classes, claimed that optional attendance and their participation in extracurricular activities were the key reasons for not attending. There were also differences in the attitudes of students among the three grades of Lyceum, with students of the 3rd grade appreciating the autonomy of the distance learning more than the younger students. It is notable that the majority of students claim that visual contact between them and their teachers is the main reason for classroom superiority. On how to improve distance lessons, students suggested that equipment and facilities should be upgraded, to be able to support video transmission, for both students and teachers, which will partially substitute visual contact in class. Other suggestions were concerned with the implementation of a rigid schedule, maintaining breaks between classes, and with the reduction of out-of-class workload. Regarding their teacher’s performance, students noticed no difference from face to face classes. Finally, despite their positive attitude towards distance education, students emphasize that replacing in-class with on-line classes can be troublesome, even with the use of environments attractive to students growing up in times of great technological resources.

scholarly journals Web-based lecture technologies: blurring the boundaries between face-to-face and distance learning

2008 ◽  
Vol 16 (2) ◽  
Author(s):  
Karen Woo ◽  
Maree Gosper ◽  
Margot McNeill ◽  
Greg Preston ◽  
David Green ◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Real Time ◽  
Teaching And Learning ◽  
Student Perception ◽  
Web Based ◽  
Face To Face ◽  
Lecture Recordings ◽  
The Impact ◽  
Selection Of

Web-based lecture technologies (WBLT) have gained popularity amongst universities in Australia as a tool for delivering lecture recordings to students in close to real time. This paper reports on a selection of results from a larger research project investigating the impact of WBLT on teaching and learning. Results show that while staff see the advantages for external students, they question the extent to which these advantages apply to internal students. In contrast both cohorts of students were positive about the benefits of the technologies for their learning and they adopted similar strategies for their use. With the help of other technologies, some external students and staff even found WBLT useful for fostering communication between internal and external students. As such, while the traditional boundary between internal and external students seems to remain for some staff, students seem to find the boundary much less clear.Keywords: web-based lecture technologies; staff perception; student perception; distance education; external students; internal students; LectopiaDOI: 10.1080/09687760802315895

scholarly journals The Effect of Distance Learning on Learning Outcomes of Children with Special Needs in Inclusive Schools in the New Normal

2021 ◽  
Vol 8 (01) ◽  
pp. 145-154
Author(s):  
Nur Sholikhati ◽  
Muhaimi Prayogo ◽  
Joko Santoso
Keyword(s):  
Distance Education ◽  
Elementary Schools ◽  
Distance Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Educational Process ◽  
Children With Special Needs ◽  
Face To Face ◽  
Inclusive Schools

Distance education is an organized educational process that bridges the separation between students and educators mediated by the use of technology and minimal face-to-face meetings. Distance education evolved from correspondent education to education through e-learning across time and space. Currently, in Indonesia, even in all countries in the world there is an outbreak of Covid-19 which results in learning in the field of education having to change from face-to-face learning to distance learning. The purpose of this study was to determine how the effect of distance learning for children with special needs in inclusive schools in the new era of normality. The method used in this research is qualitative research with online interview data collection techniques, documentation, and literature studies related to children with special needs during the COVID 19 pandemic. Qualitative data analysis was carried out through the stages of data reduction, data presentation, concluding, and verification. Based on the purposive random sampling technique, this study involved 15 informants consisting of classroom teachers and Special Advisors from 12 inclusive schools in all districts in the Special Region of Yogyakarta. The results of the study revealed that distance learning which is applied in inclusive elementary schools in Yogyakarta is learning that is carried out online by utilizing various learning media both using the internet network and not Course materials are distributed online, communicated also carried out online, and all forms of examinations are also carried out online. The result of implementing distance learning in inclusive elementary schools is that learning the Indonesian language that is carried out remotely has a positive effect in the form of increased mastery of reading, listening, writing, and speaking competencies for children with special needs during the Covid-19 pandemic. The learning component that has the most influence is the selection of the learning media used. The more interactive the media used, the more effective the learning outcomes obtained by students. Even though online learning also encountered some obstacles, teachers continued to strive to improve the effectiveness of distance learning for children with special needs by collaborating with parents or guardians of students.

scholarly journals INCLUSIVE FOREIGN LANGUAGE LEARNING AND ITS FEATURES IN A DISTANCE FORMAT

2021 ◽  
Vol 1 (192) ◽  
pp. 219-224
Author(s):  
Alla Stepanenko ◽  
Keyword(s):  
High School ◽  
Distance Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Professional Competence ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Further Education ◽  
Educational Process ◽  
Special Educational Needs

The article describes the features of teaching a foreign language to pupils with special educational needs in the context of distance education. The data of the survey of parents of children with special educational needs on the features of distance learning and learning a foreign language are highlighted. The need to form inclusive competence of future secondary school foreign language teachers as a component of their professional competence is emphasized. The criteria for an inclusive foreign language lesson are described. Achieving the goal of scientific research involves solving the following tasks: 1) to justify the need for the formation of inclusive competence of a foreign language teacher in high school; 2) to characterize aspects of readiness for distance learning; 3) to formulate the general principles of the organization of educational process in the context of inclusive teaching of a foreign language in high school in the conditions of distance learning. Well-structured foreign language lessons, which are based on the criteria of proper teaching and the principles of modern foreign language didactics, provide opportunities to respond to the individual needs of students in very different learning situations. Teachers must have the courage to move away from the «teaching pages» approach, in pure textbook teaching. To do this, they need further education and training and external conditions conducive to such training. Given the above principles of inclusive education, such a process allows for effective support and supported learning in the context of distance education of students with special educational needs.

Distance Learning Overview

2011 ◽  
pp. 1174-1180
Author(s):  
Linda D. Grooms
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Process ◽  
Mediated Communication ◽  
Organizational Boundaries ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Distance Courses

The knowledge explosion, the increased complexity of human life, and the ubiquitous nature of technology coupled with the globalization of the marketplace herald the need to embrace the most effective methods and formats of teaching and learning. Currently providing powerful educational opportunities, the science and technology of distance learning continues to multiply at unprecedented rates. Where just a short time ago traveling from village to village verbally disseminating knowledge was the only process of training those at a distance, today many eagerly embrace the rapidly expanding synchronous and asynchronous delivery systems of the 21st century. So what exactly is distance learning? In very simplistic terms, distance learning is just that: learning that occurs at a distance (Rumble & Keegan, 1982; Shale, 1990; Shale & Garrison, 1990) or that which is characterized by a separation in proximity and/or time (Holmberg, 1974, 1977, 1981; Kaye, 1981, 1982, 1988; D. J. Keegan, 1980; McIsaac & Gunawardena, 1996; M. Moore, 1983; M. G. Moore, 1973, 1980, 1989a, 1989b, 1990; Ohler, 1991; Sewart, 1981; Wedemeyer, 1971). In his 1986 theory of transactional distance, Michael Moore (Moore & Kearsley, 1996) defined distance not only in terms of place and time, but also in terms of structure and dialogue between the learner and the instructor. In this theory, distance becomes more pedagogical than geographical. As structure increases, so does distance. As dialogue increases, distance declines, thus accentuating the need for interaction in the distance learning environment. Saba (1998) furthered this concept, concluding, the dynamic and systemic study of distance education has made “distance” irrelevant, and has made mediated communication and construction of knowledge the relevant issue…. So the proper question is not whether distance education is comparable to a hypothetical “traditional,” or face-to-face instruction, but if there is enough interaction between the learner and the instructor for the learner to find meaning and develop new knowledge. (p. 5) To facilitate greater interaction in the geographically and/or organizationally dispersed distance environment, today, individuals most often use some form of technology to overcome the barrier of separation, affording institutional and learner opportunity to transcend intra- and inter-organizational boundaries, time, and even culture. By definition, the paradigm of distance learning revolutionizes the traditional environment (Martz & Reddy, 2005); however, even with this change, learning, which involves some manner of interaction with content, instructor, and/or peers, remains at the core of the educational process. Although imperative in both environments, these three types of interaction seem to be at the hub of the ongoing traditional-vs.-distance argument. Traditionalists often fear that with anything other than face-to-face instruction, interaction somehow will decrease, thus making learning less effective, when in reality, numerous studies have revealed no significant difference in the learning outcomes between traditional and distance courses (Russell, 1999). In fact, distance courses have been found to “match conventional on-campus, face-to-face courses in both rigor and quality of outcomes” (Pittman, 1997, p. 42). Despite these findings, critics still abound.

scholarly journals Hygienic Assessment of Educational Programs During the Pandemic

2021 ◽  
pp. 99-105
Author(s):  
Natalia Victorovna Shisharina ◽  
◽  
Tatyana Alexandrovna Romm ◽  
Pavel Olegovich Tatyana Alexandrovna ◽  
◽  
...  
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Educational Process ◽  
Educational Activity ◽  
World Health ◽  
Ministry Of Education ◽  
Modern Information ◽  
Health Organization ◽  
The Impact

In 2020, the World Health Organization announced the beginning of a pandemic of the new coronavirus infection COVID-19. To prevent the spread of viral infection in all regions of the Russian Federation, a self-isolation regime was announced. In this connection, on March 15, 2020, the Ministry of Education recommended that all higher educational institutions carry out educational activities using modern information and telecommunication technologies that allow learning at a distance without direct contact between the teacher and the student - distance learning. The introduction of self-isolation and the transition to distance education led to the need to change the usual way of life, and adapt to the prevailing conditions of educational activity. The aim of this work is to analyze data on the impact of distance learning on the quality of students’ health. Methodology and research methods. The work was performed using a descriptive method by collecting, summarizing and analyzing literature data regarding the problem being studied. Results. The authors have highlighted the main characteristics of distance education. An analysis of modern sources has shown that, given the modern achievements in the field of telecommunication technologies, distance education is not fully capable of replacing the classical one; there are negative aspects both in the quality of training of students and in relation to the health of all participants in the educational process. Conclusion. With the continuation of teaching using modern information and telecommunication technologies, it is necessary to develop and implement programs aimed at preserving health and adapting to the conditions of distance education.

IMPLEMENTATION OF SOME DUAL-TECHNOLOGY TECHNOLOGIES IN REMOTE TEACHING OF MILITARY DISCIPLINES: ADVANTAGES AND PROBLEMS

2020 ◽  
pp. 54-61
Author(s):  
I.V. Tolok ◽  
D.V. Zaitsev ◽  
V.V. Shvaliuchynskyi
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Military Training ◽  
Educational Process ◽  
Gradual Transition ◽  
Face To Face ◽  
Characteristic Features ◽  
Military Institute ◽  
Learning Principles ◽  
The Military

The article reveals some remote technologies in teaching military training. The role of the introduction of distance learning in the system of training of reserve officers is determined. The main advantages and problems of development and implementation of distance technologies in the education of future reserve officers are listed. Distance learning is built according to the same purpose and content as face-to-face training, but the forms of material submission and the forms of interaction between the subjects of the educational process differ significantly. The didactic principles of distance learning (principles of scientific, systematic and systematic, activity, principles of developmental learning, clarity, differentiation and individualization of learning) are similar to face-to-face training, but their implementation is specific. The characteristic features of distance learning are defined, namely: interactivity of learning, flexibility of learning; modular principle in the relevant military specialty; individualization of training on the basis of an individual schedule; economics of distance learning; no problem with the acquisition of educational materials and textbooks; parallelism of distance learning; openness and objectivity of citizens' knowledge assessment; high self-organization of citizens. Some approaches to solving problems of introduction of distance education are defined: development of the concept of distance education in all sections of military training; further development and adaptation of the Military Institute's corporate network; development, placement of electronic textbooks and teaching materials on the website of the Military Institute and creation of a database of distance education; organization of interaction between all participants of the educational process; creation of a single corporate system of distance education and unified resources; organization of training and advanced training of teachers and technical staff in the field of information technology in distance education, taking into account the gradual transition in teaching, including the Tactical Training module, to NATO standards, etc.

scholarly journals Faculty Perspectives in the Transition to Online Teaching

2005 ◽  
Vol 15 (1) ◽  
Author(s):  
Jo-Anne H. Willment ◽  
Myra Baynton Baynton ◽  
Janet Groen ◽  
Lorraine Slater
Keyword(s):  
Distance Education ◽  
Organizational Culture ◽  
Distance Learning ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Role Identity ◽  
Face To Face ◽  
Analysis Methodology ◽  
Instructor Role ◽  
And Coping

This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities. This study explores the experiences of faculty new to distance learning across two faculties within a mid-sized Canadian university. An interview and thematic analysis methodology produced results that identified six themes critical in the transition to online teaching. These include: instructors’ affect, organizational culture and context, multi- focused supports, time, instructor role identity, and coping strategies. The paper concludes with recommendations for the development of a national distance education framework for instructors transitioning from face-to-face to online teaching in Canadian colleges and universities.

scholarly journals The impact of digital technology on the quality of higher education

2021 ◽  
Vol 99 ◽  
pp. 01044
Author(s):  
Elena Zaborova
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Significant Information ◽  
Face To Face ◽  
Social Actors ◽  
Quality Of Higher Education ◽  
Continue Research ◽  
The Impact

COVID-19 pandemic intensified the transition to online learning practices. The article aims to analyse how students perceive distance education quality compared to face-to-face education mode. The author argues that the groups of social actors, interested in the promotion of distance education in higher schools, include: university leadership, geographically and physically disadvantaged students. In the period 2015-2020 the group of USUE researchers conducted a series of students’ surveys. Analysing the survey findings, the author states that despite the benefits of distance education, students consider that the quality of distance learning is inferior to the traditional face-to-face education mode. Among the problems faced by students in distance learning, is their inability to select information, assess its reliability, and differentiate significant information from insignificant. It is concluded that it is of great importance to continue research into the impacts of digitalization on the quality of higher education.

ORGANIZATION OF FOREIGN LANGUAGES DISTANCE LEARNING COURSE AT HIGH SCHOOL

2021 ◽  
pp. 118-123
Author(s):  
Denysenko I.I. ◽  
Tarasiuk A.M.
Keyword(s):  
High School ◽  
Distance Learning ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Educational Process ◽  
Foreign Languages ◽  
Full Time ◽  
Technological Basis ◽  
Independent Work

The article is devoted to one of the advanced formats of foreign language teaching at high school, which effectively complements extramural and full-time forms of education – distance learning. The author emphasizes that the quality and effectiveness of foreign languages distance learning athigher educational establishments depends on effectively organized course; the pedagogical skills of teachers, participating in the educational process; the quality of applied methodical content.The main principles of foreign languages distance learning in higher education has been covered, the means of improving the quality and effectiveness of this educational format has been proposed, the key conceptual regulations of foreign languages distance learning has been determined. The article proposes a model for organizing foreign languages distance learning course for future specialists, describes a system to control and monitor the knowledge of all types of speech activities. It is also noted that independent work in the foreign languages distance course at high school should not be passive, but on the contrary, the student should be involved in active cognitive activities, not limited to acquiring foreign language skills, but necessarily includes their practical application; to solve certain communicative tasks in the future professional activity.The article concludes that in the process of organizing the foreign language distance learning course at high school, it is necessary to take into account not only the didactic characteristics and functions of multimedia and telecommunications as a technological basis, but also the conceptual trends of didactic distance learning as a component of modern education. In addition, it is necessary to take into account the specific nature of foreign language teaching in general.Key words: higher educational establishment, distance learning, multimedia means, independent work, information and communicative technologies, Internet, interactive engagement.

MEGATREND OF DISTANCE EDUCATION: ADVANTAGES, DISADVANTAGES, RISKS

2020 ◽  
pp. 7-18
Author(s):  
Dmytro Dzvinchuk
Keyword(s):  
Social Networks ◽  
Distance Education ◽  
Distance Learning ◽  
Information Technologies ◽  
Educational Process ◽  
Free Access ◽  
Technical Aspects ◽  
Modern Information ◽  
Process Loss ◽  
Independent Work

The article considers some psychological, pedagogical and technical aspects of the introduction of distance learning. It is emphasized that the main purpose of creating a system of distance education is to ensure free access to educational resources through the use of modern information technologies and social networks and to create conditions for citizens to exercise their rights to education. The main disadvantages of distance education are depersonalization, lack of proper motivation of participants in the educational process, loss of educational and socialization functions of education, hyperbolization of independent work, low level of control over the educational process.

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