scholarly journals THE STUDY OF SELF-DETERMINED MOTIVATION OF STUDENTS IN THE CONTEXT OF DISTANCE LEARNING ACTIVITIES

2021 ◽  
Vol 31 (2) ◽  
pp. 226-238
Author(s):  
N.A. Khlybova ◽  
I.V. Tomicheva ◽  
I.V. Girenko
Keyword(s):  
Social Network ◽  
Distance Learning ◽  
Large Scale ◽  
Motivational Aspect ◽  
The Social ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University ◽  
Effective Integration

The article examines the self-determined motivation of students studying at the V.I. Vernadsky Crimean Federal University (Simferopol) in the context of pedagogical activity using the social network VKONTAKTE as a platform for educational interaction and distance knowledge formation. The paper uses the theory of self-determination of Deci and Ryan, which provides an appropriate basis for assessing self-determined motivation in a targeted audience in the context of distance learning based on ICT. The results show that students are motivated to use the pages of the social network VKONTAKTE for educational purposes, which allows them to gain new knowledge and satisfaction from improving their own level of education. Taking into account the motivational aspect of the use of the social network in the university pedagogy of online distance learning, it can be concluded that it has a significant potential for large-scale and effective integration of ICT in higher education.

scholarly journals An Evaluation into the Role of Online learning in Enhancing the Delivery of an eBusiness related Masters Course

10.28945/2661 ◽  
2003 ◽  
Author(s):  
Evelyn McLellan ◽  
Mark Stansfield
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Face To Face ◽  
Lessons Learnt ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University

Within many educational institutions across the world, the delivery of undergraduate and postgraduate courses is being facilitated by online learning technologies. The development and transformation of academic courses for online learning delivery provides a number of opportunities for both the academic institution and prospective students. However, there are a number of important issues that need to be addressed if online learning is to contribute to the educational experience of the student in a positive way and actually enhance teaching and learning as compared with more traditional face-to-face delivery. This paper describes the process of transforming a Masters course in the Management of eBusiness offered by the University of Paisley from a distance learning to an online distance learning course. The paper will identify the main educational theories that informed and influenced the development of the online course as well as identify the main lessons learnt from evaluating the course which has now been running for a number of years. The lessons learnt will be of interest to many people involved in the development and running of online learning courses.

Parent’s Role in Online Distance Learning During the Covid-19 in Sorong City, West Papua

2021 ◽  
Vol 2 (2) ◽  
pp. 328-338
Author(s):  
Hilman Djafar ◽  
Ruslan Rasid ◽  
Abdul Haris Panai ◽  
Abdul Kadir Husain
Keyword(s):  
Distance Learning ◽  
Student Learning ◽  
Dual Task ◽  
Active Role ◽  
Education Level ◽  
The Social ◽  
West Papua ◽  
Online Distance Learning ◽  
Online Distance ◽  
At Home

The imbalance in the social structure in Emile Durkheim's opinion is at least influenced by three factors, namely equlibrium, external and consensus. The Covid-19 pandemic that befell mankind from various directions has caused a rigid shift in student learning. Where initially, educators had a big role in student learning completeness during the education level. However, after this outbreak there was a shift in function. Teachers do not fully play an active role in student learning completeness. However, sometimes the parents at home take the role. Therefore. The purpose of this study was to analyze parent’s role in online distance learning. The results of this study state that: 1). The teacher only functions as a giver and receiver of tasks; 2) Parents apart from being caregivers of students at home, they also have a dual task

scholarly journals Making distance visible: Assembling nearness in an online distance learning programme

2013 ◽  
Vol 14 (4) ◽  
Author(s):  
Jen Ross ◽  
Michael Sean Gallagher ◽  
Hamish Macleod
Keyword(s):  
Distance Learning ◽  
Online Community ◽  
Stable State ◽  
Independent Study ◽  
Distance Learner ◽  
Part Time ◽  
University Of Edinburgh ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University

<p>Online distance learners are in a particularly complex relationship with the educational institutions they belong to (Bayne, Gallagher, &amp; Lamb, 2012). For part-time distance students, arrivals and departures can be multiple and invisible as students take courses, take breaks, move into independent study phases of a programme, find work or family commitments overtaking their study time, experience personal upheaval or loss, and find alignments between their professional and academic work. These comings and goings indicate a fluid and temporary assemblage of engagement, not a permanent or stable state of either “presence” or “distance”.</p><p>This paper draws from interview data from the “New Geographies of Learning” project, a research project exploring the notions of space and institution for the MSc in Digital Education at the University of Edinburgh, and from literature on distance learning and online community. The concept of nearness emerged from the data analyzing the comings and goings of students on a fully online programme. It proposes that “nearness” to a distance programme is a temporary assemblage of people, circumstances, and technologies. This state is difficult to establish and impossible to sustain in an uninterrupted way over the long period of time that many are engaged in part-time study. Interruptions and subsequent returns should therefore be seen as normal in the practice of studying as an online distance learner, and teachers and institutions should work to help students develop <em>resilience</em> in negotiating various states of nearness. Four strategies for increasing this resilience are proposed: recognising nearness as effortful; identifying affinities; valuing perspective shifts; and designing openings.</p>

scholarly journals Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange

2015 ◽  
Vol 18 (1) ◽  
pp. 34-51 ◽  
Author(s):  
Richard Walker
Keyword(s):  
Distance Learning ◽  
Relationship Building ◽  
Peer Observation ◽  
Observation Process ◽  
Online Distance Learning ◽  
Online Distance ◽  
The University ◽  
Free Ranging ◽  
Observation Programme ◽  
Reflection On Practice

Abstract This article explores how online distance learning tutors working within a higher education context may be supported in their professional development through participation on an institutional peer observation programme. Drawing on the reflections of participants from two cohorts (2011 and 2012) at the University of York, the article reviews the learning outcomes arising from the peer observation process and investigates the necessary conditions for fostering critical reflection on practice between tutors. Feedback from participants highlighted the importance of investing time in relationship-building at the outset of the process - a necessary first step before free-ranging and critical exchanges can flourish between partners. Pairings which invested time at this stage appeared to develop greater levels of trust, enabling them to probe their tutoring practices in a more critical way and explore areas of perceived weakness as well as tackling emergent themes in their dialogue. These observations have informed the development of a guidance framework for peer exchange at the University of York, which is summarised in the concluding part of this paper.

scholarly journals A Social Network-Based Examination on Bid Riggers’ Relationships in the Construction Industry: A Case Study of China

Buildings ◽  
2021 ◽  
Vol 11 (8) ◽  
pp. 363
Author(s):  
Liang Xiao ◽  
Kunhui Ye ◽  
Junhong Zhou ◽  
Xiaoting Ye ◽  
Ramadhani Said Tekka
Keyword(s):  
Social Network ◽  
Construction Industry ◽  
Small Scale ◽  
High Concentration ◽  
Market Shares ◽  
The Social ◽  
Network Method ◽  
Solid Foundation

Collusive bidding has been an insidious issue in the construction industry. Bidders initiate collusive networks of various sizes to win market shares. The popularity of collusive bidding networks affects market fairness and erodes the interests of market players. Although considerable research efforts were made to diagnose collusive bidding networks, there remains a gap in knowledge regarding the relationships bid riggers use to engage in the networks. Therefore, this study used the social network method, where two hundred sixteen collusion cases were collected from China to test these relationships. The results show that collusive bidding networks were characterized by sparseness, a small scale, a high concentration, and strong randomness. Three types of collusive bidding networks were also detected: contractual, spontaneous, and shadow. Furthermore, these collusive bidding networks had discrepancies regarding participants’ identities, forms of collusive bids, and the determination of bid winners. It was found that the proposed social network model of deliberating bid riggers’ relationships lays a solid foundation for the detection of collusive bidding in the construction sector.

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