scholarly journals Motivation of Taking Distance-Learning and Online Programmes: A Case Study in a TAFE Institution in Australia

2021 ◽  
Vol 10 (6) ◽  
pp. 11
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Decision Making ◽  
Distance Learning ◽  
International Students ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Career Goals ◽  
Academic Courses ◽  
Online Distance Learning ◽  
Online Distance

The distance-learning and online courses and programmes are popular during the COVID-19 Pandemic due to the recommendation of social distancing and closure of borders in Australia. The purpose of this study is to explore and understand the motivation and decision-making processes of international students who continue their academic courses and programmes using online distance-learning platforms under the COVID-19 Pandemic. With the case study design, the researcher recruited 20 international students who are currently completing their academic courses and programmes through distance-learning from a Technical and Future Education (TAFE) institution in Australia. Based on the Social Cognitive Career and Motivation Theory, the researcher categorised that the educational achievements and career goals, the achievements of education and career goals, and interests in career development drove the factors of their motivation and career-decision-making process. The results of this study will provide a blueprint for school leaders, department heads, government agencies, policymakers, and researchers to reform and upgrade the current curriculum for technologically-assisted teaching and learning strategies and international students’ experiences.   Received: 16 June 2021 / Accepted: 11 August 2021 / Published: 5 November 2021

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.

scholarly journals Distance Learning on Formation of Technical Competencies of University Students (on the Example of Natural Sciences)

2021 ◽  
Author(s):  
Gulnara K. Nauryzbayeva ◽  
◽  
Gita Revalde ◽  
Gulmira L. Gabdullina ◽  
Guldana T. Aldzhambekova ◽  
...  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Teaching And Learning ◽  
First Year ◽  
High Satisfaction ◽  
Technical Competencies ◽  
Online Distance Learning ◽  
Online Distance ◽  
And Control

This paper presents our model of the organization and content of distance learning in physics for the formation of technical competencies of university students. An example of the organization of lectures on the topic "Electromagnetic induction" for students of the specialty "Power Engineering" is given. The organization of other forms of education is also given. The aim of the work is to develop technical competencies in students. A professionally oriented approach was used in teaching physics. The content of distance learning, presented through the electronic educational and methodological complex of the discipline, has been determined. The activities of teaching and learning of students are regulated, methods, forms and means of online distance learning are selected, at present, as methods of organizing activities, the result of educational activities reflects the quality of training in accordance with the successful teaching activities of students, as well as its diagnostics and control. The possibility of improving the quality of training in physics, increasing the levels of formation of technical competencies of future bachelors in the field of energy is shown on the example of distance learning in physics online, based on the use of professionally oriented training. The results of survey of the first year distance learning students showed quite high satisfaction, also for the students living in the rural regions in Kazаkhstan.

scholarly journals Postgraduate peer tutors supporting academic skills in online programmes

2016 ◽  
Author(s):  
Sharon Boyd ◽  
Jessie Paterson
Keyword(s):  
Distance Learning ◽  
Academic Skills ◽  
Learning Support ◽  
Peer Tutors ◽  
Group Facilitation ◽  
Postgraduate Study ◽  
Peer Tutor ◽  
Online Distance Learning ◽  
Online Distance

This case study presents an evaluation of an online, distance-learning, postgraduate peer tutor project, covering the pilot and post-pilot years 2013-15. The project has two core aims: first, to develop student academic skills in group facilitation and learning support; second, to enhance support for increasing numbers of online, distance-learning students by facilitating more live sessions and providing postgraduate study advice. Feedback from staff, peer tutors and the students involved suggests that peer tutoring is successful in improving distance learners’ experience through enhanced support and fostering a sense of community; for the peer tutors, the opportunities to develop graduate skills in tutoring and collaborating as part of the academic community. 

scholarly journals Monochronic Vs. Polychronic: A Profile of Academic Time Use Among Online Distance Education Students

2020 ◽  
pp. 444-453
Author(s):  
Ana Maria Neves ◽  
Lina Morgado
Keyword(s):  
Distance Learning ◽  
Doctoral Students ◽  
Undergraduate Students ◽  
Time Use ◽  
Time Management ◽  
Teaching And Learning ◽  
Online Distance Education ◽  
Academic Time ◽  
Online Distance Learning ◽  
Online Distance

The results presented are part of a doctoral thesis which is being finalized. The research is centred on the online distance learning student experience in higher education, considering the variable time management, its relationship with technologies, and the virtualization of teaching and learning. Exploratory in nature, the research takes the form of a case study using a mixed methodology. One of the main objectives of the study is to contribute to the construction of a theoretical framework on the distance learning student time variable. We present a profile of academic time use by e-students (monochronic or polychronic) and suggest an intermediate profile. The conclusions point out that the profile of academic time use varies according to the degree of the course attended. It was found that undergraduate students show a more polychronic profile than masters and doctoral students.

Enhancing Students' Online Engagement: A Study on Online Distance Learning Institutions' Students in Malaysia

2021 ◽  
Vol 12 (1) ◽  
pp. 7-7
Author(s):  
Zahir Osman (Dr) ◽  
Ratna Khuzaimah Mohamad ◽  
Liana Mohamad
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Peer Collaboration ◽  
Learning Attitude ◽  
Online Engagement ◽  
Online Distance Learning ◽  
Online Distance

Online Distance Learning (ODL) settings in higher education institutions assist in allocating resources of education, facilitating instructor-to-student interaction, supporting student learning groups, maintaining the progression of student learning, and allowing students to enroll ODL learning (Islam, 2013). Students' online learning exposures in universities and colleges tend to be combined with academic exposures for the continuous learning progress not because only related to academic accomplishment, but also due to individual success of lifelong learning. The online learning setting tertiary education institutions is a learning environment that puts together the latest digital technology with the practices of teaching and learning as important creativity and innovation through the latest performed-technology platform (Eze, Chinedu-Eze, & Bello, 2018). The advantages of online learning settings for both the students and higher education institutions are significant cost saving of having physical infrastructure of teaching and learning, cause the course materials digitization where it can be shared and retrieved at any time and wherever the students are and embedding into the global educational setting (Pham, Limbu, Bui, Nguyen, & Pham, 2019). Malaysia is aiming to become a developed country and has set a long term vision for that to be realized. This aim can only be achieved by producing high technological skills and a critical thinking workforce. Information communication technology (ICT) will be the main catalyst in leading this transformation. In an online learning environment, engagement has become one of the critical issues for the students. Since the trend today of migrating from the face-to-face classroom to web-based systems, some challenges need to be resolved. In fully online learning, there is 78% of students fail in completing their online courses (Simpson, 2010). Students' failures in online courses were mainly due to their inactive engagement (Kuzilek, Hlosta, Herrmannova, Zdrahal, & Wolff, 2015). Halverson, Graham, Spring, Drysdale, and Henrie (2014) in their thematic analysis have found the term engagement been mentioned in more than fifty per cent of the reviewed publications. Thus, this study aims to assess the direct influence of online learning attitude, online peer collaboration, and psychological motivation on digital readiness and digital readiness influence on online engagement. Keywords: Online Learning Attitude, Online Peer Collaboration, Psychological Motivation, Digital Readiness and Online Engagement.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

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