Behave Yourself!

Research into the design, delivery, support, and administration of Online Distance Learning (ODL) programmes in higher education is developing but still nascent with theories and discourses from many areas of traditional education being examined and developed to address the particular affordances of online education. Whilst debate continues about the procurement of and best application of educational technologies and systems, one aspect of the debate seems clear, that the technology and content alone is not “e-learning.” Directing someone to an online repository does not mean learning will necessarily take place. Whilst the technology and the content are essential, both are important only insofar as the affordances they provide for learning to take place. Using empirical evidence, this chapter argues that the actions of the tutor are therefore pivotal in an educational environment where the learning process is directed at more than simply accessing information.

Pembelajaran Bahasa Jepang Perhotelan III Berbasis Daring di Masa Pandemi Covid-19

Chi'e: Journal of Japanese Learning and Teaching ◽

10.15294/chie.v9i1.44358 ◽

2021 ◽

Vol 9 (1) ◽

pp. 54-61

Author(s):

Anak Agung Ratih Wijayanti ◽

Isa Wahjoedi Dwi Putranto

Keyword(s):

Distance Learning ◽

Data Collection ◽

Learning Process ◽

Virtual Classroom ◽

Japanese Language ◽

Collection Method ◽

E Learning ◽

Online Distance ◽

Academic Year

This study aims to determine the learning process of Japanese Language Hospitality during the Pandemic Covid-19 period. This study was researching effectiveness of the online distance learning process and evaluate the weakness and problem occurred during learning process. This research was conducted on 43 students of the Faculty of Tourism at Triatma Mulya University Diploma IV Hospitality Program in Third Semester, Academic Year 2020/2021. The respondent was choosen from students who have learned Japanese Language Hospitality 3 on one semester from June to December 2020. The data collection method in this study used documentation techniques and questionnaires via google form. The online-based learning process carried out in this study is to create virtual classroom learning situations through online-based e-learning methods. Students not only listeners in class, but students are strongly directed to presentation about hotel hospitality using Japanese Language. The problem during learning process of Japanese Hospitality online are, the lack of supporting facilities in online class, less concentration and other distractions.

Individual and community learning of academics during the COVID-19 pandemic

Studia z Teorii Wychowania ◽

10.5604/01.3001.0015.4830 ◽

2021 ◽

Vol XII (3 (36)) ◽

pp. 155-168

Author(s):

Karolina Walczak - Człapińska ◽

Gabriela Dobińska ◽

Katarzyna Okólska

Keyword(s):

Higher Education ◽

Data Analysis ◽

Distance Learning ◽

Academic Education ◽

Community Learning ◽

Face To Face ◽

E Learning ◽

Online Distance ◽

Empirical Material

The article presents a reconstruction of crisis coping strategies adopted by academics during the changes in higher education resulting from the SARS-Cov-2 virus pandemic. This analysis is part of a wider research project entitled “Academic Education during the Covid-19 Pandemic.” In our research, we used a focus interview to learn about e-learning experiences of lecturers and students. Due to limitations in face-to-face meetings, the interviews were conducted via the Microsoft Teams application, which significantly improved the process of consolidating the empirical material. Academic teachers from various research centers in Poland participated in the research. An important point in the team data analysis was the clear presence of community in the strategies undertaken by online distance learning at universities.

Search for an optimal model for using online education in higher education in the context of sustainable digitalization

E3S Web of Conferences ◽

10.1051/e3sconf/202125807077 ◽

2021 ◽

Vol 258 ◽

pp. 07077

Author(s):

Alexander Dyatlov ◽

Vitaliy Kovalev ◽

Alexey Kravets

Keyword(s):

Higher Education ◽

Distance Learning ◽

Online Education ◽

Learning Technologies ◽

Educational Process ◽

Optimal Model ◽

Distance Learning Technologies ◽

The relevance of the presented article is determined by the widespread use of online distance learning technologies in the educational space of higher education in Russia. This process is supported and initiated, among other things, by the modern Russian authorities, whose actions are based on the presumption of the ability of online education to provide the same quality of the educational process that takes place in the classroom-contact format. The authors ‘ hypothesis is based on the fact that the widespread introduction of online education cannot be evaluated positively, since its quality has not been tested empirically. Institutionalization should be carried out only after it is scientifically confirmed “where”,” for whom”,” by whom “ online education can be implemented. For this purpose, the authors study the types of online education, its content, and assess the readiness of students to study online. The goal is formulated as determining the segments of the educational process in higher education in which online education will improve the quality of training of qualified specialists.

The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model

Frontiers in Psychology ◽

10.3389/fpsyg.2021.635117 ◽

2021 ◽

Vol 12 ◽

Author(s):

Cheuk Fan Ng

Keyword(s):

Higher Education ◽

Distance Education ◽

Online Learning ◽

Distance Learning ◽

Conceptual Model ◽

Physical Environment ◽

Computer Mediated Communication ◽

Future Research ◽

Online distance learning is offered not only in post-secondary distance education institutions but in traditional universities as well. With advances in mobile and wireless technologies, completing academic studies anywhere anytime should become feasible. Research in distance education and online learning has focused on computer-mediated communication, instructional design, learner characteristics, educational technology, and learning outcomes. However, little attention has been given to where exactly learners do their learning and studying and how the physical and social aspects of the physical environment within which the online learner is physically embedded (e.g., the home) supports and constrains learning activities. In this paper, the author proposes a conceptual model for understanding the role that the physical environment plays in online distance learning in higher education, drawing on theories and research in environmental psychology, online learning, telework and mobile work, and higher education. Several gaps in research are identified, and suggestions for future research are proposed.

Pembelajaran Jarak Jauh Selama Pandemi di Pondok Pesantren Darunajah 2 Bogor

RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual ◽

10.29303/resiprokal.v2i2.42 ◽

2020 ◽

Vol 2 (2) ◽

pp. 151-159

Author(s):

Nur Hayati

Keyword(s):

Online Learning ◽

Distance Learning ◽

Learning Process ◽

Culture Shock ◽

Learning System ◽

Religious Activities ◽

Teachers And Students ◽

Online Distance ◽

Teachers And Parents

In an effort to suppress the spread of the Covid-19 virus, Kemdikbud took a policy to close schools during the Covid-19 pandemic. All schools that initially did conventional learning by face-to-face, now learning is done from home through distance learning or online system, no exception pondok pesantren. The purpose of this research is to find out the distance learning process conducted by Pondok Pesantren Darunnajah 2 Cipining, Bogor. This research was conducted using descriptive qualitative approach. Based on research can be known that in learning, pesantren use various platforms such as google classroom, google meet, whatsapp, and smart system. In this online learning, the materials and tasks given are quite diverse, although there are no tasks in the form of discussions so that the interaction between students and students and teachers cannot be done. All parties, both students, teachers, and parents experienced a culture shock with the existence of this distance learning system / online. Distance learning /online also gives rise to physical distancing. Religious activities that are usually carried out in pesantren are now carried out at home and all must be reported to the teacher or room guardian via whatsapp. The challenges faced in online learning include a lack of interaction between teachers and students, a network that arises to sink, quotas that are rapidly depleted and expensive, and a lack of active participation of students. Therefore, the readiness of both teachers and students, as well as motivation from parents can also support the implementation of this distance learning process. In addition, the provision of quotas is also important to support the online learning process carried out by pesantren.

Online education in new period of sustainable development after the pandemic

E3S Web of Conferences ◽

10.1051/e3sconf/202124411053 ◽

2021 ◽

Vol 244 ◽

pp. 11053

Author(s):

Oksana Barabash ◽

Dmitry Sknarev ◽

Irina Maslova ◽

Marina Bereznyatskaya ◽

Alena Prakhova

Keyword(s):

Distance Learning ◽

Online Education ◽

Natural Science ◽

Scientific Literature ◽

Sharp Decrease ◽

Research Topic ◽

Sociological Research ◽

Online Distance ◽

Online Format

The article is devoted to the problem of assessing the effectiveness of the online distance learning format, based on the results of work during the first wave of the COVID-19 pandemic. The purpose of the article is to identify specific problems faced by students of various education profiles: natural science and humanitarian. The objectives of the article are to analyze the scientific literature on the research topic, as well as present the results of the empirical research conducted by the authors among two groups of respondents. The methodology of the article is based on a systematic approach and includes a group of general scientific methods (analysis, synthesis, deduction, induction), as well as special methods: content analysis of scientific literature on the research topic, the method of sociological research (questionnaire survey), as well as the method of statistical analysis. Based on the results of the study, the authors came to the following conclusions: the online format of distance learning is not compatible with a number of natural science disciplines, which leads to a sharp decrease in the quality of education, especially in the field of applied sciences.

Critical Success Factors for Online Distance Learning in Higher Education: A Review of the Literature

Creative Education ◽

10.4236/ce.2012.38b014 ◽

2012 ◽

Vol 03 (08) ◽

pp. 61-66 ◽

Cited By ~ 19

Author(s):

Bussakorn Cheawjindakarn ◽

Praweenya Suwannatthachote ◽

Anuchai Theeraroungchaisri

Keyword(s):

Higher Education ◽

Distance Learning ◽

Critical Success Factors ◽

Success Factors ◽

Review Of The Literature ◽

Critical Success ◽

Pelatihan E-learning Google Classroom Bagi Kelompok Kerja Kepala Sekolah Dasar (K3SD) Kecamatan Banjarmasin Utara

Bubungan Tinggi: Jurnal Pengabdian Masyarakat ◽

10.20527/btjpm.v3i4.3722 ◽

2021 ◽

Vol 3 (4) ◽

pp. 415

Author(s):

Agus Hadi Utama ◽

Hamsi Mansur ◽

Sulistyo Rini ◽

Adrie Satrio

Keyword(s):

Elementary School ◽

Distance Learning ◽

Training Program ◽

Video Streaming ◽

Actual Condition ◽

Knowledge And Skills ◽

Content Development ◽

E Learning ◽

Berdasarkan hasil inisiasi pengamatan lembaga mitra yang dilakukan oleh tim Pengabdian Masyarakat Prodi Teknologi Pendidikan FKIP ULM, terungkap bahwa banyak guru yang masih minim dalam melaksanakan pembelajaran daring/jarak-jauh atau E-learning di masa pandemi COVID-19. Hal ini disebabkan oleh kurangnya pengetahuan dan keterampilan guru untuk mengembangkan dan mengoptimalkan konten dan fitur-fitur E-learning platform Google classroom. Kegiatan penelitian dan pengabdian masyarakat ini bertujuan untuk: 1) untuk mengetahui kondisi faktual pelaksanaan pembelajaran daring/pembelajaran jarak jauh (PJJ) berbasis Google classroom di lembaga mitra. 2) melaksanakan program pelatihan mengembangkan konten dan optimalisasi penggunaan fitur-fitur Google classroom pada lembaga mitra. 3) untuk meningkatkan pengetahuan dan keterampilan guru dalam pengembangan konten dan optimalisasi penggunaan fitur-fitur Google classroom melalui desiminasi E-book praktis bagi lembaga mitra. Metode pelaksanaan kegiatan pelatihan mengadopsi pola pelaksanaan penelitian tindakan meliputi tiga tahapan, yaitu: perencanaan program, pelaksanaan program, observasi dan evaluasi program/refleksi. Hasil penelitian menunujukkan kondisi faktual pembelajaran daring/ PJJ atau penggunaan E-learning Google classroom di SDN Kec. Banjarmasin Utara adalah sebagai berikut: 1) kondisi faktual pelaksanaan pembelajaran daring/PJJ menggunakan E-learning terungkap bahwa guru-guru SDN Kec. Banjarmasin Utara sudah terbiasa mengembangkan konten pembelajaran Google classroom, seperti: Power point, Youtube, dan Portable document format, sehingga program pelatihan difokuskan kepada optimalisasi penggunaan fitur-fitur Google classroom dan desiminasi produk E-book praktis penggunaan Google classroom bagi lembaga mitra. Pelatihan pengembangkan konten dan optimalisasi fitur-fitur Google classroom dibagi kedalam lima sesi, yaitu: 1) pengantar Google classroom, 2) mengakses Google classroom dan membuat kelas, 3) Video streaming, 4) Classwork material: Assignment, Quiz, Question, 5) People: Grade & Grading. Based on the results observations of partner institutions conducted by the researcher team of the education technology study program, Universitas Lambung Mangkurat, it was revealed that teachers are still lacking in carrying out online/distance learning during the COVID-19 pandemic because the teacher's lack of knowledge and skills to develop and optimize the content and features by using google classroom. This research activity aims 1) to know the actual condition of implementing online/distance learning using google classroom. 2) implement a training program to develop content and optimize the use of google classroom features. 3) to improve teachers' knowledge and skills in content development and optimization the use of google classroom features using e-books usage guides for partner institutions. Implementing the training program uses three stages: 1) program planning, 2) program implementation and 3) program evaluating/reflections. The results of the study showed the factual condition of online/distance learning using google classroom at elementary school North Banjarmasin district is as follows: 1) the implementation of online/distance learning revealed that teachers at elementary school North Banjarmasin district is accustomed to developing google classroom learning content, such as PowerPoint, YouTube, and portable document formats so that the training program is focused on optimizing the use of google classroom features using e-books usage guides for partner institutions. The content development training and optimization of google classroom features are divided into five sessions: 1) introduction to google classroom, 2) access google classroom and create classes, 3) video streaming, 4) classwork material: assignment, quiz, question, 5) people: grade & grading.

MODEL TASK-BASED LEARNING UNTUK MEMBANGUN PEMBELAJARAN MANDIRI PADA TUTORIAL ONLINE

Jurnal Pendidikan Terbuka Dan Jarak Jauh ◽

10.33830/ptjj.v20i1.331.2019 ◽

2019 ◽

Vol 20 (1) ◽

pp. 10-16

Author(s):

Athiyah Salwa

Keyword(s):

Higher Education ◽

Distance Learning ◽

Learning Process ◽

Learning Program ◽

Assistance Program ◽

Education Services ◽

Remote Areas ◽

Learning Assistance ◽

E Learning ◽

Information Media

Distance learning organized by Universitas Terbuka provides many benefits and opportunities for students in remote areas to get higher education services. For the time being, this learning program is facilitated by e-learning assistance program using technology and information media. This learning process emphasizes unlimited materials for students outside the main source, Buku Materi Pokok, that can be accessed whenever and wherever. The main focus of this tutorial online is to give a chance for students to learn in their free time, give them learning assistance, and measure how they understand the materials given. This emphasizes the learning process independently and autonomously. This article tries to give a new sight in this Tutorial Online about a technique or a model that can be applied. This model encompasses practices, assignments, and tasks can be done independently by students. This learning model will improve and build students’ autonomous learning by providing them with authentic yet simple tasks, practical and independent assignments.

Quality Assurance and Accreditation of Distance Education Programs in Vietnam: Rationale and Future Directions

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4176 ◽

2018 ◽

Author(s):

Nguyen Huu Cuong ◽

Le My Phong

Keyword(s):

Higher Education ◽

Distance Education ◽

Quality Assurance ◽

Distance Learning ◽

Online Education ◽

Education Programs ◽

Future Directions ◽

The World ◽

E Learning ◽

Open And Distance Learning

Distance and online education are popular training modes in the era of the Fourth Industrial Revolution and open education. Accreditation is one of the approaches that many countries across the world have implemented to assure the quality of higher education, including distance learning programs. This study investigates the rationale and future directions for quality assurance and accreditation of distance education programs in Vietnam. First, the paper presents concepts of distance education, and quality assurance and accreditation of distance education. Second, the research reviews experiences of implementing quality assurance and accreditation for distance education from several countries in the world. Next, the paper analyses the rationale for conducting accreditation of distance education programs in our country. Finally, the study proposes three groups of recommendations for the national quality assurance organization, accreditation agencies and higher education institutions to be able to implement the quality assurance and accreditation of distance education in Vietnam successfully. Keywords Quality assurance; Accreditation; Distance education; Online learning; Higher education References [1] UNESCO, Distance education in Asia and the Pacific: country papers, Volume III (Singapore - Vietnam), 2009. www.unesco.org/education/pdf/53-23c.pdf.[2] UNESCO, Open and distance learning: trends, policy and strategy considerations, 2002. http://unesdoc.unesco.org/images/0012/001284/128463e.pdf.[3] Owusu-Boampong, A. & Holmberg, C., Distance education in European higher education – the potential, UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and Study Portals B.V, 2015.[4] Australian University, Distance learning Australia, 2018. http://www.australianuniversities.com.au/distance-learning/.[5] Darojat, O., Nilson, M. & Kaufman, D., Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, Vol. 2, No. 2 (2015) 1. [6] Jung, I. & Latchem, C., Quality assurance and accreditation in distance education and e-learning: models, policies and research, Routledge, London, 2012.[7] Wang, Qi., Quality assurance - best practices for assessing online programs, International Journal on Elearning, Vol. 5, No. 2 (2006) 265. [8] Friedman, J., 10 facts about accreditation in online degree programs, U.S.News & World Report, February 9, 2017. https://www.usnews.com.[9] U.S. Department of Education., Accrediting agencies recognized for distance education and correspondence education, 2018. https://www2.ed.gov. [10] The Australasian Council on Open, Distance and e-learning (ACODE), Benchmarks for technology enhanced learning, ACODE, Canberra, 2014.[11] Bollaert, L., NVAO’s accreditation of online education in a nutshell, 2015. https://www.nvao.net.[12] Henderikx, P. & Ubachs, G., Quality assurance and accreditation of online and distance higher education, 2017. https://www.unic.ac.cy.[13] Stella A. & Gnanam, A., Quality assurance in distance education: The challenges to be addressed, Higher Education, Vol. 47, No. 2 (2004) 143.[14] Malaysian Qualification Agency (MQA), Code of practices for open and distance learning, MQA, Kuala Lumpur, 2013.[15] COL, DEMP & UNESCO, Quality assurance toolkit for distance higher education institutions and programmes, COL, Vancouver, 2009.[16] Vietnamnet, Mở đào tạo từ xa sẽ không cần cấp phép, 2017. http://vietnamnet.vn. [17] Tertiary Education Quality and Standards Agency (TEQSA), Quality assurance of online learning: discussion paper, TEQSA, Melbourne, 2017. [18] Nhân dân Điện tử, Phát triển đào tạo từ xa đúng hướng, 2017. http://www.nhandan.com.vn.[19] Nguyễn Hữu Cương, Một số kết quả đạt được của kiểm định chất lượng giáo dục đại học Việt Nam và hướng triển khai trong tương lai, Tạp chí Quản lý giáo dục, Tập 9 Số 8 (2017) 7.[20] Cục QLCL - Bộ GD-ĐT, Danh sách các CSGD đại học; các trường cao đẳng, trung cấp sư phạm, đã hoàn thành báo cáo tự đánh giá, được kiểm định, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).[21] Cục QLCL - Bộ GD-ĐT, Danh sách các chương trình đào tạo được đánh giá/công nhận, 2018 (dữ liệu cập nhật đến ngày 31/8/2018).