Educating Aviators

This chapter provides a critical examination of the evolution of distance education in tertiary aviation programs. By reviewing the literature and studies associated with Professional Pilot training, the chapter explores the issues affecting the delivery of distance education in university Professional Pilot programs, including the global shortage of Professional Pilots, the nature of work as a Professional Pilot, the importance of simulation, and the integration of assessment. In an effort to address some of the challenges, this chapter also offers recommendations and solutions. The authors contend that tertiary aviation distance education programs need to be adjusted to consider the needs of the student and industry by: (1) implementing action-based learning, (2) considering pedagogy before technology, (3) encouraging interaction and collaboration, and (4) embedding formative assessment. The chapter aims to contribute to the body of literature aimed at enhancing the effective delivery of distance learning in aviation tertiary education.

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Faculty Perceptions and Participation in Distance Education

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch209 ◽

2005 ◽

pp. 1186-1189

Author(s):

Kim E. Dooley ◽

James R. Linder ◽

Chanda Elbert ◽

Timothy H. Murphy ◽

Theresa P. Murphrey

Keyword(s):

Distance Education ◽

Distance Learning ◽

Instructional Technology ◽

Faculty Perceptions ◽

Education Programs ◽

Technology Infrastructure ◽

Faculty Role ◽

Distance Learning Environment ◽

Adoption And Diffusion ◽

And Diffusion

Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.

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Marketing Library Services to Distance Learners

Encyclopedia of Distance Learning, Second Edition ◽

10.4018/978-1-60566-198-8.ch199 ◽

2011 ◽

pp. 1391-1398

Author(s):

Allyson Washburn ◽

Terri Pedersen Summey

Keyword(s):

Distance Education ◽

Distance Learning ◽

Secondary Education ◽

Academic Skills ◽

Distance Learners ◽

Library Services ◽

Education Programs ◽

Post Secondary ◽

Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

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Proposition for the Introduction of the Concept Telemathesis in Videoconferencing in Distance Education

European Journal of Open Distance and E-Learning ◽

10.2478/eurodl-2020-0012 ◽

2021 ◽

Vol 23 (2) ◽

pp. 83-98

Author(s):

Αthanasios Kanellopoulos ◽

Maria Koutsouba ◽

Yiannis Giossos

Keyword(s):

Distance Education ◽

Distance Learning ◽

Learning Process ◽

Social Factors ◽

Theoretical Study ◽

The Body ◽

Transactional Distance ◽

Digital Tools ◽

Widespread Application ◽

Specific Learning

AbstractThe development of technology and the widespread application of digital tools, such as teleconference (or videoconference), has led researchers to reflect on traditional theories and models of learning concerning Distance Education, as well as the formulation of new ones. The aim of this study is to propose the introduction of the concept tele-mathesis in Distance Learning, in order to describe the learning process by videoconferencing in Distance Education, which has features of an “embodied” and “integrated” way of learning. This is a theoretical study based on Illeris’ Theory of “Integrated” Learning that has been adopted in Distance Learning, using elements of the Theory of Tele-proximity concerning learning by videoconferencing in Distance Education. According to the developed argumentation the importance of the senses, emotions and “techniques of the body” is revealed in both the educational and learning process by videoconferencing, in order to reduce the transactional distance between the teacher and the learner, as well as, to lead to a positive distance educational experience. Thus, the cognitive, emotional and social factors involved in “tele-mathesis”, turn videoconferencing into an “embodied” and “integrated” way of learning. At the same time, it is showed that the empowerment of “tele-mathesis” requires appropriate planning and specific management methods. It is therefore proposed to introduce the term telemathesis in Distance Education so as to fully attribute this specific learning process of Distance Education.

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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).

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From Distance Education to E-Learning as Integrated Training

Encyclopedia of Information Communication Technology ◽

10.4018/978-1-59904-845-1.ch021 ◽

2009 ◽

pp. 160-165

Author(s):

Emilio Lastrucci ◽

Debora Infante ◽

Angela Pascale

Keyword(s):

Distance Education ◽

Distance Learning ◽

Continuing Education ◽

Active Role ◽

Professional Life ◽

Educational Training ◽

Education Programs ◽

New Information ◽

Learning Techniques ◽

E Learning

In the last few years, the methods for the delivery of professional and educational training have radically changed. More knowledge and information are required from people in order to achieve an active role in their social and professional life. At the same time, the period of validity of new information and the currency of competencies quickly decrease. As a consequence, continuing education is perceived as necessary, even if the traditional methods of delivery are sometimes limited by the distance between the learner and the training centers. For this reason many continuing education programs make use of distance learning techniques that make the adoption of distance education programs more popular.

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DISTANCE LEARNING : SUCCESS REQUIRES SUPPORT

Education Libraries ◽

10.26443/el.v24i2-3.162 ◽

2017 ◽

Vol 24 (2-3) ◽

pp. 15 ◽

Cited By ~ 1

Author(s):

Wendy Lowe ◽

Richard Malinski

Keyword(s):

Distance Education ◽

Distance Learning ◽

Distance Learners ◽

Education Programs ◽

Effective Distance ◽

Learning Success ◽

High Degree

As the ranks of distance learners grow and distance programs develop, the differing needs of students enrolled in such courses must be examined and supported. A sample model of how courses are adapted for distance learning at Toronto's Ryerson Polytechnic Umversity show how this institution has addressed these needs by providing a cohesive and unified support infrastructure. Ultimately, a high degree of co-operative collaborationbetween university and college departments is essential in creating effective distance education programs and resources.

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Actor's training in the context of distance education

National Academy of Managerial Staff of Culture and Arts Herald ◽

10.32461/2226-3209.2.2021.240116 ◽

2021 ◽

pp. 334-339

Author(s):

Valeria Shtefyuk

Keyword(s):

Distance Education ◽

Distance Learning ◽

New Technologies ◽

The Body ◽

Adobe Acrobat ◽

The Social ◽

Holistic Understanding ◽

Acting Training ◽

Online Format

The purpose of the article is to identify the features of teaching traditional acting techniques within the framework of new technologies and digital communication using the example of acting training in the context of distance education. Methodology. The topic of the article determined the use of an integrated approach using general scientific and theatrical research methods - this made it possible to determine a set of factors that determine the quality of teaching acting training in conditions of distance education. The method of theoretical study of foreign literature on the research problem has been applied; the method of studying and analyzing pedagogical experience; the method of systems analysis, which contributed to the consideration of online learning in the context of theatrical pedagogy as a kind of integrity in the variety of its internal and external connections; typological method, in order to identify the specifics of teaching acting training in the conditions of distance learning, etc. Scientific novelty. Investigated innovative approaches to teaching actors in the context of the use of new technologies in acting training; analyzed the specificity of cognitive, social and educational presence as key elements in the development and implementation of online education in the context of the peculiarities of teaching the skill of an actor; the features of transformation of acting training exercises, associated with tactile sensations, were revealed; it was stated that in the conditions of distance education in acting training, direct contact (touch of the body) can be mediated by means of vibrotactile quality of the voice. Conclusions. Teaching acting training can take on new forms, provided it is conducted in an online format. The study showed that the structure of theater pedagogy in general and teaching of acting training in particular requires a revision of co-presence as an ontological condition for the transfer of tacit knowledge, which has traditionally been in the epistemological structure of theater pedagogy. The shift in emphasis in teaching an actor from traditional to innovative ways is associated with a broad approach to the decentralization of the preliminary epistemological interpretation of the body as its unique and, accordingly, central direction. The biggest challenge for the teacher of acting in the transition to the online format is that this subject is predominantly group-oriented, based on working in physical spaces. Teaching acting training in the context of distance learning requires a holistic understanding of how the digital space works, and acting training, using these limitations, should be initially planned and created taking into account the dynamics of the networked world. When conducting acting training in a digital environment, the lack of contact must be replaced with other sensory sensations. An important aspect in the context of the designated problems is the social aspect, which forms the group dynamics among students. For this aspect, it is advisable to use a number of auxiliary applications, including the social network Facebook (for scheduling and quickly sharing visual materials) and software for web conferencing "Adobe Acrobat Connect".

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Influence of Distance Learning Format on the Motivation of Undergraduate Students

Sociology and Law ◽

10.35854/2219-6242-2020-4-65-69 ◽

2020 ◽

pp. 65-69

Author(s):

A. S. Terekhin

Keyword(s):

Higher Education ◽

Distance Education ◽

Distance Learning ◽

Undergraduate Students ◽

Student Motivation ◽

Negative Influence ◽

Scientific Discourse ◽

Education Programs ◽

Characteristic Features ◽

Further Development

The article examines the features of the influence of the distance learning format on the motivation of undergraduate students to study in higher education programs. The analysis of scientific discourse on the topic of student motivation is carried out. The studies of distance education have been analyzed. An empirical study aimed at identifying changes in the motivation of students and the characteristic features of these changes has been carried out. The negative influence of distance education on the motivation of students to study has been revealed. A forecast of the further development of distance education and its role in the development of the institution of higher education in general has been made.

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PECULIARITIES OF THE INFLUENCE OF DISTANCE LEARNING ON THE PSYCHOLOGY OF THE STUDENT AND TEACHER

Scientific Notes of Ostroh Academy National University: Psychology Series ◽

10.25264/2415-7384-2021-12-64-68 ◽

2021 ◽

Vol 1 ◽

pp. 64-68

Author(s):

Viktoria V. Pitulei

Keyword(s):

Distance Education ◽

Distance Learning ◽

Educational Process ◽

The Body ◽

Psychological Problems ◽

Poor Sleep ◽

Technical Equipment ◽

Sources Of Information ◽

As Stress ◽

Emotional Burnout

The article considers the concept of distance education and its impact on the psyche of students and teachers. The main ways of assessing the quality of distance education are outlined. The psychological and pedagogical features of the relationship between teacher and student in the educational and pedagogical process are revealed. The mechanisms of application of distance learning methods in higher school are analyzed. The positive and negative sides of distance learning are indicated. It was found that significant technical factors in reducing the success of student learning are technical and psychological unwillingness of teachers to work online. Peculiarities of pedagogical control over the efficiency of the educational process are revealed. It is established that distance learning has exacerbated a number of psychological problems, among which the key is the problem of emotional burnout. It is noted that the use of distance education has the advantage of removing psychological barriers to communication, blurs boundaries (the student can study regardless of place of residence). This technology of the educational process is invaluable in the period of quarantine restrictions, as it guarantees the absence of direct contact between people, allows active learning even during illness or self-isolation. It has been established that distance learning has exacerbated a number of psychological problems, not least the problem of emotional burnout. This phenomenon is observed in both students and teachers and manifests itself in a variety of negative physiological reactions of the body, namely: poor sleep, fatigue, drowsiness, psychosomatic diseases and destructive psychological conditions such as stress, bad mood, depression, apathy, high levels of neuroticism, emotional excitability, increased anxiety, fear, predominance of asthenic emotions, irritability. The reason for these reactions is the general negative situation in the country and in the world as a whole, in the forced self-isolation of man, as well as in the unusualness and maladaptation of teachers and students to distance learning conditions. It is pointed out that distance education today helps students to develop such qualities as independence, mobility and responsibility, develops skills of self-education, which is highly valued in the labor market. Unfortunately, distance education also has its downsides. For example, the lack of direct communication between students and teachers. In addition, distance education requires the student to have the necessary technical equipment for constant access to sources of information, as well as a very strong motivation to systematically study independently.

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