Exposing Mental Models to Accelerate Distance Learning Environments

2022 ◽  
pp. 73-88
Author(s):  
Mario Andrade
Keyword(s):  
Distance Learning ◽  
School District ◽  
Blended Learning ◽  
Mental Models ◽  
Learning Environments ◽  
School Organization ◽  
Knowledge And Skills ◽  
Learning Practices ◽  
New Knowledge ◽  
Curriculum Instruction

This chapter forms one part in a series of chapters offering recommendations to design effective distance and blended learning. The COVID-19 pandemic has been an unintended catalyst for change in schools. Due to the closing of school buildings in the spring of 2020, school districts were forced to quickly transition to distance learning or blended learning. Even before COVID-19, many districts failed to successfully and systematically implement the new knowledge and skills acquired in these sessions. So, the question is, why has blended and distance learning practices continued to function in pockets throughout a school district and not systematically throughout the school organization? One can argue that full implementation was impeded by the lack of budgetary resources and infrastructure or unaligned curriculum, instruction, and assessments.

scholarly journals Implementation of Distance Learning and Assessment in Kindergarten in Emergency Circumtances

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Nina Purnamasari ◽  
Anggraeni Heru ◽  
Fera Herawati
Keyword(s):  
Distance Learning ◽  
Data Collection ◽  
Blended Learning ◽  
Developmental Stage ◽  
Policy Options ◽  
Knowledge And Skills ◽  
Regional Administration ◽  
The Government ◽  
Teachers And Parents

This study aims to get a clearer picture of distance learning (DL) in kindergarten and its assessment, to provide recommendations for policy options related to DL in kindergarten to optimizing students' development and abilities in the emergency. This study was randomly sampling subjects, which are principals, teachers, and parents who had kindergarten-age children. The data collection was through interviews, documentation, and questionnaires deployed by Google form. The results of this study showed that the best format of DL in kindergarten is blended. The assessment for this blended learning that can be done both by teacher and parents are by using communication forum and checklist sheets. Policy options for DL in kindergarten are the use of package modules/books, home visits, activity sheets, television and radio, and the coordination of the government at central and regional administration, and education stakeholders. These policy options become necessary because of the quality of DL based on the knowledge and skills of the teacher/parents that corresponds to the child's developmental stage. DL in kindergarten is the fulfillment of education rights to children in any circumstances. This effort optimizing the children's development of abilities and potential as expected

scholarly journals Distance, Online and Blended Learning as Main Educational Trends During Pandemic 2020 Conditions

2021 ◽  
pp. 1-25
Author(s):  
Oksana Strutynska ◽  
Mariia Umryk
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Learning Process ◽  
University Teaching ◽  
Professional Activity ◽  
Teaching Staff ◽  
Learning Tools ◽  
Knowledge And Skills ◽  
Educational Trends ◽  
Level Of Knowledge

Distance learning and self-education have been an actual trend for many years but during the pandemic, it became critically relevant and important. The closure of schools and higher education institutions around the world had a negative impact on the educational sector in many countries in general and has affected almost every student and educator. This paper examines Ukrainian educators’ level of knowledge and skills in using modern distance learning tools and trends and the way of improving the teaching-learning process during the conditions of the 2020 pandemic. The authors present their review of educational trends under the conditions of distance, online and blended learning. They also examine the Ukrainian educators’ level of knowledge and skills in using modern distance learning tools and trends. For this purpose, the authors have elaborated and implemented a local survey for a Ukrainian university teaching staff (target group) who need to use distance learning tools in their research and professional activity during the quarantine. The authors also present the ways of improving the learning process via distance learning tools.

Synchronous and Asynchronous Learning Environments

2011 ◽  
pp. 815-822
Author(s):  
Moti Frank
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Teaching Strategy ◽  
Learning Goals ◽  
Asynchronous Learning ◽  
Knowledge And Skills ◽  
Asynchronous Learning Environments

This paper discusses the organizational and pedagogical aspects, benefits, and disadvantages of synchronous and asynchronous technologies as platforms for creating distance learning environments. By comparing the advantages and challenges of the two learning environments, teachers will be able to match the appropriate learning environment and its teaching strategy to their learning goals. These two learning environments involve distance learning. Distance education (or what is commonly termed “distance learning”) is a method of education in which the learner is physically distanced from both the teacher and the institution providing the instruction. Learning may be undertaken either individually or in groups. According to USDLA (2006), distance learning is: “The acquisition of knowledge and skills through mediated information and instruction, encompassing all technologies and other forms of learning at a distance.”

Moderating the Effective Co-Creation of Knowledge in Asynchronous Online Conferences

2014 ◽  
pp. 258-278 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Distance Learning ◽  
Learning Environments ◽  
Cultural Awareness ◽  
Relevant Literature ◽  
Relevant Information ◽  
Cultural Issues ◽  
New Knowledge ◽  
Conference Participation ◽  
Online Distance Learning ◽  
Online Distance

Asynchronous discussion conferences have become a standard feature of online distance learning. They provide a place for sharing ideas, consolidating understanding, and creating new knowledge about subject matter. In these conferences, the course instructor/facilitator ensures the free flow of communication and the exchange of information. Effective moderation, however, also requires the instructor/facilitator to engage in what might be termed off-stage work: gaining personal knowledge of participants, addressing participation problems and potentials, and developing cultural awareness of participants. The chapter focuses on off-stage work, specifically in online distance learning situations populated by military learners. It explores ways of developing stronger private connections with participants through which relevant information can be shared. It also considers the extent to which military learners possess a distinctive culture that impacts conference participation. The chapter reviews relevant literature, assesses the challenges for the conference moderator, provides strategies for dealing with participation and cultural issues, and suggests ways of improving overall communication and community in online distance learning environments.

scholarly journals Student Online Activity in Blended Learning: A Learning Analytics Perspective of Professional Teacher Education Studies in Finland

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110566
Author(s):  
Arto O. Salonen ◽  
Annukka Tapani ◽  
Sami Suhonen
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Analytics ◽  
Digital Learning ◽  
Online Activity ◽  
Professional Teacher ◽  
Digital Learning Environments ◽  
The Impact

Distance learning is rapidly gaining ground globally. In this case study, we focused on professional (vocational) teacher education (PTE) student online activity in a blended learning context. We applied learning analytics (LA) to identify students’ ( n = 19) online study patterns. Our key interest was in determining when and what kinds of online activity and behavior PTE students engage in during their studies. We applied quantitative content analysis to analyze the students’ behavior. Moodle’s event log enabled us to identify active hours and days, variation in use of learning materials, the impact of interventions, and stumbling blocks to student learning in the study unit. Based on our data, educator availability is an essential factor for good student engagement in digital learning environments. Interaction forums are important for PTE students effective learning. Monday and Tuesday afternoons are the most effective times for educators to be available for PTE students. There is a clear need for contact learning in professional teacher education, even when operating in digital learning environments. It plays an essential role in keeping students’ activity alive. It could be beneficial to plan a post-process for students who do not graduate as planned, including regular group meetings for supporting studies, receiving guidance, and meeting peers. PTE students’ behavior in a distance learning environment in the context of blended learning follows Zipf’s law, which models the occurrence of distinct objects in particular sorts of collections.

scholarly journals Student Satisfaction and/or Dissatisfaction in Blended Learning Environments

2018 ◽  
Vol 1 (2) ◽  
pp. 149
Author(s):  
Kimberly A. Roff
Keyword(s):  
Mixed Methods ◽  
Distance Learning ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Study Design ◽  
Mixed Methods Study ◽  
Face To Face ◽  
Axial Coding

<p><em>Research exists in blended learning environments as a means of online or distance learning. However, few researchers focused on student satisfaction or dissatisfaction in these environments. This mixed methods study addressed this gap in literature by focusing on how student satisfaction or dissatisfaction is viewed in blended learning environments. The conceptual framework is based upon research that discussed both face-to-face and online environments, which make a key argument for blended learning. This framework is community and inquiry. In conjunction with this, the study relied on the multimodal model that examines different learning environments. A mixed methods study design was conducted using open and closed ended questions for triangulation of the results to be completed. A sample of 23 students from blended undergraduate courses were used. Data was analyzed using open and axial coding to identify emergent themes. The main findings indicated that students were satisfied with blended learning environments because they are flexible and convenient. Some of the areas that participants indicated there was dissatisfaction were: disconnection and technology. </em><em></em></p>

Administration of Mega and Open Universities With Technological Singularity Beyond Master-Human

2021 ◽  
pp. 537-544
Author(s):  
Serap Sisman-Ugur ◽  
Gulsun Kurubacak
Keyword(s):  
Artificial Intelligence ◽  
Distance Learning ◽  
Learning Environments ◽  
Human Intelligence ◽  
Learning Practices ◽  
The Future ◽  
Technological Singularity ◽  
Open And Distance Learning ◽  
Study Participants

The aim of this study is to foresee a futuristic view of how open universities can achieve their sustainability in the context of technological singularity. Technological singularity predicts that artificial intelligence will prevent human intelligence in the future. Not only can artificial intelligence radically change human habits, but it can also alter learning practices. The foundation of a revolutionary transformation on humanity learning will be established for both the open universities and for the technological singularity beyond master-human. Thus, open universities are not only sustainable, but, at the same time, they can be transformed into ecological learning environments. The framework of the internalizations and predictions of the study participants on open and distance learning environments will help us save open universities in the future.

Blast Furnace In Engineering Education

2014 ◽  
Vol 1 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Valentin Petrescu ◽  
Florian Popescu ◽  
Alina Gligor
Keyword(s):  
Blast Furnace ◽  
Human Computer Interaction ◽  
Blended Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Method ◽  
Quality Of Presentation ◽  
Computer Interaction

AbstractUsing blended learning method, Blast Furnace subject was analysed inside the DidaTec Project. The analysed factors were the quality of presentation, quantity of information per page and human – computer interaction. The analysis shows the preference of students to work with different learning environments.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

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