Learning Theories, Motivation, and Distance Education

2021 ◽  
pp. 210-229
Author(s):  
Fulya Torun ◽  
Tülay Dargut Güler ◽  
Seda Özer Şanal
Keyword(s):  
Distance Education ◽  
Learning Opportunities ◽  
Related Structure ◽  
Learning Theories ◽  
Instructional Designers ◽  
Human Beings ◽  
Motivational Structure ◽  
Efficient Learning ◽  
Education Process ◽  
Comprehensive Discussion

Education is a related structure that can never be defined or even exist as separate from human beings. Behavioral, cognitive, and constructivist paradigms each try to explain learning with different concepts and principles. Well, did these theories survive the distance education process? Let's say each theory survived in distance education. Then the following questions come up: What does motivation mean for these theories? How do these theories make the motivational structure sustainable in distance education? Aiming at a comprehensive discussion of these questions, the chapter offers many answers and brings many different questions to mind. This chapter will guide instructors and instructional designers to design efficient learning opportunities for learners.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

scholarly journals Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Terry Anderson
Keyword(s):  
Distance Education ◽  
Learning Strategies ◽  
Developed Countries ◽  
Independent Study ◽  
Human Interaction ◽  
Learning Theories ◽  
Social Characteristics ◽  
Human Beings ◽  
Theoretical Rationale

No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relative to the role of humans and human interaction in education and learning. The seminal article by Daniel and Marquis (1979) challenged distance educators to get the mixture right between independent study and interactive learning strategies and activities. They quite rightly pointed out that these two primary forms of education have differing economic, pedagogical, and social characteristics, and that we are unlikely to find a “perfect” mix that meets all learner and institutional needs across all curricula and content. Nonetheless, hard decisions have to be made. Even more than in 1979, the development of newer, cost effective technologies and the nearly ubiquitous (in developed countries) Net-based telecommunications system is transforming, at least, the cost and access implications of getting the mix right. Further, developments in social cognitive based learning theories are providing increased evidence of the importance of collaborative activity as a component of all forms of education – including those delivered at a distance. Finally, the context in which distance education is developed and delivered is changing in response to the capacity of the semantic Web (Berners-Lee, 1999) to support interaction, not only amongst humans, but also between and among autonomous agents and human beings. Thus, the landscape and challenges of “getting the mix right” have not lessened in the past 25 years, and, in fact, have become even more complicated. This paper attempts to provide a theoretical rationale and guide for instructional designers and teachers interested in developing distance education systems that are both effective and efficient in meeting diverse student learning needs.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2021 ◽  
pp. 1284-1310
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

scholarly journals Exploring new learning paradigms in ODL: A reflection on the paper of Barber, Donnelly and Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”.

2015 ◽  
Vol 16 (4) ◽  
Author(s):  
Tom H Brown
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Policy Makers ◽  
Teaching And Learning Strategies ◽  
The Impact ◽  
The Revolution

<p class="Paragraph1"><span lang="EN-US">The paper of Barber, Donnelly &amp; Rizvi (2013): “An avalanche is coming: Higher education and the revolution ahead”  addresses some significant issues in higher education and poses some challenging questions to ODL (Open and Distance Learning) administrators, policy makers and of course to ODL faculty in general.  Barber et al.’s paper does not specifically address the area of teaching and learning theories, strategies and methodologies per se.  In this paper I would therefore like to reflect on the impact that the contemporary changes and challenges that Barber et al. describes, have on teaching and learning approaches and paradigms.  In doing so I draw on earlier work about future learning paradigms and navigationism (Brown, 2006).  We need a fresh approach and new skills to survive the revolution ahead.  We need to rethink our teaching and learning strategies to be able to provide meaningful learning opportunities in the future that lies ahead.</span></p>

scholarly journals Efficacy Trial of Contrasting Approaches to the Response-Contingent Learning of Young Children with Significant Developmental Delays and Multiple Disabilities

2016 ◽  
Vol 7 (1) ◽  
pp. 12 ◽  
Author(s):  
Melinda Raab ◽  
Carl J. Dunst ◽  
Deborah W. Hamby
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Primary Caregivers ◽  
Multiple Disabilities ◽  
Learning Opportunities ◽  
Efficacy Trial ◽  
Response Contingent ◽  
Very Young Children ◽  
Randomized Control ◽  
Efficient Learning

Findings from a randomized control design efficacy trial of an asset-based vs. needs-based approach to the response-contingent learning of infants and toddlers with significant developmental delays and disabilities who did not use instrumental behavior to produce or elicit reinforcing consequences are reported. The investigation included 71 children randomly assigned to the two contrasting types of interventions. The asset-based intervention and needs-based intervention differed in terms of how child behavior were identified and used to elicit reinforcing consequences as part of response-contingent learning games implemented by the children’s parents or other primary caregivers. Children in the asset-based group were provided more learning opportunities, acquired more response-contingent behavior, and demonstrated more efficient learning compared to children in the needs-based group. Implications for improving practices for very young children with significant developmental delays and multiple disabilities are described.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

scholarly journals I WROTE, I WAS EVALUATED, AND I LEARNED AN ALTERNATIVE TEACHING PROCESS IN DISTANCE EDUCATION: WRITING-TO-LEARN

2021 ◽  
Author(s):  
Fatih Kayaalp ◽  
Elif Meral ◽  
Zeynep Başçı Namlı
Keyword(s):  
Distance Education ◽  
Prospective Teachers ◽  
Structured Interview ◽  
Global Scale ◽  
Writing To Learn ◽  
Application Process ◽  
Alternative Teaching ◽  
Quality Learning ◽  
Holistic Rubric ◽  
Education Process

Distance education has become an essential part of life on a global scale during the COVID-19 pandemic. This process has driven all education stakeholders, who focus on providing learning outcomes without any loss, to alternative teaching models. The aim of this study is to examine the extent of the effects of writing-to-learn activities integrated into the distance education process on learning. Conducted as an action research, this study consisted of 42 Year 4 undergraduate prospective teachers studying Social Studies Teaching. A variety of writing-to-learn activities and semi-structured interview forms were used as data collection tools. While writing-to-learn activities were evaluated with holistic rubric, the opinions of prospective teachers were analyzed by content analysis. As a result, it was concluded that writing-to-learn activities included in distance education made significant contributions to the development of students throughout the application process. The activities were found effective on learning since they involved students in the process and facilitated permanent learning. It is understood from the opinions of the prospective teachers that an enjoyable and quality learning can be achieved with such activities included in the study, even from a distance. Based on the results, it can be stated that the writing-to-learn model is an alternative learning approach that can be used in distance education.

scholarly journals Peranan Kepala Sekolah Dalam Meningkatkan Mutu Dan Kompetensi Guru Agama Hindu Di Sekolah Dasar

2018 ◽  
Vol 4 (2) ◽  
pp. 184
Author(s):  
Ni Kadek Yeni Nurmawati ◽  
I Wayan Madra
Keyword(s):  
Teacher Motivation ◽  
Rapid Development ◽  
Science And Technology ◽  
Quality Of Education ◽  
Human Beings ◽  
Cultural Changes ◽  
Learning Conditions ◽  
Efficient Learning ◽  
Curriculum Education

The era of globalization has an impact on the emergence of intense competition in various sectors such as; in the field of science and technology, economics and others. Competition in maintaining or competing for various sectors requires the existence of competent human beings in order to continue to exist in the midst of socio-cultural changes and the rapid development of science and technology. Speaking of the quality of education, the education component is certainly a central point which will affect the quality of education produced. One component of education in question is the existence of teachers or educators.<br />Principals play an important role in increasing teacher motivation and competence in schools. The failure of school principals to create effective and efficient learning conditions will have an impact on the future of students, often educators are also used as "scapegoats", whereas other aspects such as problems in budget constraints, low attention to teachers, supervision of the curriculum, education regulations contribute low quality of education.

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