Purposefully-Designed and Mindfully-Facilitated Online Courses

Online Delivery ◽

Student Reaction ◽

Computer Mediated ◽

Faculty Experience ◽

The COVID-19 pandemic seriously impacted the ability of educational institutions to deliver in-person instruction. A pragmatic solution was remote teaching, which in most cases was essentially in-person courses delivered synchronously via computer-mediated technology and videoconferencing. Student reaction to, and faculty experience of, remote teaching and learning was varied but generally less than enthusiastic. There was a growing realization that, pedagogically, emergency remote teaching could not satisfactorily replicate either well-delivered in-person instruction or well-designed distance online courses. With the anticipation that higher education will increasingly focus on online delivery, there has been renewed interest, at both the institutional and faculty level, in how effective distance learning online courses are conceptualized, designed, and facilitated. This chapter attempts, briefly but comprehensively, to explore the theoretical and practical issues involved in purposefully designing and mindfully facilitating online distance learning courses.

11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES - Global Conference on Business and Social Sciences Proceeding ◽

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

10.35609/gcbssproceeding.2021.12(7) ◽

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 (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.

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

Academic Journal of Interdisciplinary Studies ◽

10.36941/ajis-2021-0149 ◽

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 ◽

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

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

10.22616/esrd.2021.55.035 ◽

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 ◽

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.

Learner Autonomy Through Computer Mediated Communication (CMC)

Jurnal Teknologi ◽

10.11113/jt.v46.311 ◽

2012 ◽

Cited By ~ 1

Author(s):

Ranjit Kaur Gurdial Singh ◽

Mohamed Amin Embi

Keyword(s):

Distance Learning ◽

Computer Mediated Communication ◽

Learner Autonomy ◽

Structured Interview ◽

First Year ◽

Sample Population ◽

Mediated Communication ◽

Computer Mediated ◽

Pendidikan di Malaysia kian menjadi satu perusahaan berwayar. Pengintegrasian Teknologi Maklumat dan Komunikasi (TMK) dalam kursus yang ditawarkan oleh institusi pengajian tinggi dilihat sebagai pemangkin dalam melahirkan pelajar terarah kendiri sepanjang hayat. Dalam hal ini, Komunikasi Berasaskan Komputer (CMC) dilihat sebagai alat yang dapat membantu pelajar memperoleh maklumat di hujung jari pada bila–bila masa dan di mana sahaja. Kajian ini menyiasat autonomi pelajar melalui program atas talian jarak jauh. Instrumen kajian yang digunakan merangkumi tinjauan soal selidik, protokol temuduga separa berstruktur dan interaksi mel elektronik. Sampel populasi kajian pula melibatkan persampelan bertujuan apabila satu kelas pelajar yang mengikuti B.Ed (TESL) di sebuah universiti tempatan yang menawarkan kursus secara atas talian dipilih sebagai sampel kajian. Dapatan awal memperlihatkan bahawa pada dasarnya, pelajar tahun satu tidak menganggap diri mereka sebagai pelajar terarah kendiri yang berupaya mengurus pembelajaran mereka. Malah, maklum balas mereka terhadap semua aspek autonomi yakni merancang, mengurus, memantau, menilai dan kebolehan mengguna komputer hanya mencatatkan respon sederhana positif sahaja. Justeru jika pelajar tertiari dikehendaki melibatkan diri dalam pembelajaran melalui CMC, maka para pendidik dan institusi pengajian tinggi bertanggungjawab memastikan pelajar dibimbing secara sistematik dan dibekalkan dengan kemahiran, alat, sikap dan pengetahuan melalui program latihan pelajar tentang bagaimana mereka boleh mengurus pembelajaran mereka. Kata kunci: Pelajar terarah kendiri, Komunikasi Berasaskan Komputer (KBK), pembelajaran tidak segerak, interaksi secara talian Education in Malaysia is fast becoming a “wired enterprise.” The integration of Information and Communication Technology (ICT) in course offerings in institutions of higher learning (IHL) is seen as the catalyst towards producing lifelong autonomous learners. Hence, Computer–Mediated Communication (CMC) is seen as the tool to assist learners in acquiring information at their fingertips anywhere and anytime. This paper employed a descriptive research methodology to investigate learner autonomy via an online distance–learning program. The research instruments used included survey questionnaires, semi–structured interview protocols and email interactions. The sample population for this study entailed purposive sampling where one intact class of first year students pursuing the B. Ed. (TESL) course in a local university offering online distance learning was selected. Initial findings indicated that first year university students generally, did not consider themselves to be truly independent learners capable of managing their own learning. In fact, their responses in all aspects of learner autonomy abilities viz. planning, organizing, monitoring, evaluating and computer usage recorded moderately positive responses. In lieu of this, if today’s tertiary students are required to participate through CMC, it is the responsibility of educators and IHL to systematically guide and provide learners the skills, tools, attitude and knowledge through learner training programs on how they can learn to take responsibility for their own learning. Key words: Learner autonomy, Computer–Mediated Communication (CMC), asynchronous learning, online interactions

A Shift Towards Visualization in eLearning

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.20211101.oa11 ◽

2021 ◽

Vol 16 (6) ◽

pp. 1-12

Author(s):

Wei Wu ◽

Gulmira Bakirova ◽

Ivan Trifonov

Keyword(s):

Public Opinion ◽

Information And Communication Technologies ◽

Teaching And Learning ◽

Communication Technologies ◽

Learning Content ◽

Information And Communication ◽

E Learning ◽

The purpose of the study is to investigate the movement towards visualization in e-learning. The study methods include a survey and a theoretical modeling method. The study focuses on analyzing data from the 2020 public opinion survey “School graduates and students expressed their opinion on distance education” by the Russian Public Opinion Research Center (VCIOM) and develops a four-tier framework model for e-learning content visualization that integrates four theories of learning, namely behaviorism, cognitivism, constructivism, and activism. The results indicate that visualization in e-learning as a trend is strongly associated with global information and communication technologies (ICTs) development. The survey by VCIOM found that 38% of surveyed students in Russia viewed their educational institutions as averagely equipped for online distance learning, 22% - well-equipped, 26% - rather well-equipped, 12% - rather poorly equipped, and 7% - poorly equipped. This study offers content visualization framework that will make it possible to organize the teaching and learning process.

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

EDEN Conference Proceedings ◽

10.38069/edenconf-2020-rw-0049 ◽

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 ◽

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.

Perception of Distance Learning by Some Categories of Adults in Ukraine

Journal of Siberian Federal University Humanities & Social Sciences ◽

10.17516/1997-1370-0820 ◽

2021 ◽

Vol 14 (9) ◽

pp. 1299-1307

Author(s):

Sergey E. Zelinskyi ◽

Keyword(s):

Distance Learning ◽

Postgraduate Education ◽

Public Officials ◽

Public Servants ◽

Teachers And Students ◽

The Face ◽

Education Market ◽

The Ukrainian distance education market is less than 15 years old, so it is clear that it is just being formed and has not yet encompassed educational institutions in large quantities: schools, institutions of professional and higher education, postgraduate institutions. But today, during the COVID‑19 pandemic, for the modern education system, the issue of transforming the forms and methods of teaching, in particular, its rapid and massive transition to distance learning, is relevant. In order to understand what consequences the system of higher and postgraduate education can expect, studies are being carried out in different countries to study the perception of distance learning, its effectiveness and the prospects for mass application. The article examines the perception of distance learning in the system of advanced training of public servants and teachers, as well as students of Ukrainian higher educational institutions. The results of the study showed that the vast majority of public officials, teachers and students quickly adapted to the new form of education and actively use domestic web platforms for distance courses and various online distance learning systems. At the same time, only a small part of the respondents believe that the level of knowledge they receive through distance learning is lower than in the «face-to-face» format, and a significant part of adults are always ready to study remotely, although the majority of respondents consider it effective and useful for myself a mixed form of study

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 ◽

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.

The Perception of Slovak Students on Distance Online Learning in the Time of Coronavirus—A Preliminary Study

Education Sciences ◽

10.3390/educsci11020081 ◽

2021 ◽

Vol 11 (2) ◽

pp. 81

Author(s):

Petra Poláková ◽

Blanka Klímová

Keyword(s):

Online Learning ◽

Distance Learning ◽

Teaching And Learning ◽

Online Courses ◽

Vocational School ◽

Technical Equipment ◽

Educational Approach ◽

Face To Face ◽

Teachers And Students

Teaching and learning at educational institutions in Slovakia has been based on traditional education, consisting of face-to-face classes until it was disrupted by the spread of the Coronavirus disease. A sudden lockdown caused massive changes, which presented challenges not only for teachers, but also for students who were forced to adapt their learning in a very short time, without any previous preparation. Since various educational institutions were forced to remain closed, they had no option but to shift from a traditional educational approach to distance learning. This form of education requires a form of online learning. The main purpose of this study was to explore what technical equipment students had at their disposal, to understand the students’ perception of distance learning, and to ensure better learning conditions in case of future lockdowns. In order to investigate student readiness for distance learning, a questionnaire survey was conducted at the Secondary Vocational School of Tourism and Gastronomy in Nitra, Slovakia. The findings of this study revealed that the majority of students from the Secondary Vocational School of Gastronomy and Tourism are ready for distance online learning. The results also indicate that a great percentage of students have Internet access and are the owners of technological devices that can be used for educational purposes. Furthermore, students are able to work individually on their own and do not require any help from other people while working on assignments. Although they prefer different teaching methods, the synchronous online courses are their priority because it enables them to have direct contact with their teachers and peers. Overall, this research shows that distance online learning is possible provided that both teachers and students are familiarised with this new learning environment and are ready to cooperate.

Recommendation System for Knowledge Acquisition in MOOCs Ecosystems

10.5753/sbsi.2020.13132 ◽

2020 ◽

Author(s):

Rodrigo Campos ◽

Rodrigo Santos ◽

Jonice Oliveira

Keyword(s):

Distance Learning ◽

Recommendation System ◽

Online Courses ◽

State Of The Art ◽

Massive Open Online Courses ◽

Knowledge Gap ◽

Massive Open Online ◽

Master's Thesis ◽

In recent years, students face difficulties in choosing the best content from the online distance learning of MOOCs (Massive Open Online Courses). The emerged recommendations systems to solve this problem do not identify the student's prior knowledge broadly. From this problem, the main contribution of this work is the identification and reduction of the students' knowledge gap in MOOCs. As such, in this Master's thesis, we model and analyze the MOOCs ecosystems and propose a solution for recommending parts of courses. Based on a set of three experiments, we verify that our recommendations are accurate, useful and reliable. We also present new content to fill the knowledge gap of users as the main contribution of this work to the state of the art.