Commuting the "Distance" of Distance Learning

2000 ◽  
pp. 157-165 ◽  
Author(s):  
Eric C. Adams ◽  
Christopher Freeman
Keyword(s):  
Distance Learning ◽  
Sense Of Community ◽  
Doctoral Program ◽  
Learning Program ◽  
Primary Determinant ◽  
Online Distance Learning ◽  
Online Distance ◽  
Pepperdine University ◽  
Distance Learning Program ◽  
The Impact

A primary determinant of the success of an online distance learning program is its ability to develop a sense of community among its online participants. As a participant in the Pepperdine University Educational Technology Doctoral Program, we have firsthand knowledge and experience of the impact deliberate creation of community has on learning outcomes. A vehicle for the cultivation of this community can be found in principles of knowledge management.

scholarly journals Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 6-10
Keyword(s):  
Distance Learning ◽  
Obstet Gynecol ◽  
Faculty Members ◽  
Technology Readiness ◽  
Medical Ultrasound ◽  
Learning Program ◽  
Online Distance Learning ◽  
Online Distance ◽  
Distance Learning Program ◽  
And Training

ABSTRACT This paper repots the findings of a survey performed at Ian Donald Inter-University School of Ultrasound to evaluate the technology readiness of the faculty for distance learning. Of 75 potential respondents, 55 participants completed the survey with a response rate of 73.3%. The 20 item survey was created and approved by Ian Donald IRB. The survey was administered online by Donald School central office between December 01, 2012 and January 31, 2013, using an anonymous format. Majority of the respondents were experienced users of computer technology. Fifty (90.9%) faculty members consider transferring their curriculum into an online distance learning curriculum. No respondents believe that the only way to teach is onsite teaching. Fifty (90.9%) faculty feel comfortable in communicating with their learners entirely through electronic communication (emails, website and/or chat-room). Forty eight (87.3%) faculty are willing to complete an orientation and training workshop in order to be better prepared for distance learning. Fifty one (92.7%) respondents are ready to invest time in professional development which will enable them to gain technical skills and participate in Ian Donald School distance learning program. Budget, introduction of learning management system and support services are identified as the barriers to develop and implement Donald School distance education. Assessing the readiness of faculty to participate in distance learning program is an essential step to address faculty needs and concerns in order to be adequately prepared for introduction of novel teaching modalities. How to cite this article Kupesic Plavsic S. Is Ian Donald Inter-University School of Medical Ultrasound Ready for Distance Learning? Donald School J Ultrasound Obstet Gynecol 2014;8(1):6-10.

scholarly journals Exploring Teachers' Views on the Impact of an Online Distance Learning Course on Their Self-Efficacy Beliefs

2021 ◽  
Vol 11 (3) ◽  
pp. 1
Author(s):  
Eirini Tzovla ◽  
Katerina Kedraka
Keyword(s):  
Elementary School ◽  
Distance Learning ◽  
Elementary School Teachers ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Teachers ◽  
Biological Concepts ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

This paper reports on an online distance learning course that emphasizes the improvement of the self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. The course utilizes digital educational content and Open Educational Resources (OERs) and focuses on the interaction, peer support, and peer teaching into an online learning environment. In the design framework of the course, we investigated the educational needs of teachers and took into consideration the findings of other studies. A total of 251 teachers were enrolled in the online distance learning course and 142 completed it. Quantitative and qualitative data was collected in November 2020 through the bio-STEBI-A instrument and the posts in the forums of the course. The quantitative results revealed an improvement in both subscales of bio-STEBI-A, which were also confirmed by the qualitative ones, that underline the course, thus contributing to the improvement of self-efficacy beliefs of in-service elementary school teachers in teaching biological concepts. Recommendations are made for future research.

scholarly journals Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Joshua Weidlich ◽  
Theo J. Bastiaens
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Discriminant Validity ◽  
Transactional Distance ◽  
Learning Technology ◽  
Mediated Communication ◽  
Full Picture ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

Transactional distance (TD), the perception of psychological distance between the student and his peers, his instructor/teacher, and the learning content, has long been a prominent construct in research on distance education. Today, distance education primarily takes place over the internet, with technology mediating engagement and communication. Because transactional distance in online distance learning will always rely on technologically-mediated communication or interaction, we argue that in order to get the full picture, this aspect of technological mediation needs to be considered. For this purpose, we introduce a new scale for measuring transactional distance between students and the learning technology (TDSTECH), comprised of two interrelated dimensions. Reliability, convergent, and discriminant validity suggest a suitable scale. Preliminary inferential analyses are conducted with multiple linear regression and mediation analysis. Regression models show that TDSTECH is the single most important predictor of satisfaction in this population. This may have important implications for practitioners trying design and facilitate satisfying online distance learning experiences. Also, mediator analysis reveals that TDSTECH mediates the relationship between TD student-teacher and satisfaction, but not for TD student-content. Surprisingly, TD student-student shows no significant relationship with satisfaction. Implications for practice and further research are discussed.

scholarly journals THE IMPACT OF COVID-19 ON THE SCHOOL WORLD

2021 ◽  
Author(s):  
Rosanna Tammaro ◽  
◽  
Anna D’Alessio ◽  
Annamaria Petolicchio ◽  
Anna Iannuzzo
Keyword(s):  
Distance Learning ◽  
Observational Research ◽  
Physical Interaction ◽  
Theoretical Frameworks ◽  
Health Crisis ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

The COVID-19 pandemic is firstly a health crisis, but also a huge shock for the educational world (from primary school to university). The impact of COVID-19 on the school world has been very strong. Education has been hit hard with schools closing down internationally and students forced to stay home. The global lockdown of schools has caused a severe and probably unparalleled disruption in student learning. In this scenario, teaching has moved online, the school world has suddenly been forced to move towards the dimension of distance learning, in Italian DAD. A new acronym, DAD, which is used to identify a type of training and teaching that is implemented, precisely, remotely or where there is no sharing of a space and a physical interaction between teacher and students, but everything is mediated by the use of technological means and the internet. The article aims to describe to a teacher audience, the most important steps in online/distance learning, DAD, adopted during pandemic in Italian school system, with its implications for teachers and students. After a brief overview of the main theoretical frameworks, we will try to describe the current state, in our country, of this methodology, its characteristics, its objectives and the roles of the actors involved. This article is an exploratory case study that involved the use of an observational research technique. It sought, through "living the situation in first person", to critically consider the advantages and disadvantages of this new didactic approach, of this different way of studying/teaching and the future prospects in restarting lessons in a Covid world.

scholarly journals A Comparative Study on Students’ Performance in Entrepreneurial Education Using Face-To-Face and Online Distance Learning (ODL) Instructional Approaches

2021 ◽  
Vol 16 (2) ◽  
pp. 129-137
Author(s):  
Nazlin Emieza Ngah ◽  
Azlina Shamsudin ◽  
Marha Abdol Ghapar ◽  
Norlaila Ibrahim ◽  
Rusnah Ismail ◽  
...  
Keyword(s):  
Distance Learning ◽  
Teaching And Learning ◽  
Study Data ◽  
Learning Approach ◽  
Learning Approaches ◽  
Face To Face ◽  
The Difference ◽  
Online Distance Learning ◽  
Online Distance ◽  
The Impact

Malaysia’s Ministry of Higher Education announced in early March 2020 that all universities’ teaching and learning (TL) processes must be conducted entirely online until the end of the year to prevent Covid-19 from spreading. This change has drastically altered the way teachers teach and students learn, and as a result, the impact on both lecturers and students has been enormous. This study aimed to compare students’ performance in the Introduction to Entrepreneurship (ENT300) subject at UiTM Cawangan Terengganu when using an online learning approach as against a traditional face-to-face approach. Many scholars agreed that the face-to-face approach is more effective and gives students more fulfilment than the online method because students prefer to see and hold paper-based reading material and the satisfaction derived from experiencing the lessons live. This descriptive study data was taken from two different learning approaches, face to face and online distance learning (ODL) classes, and the results showed that students’ performance is better when lessons are conducted face to face, proving that the difference in teaching and learning approach has an effect on the students’ grades.

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