scholarly journals Online learning as a form of distance education: Linking formation learning in theology to the theories of distance education

2019 ◽  
Vol 75 (1) ◽  
Author(s):  
Jennifer J. Roberts
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Learning Theories ◽  
Face To Face ◽  
Spiritual Training ◽  
Nelson Mandela ◽  
Method Of Instruction ◽  
Community Of Inquiry Framework ◽  
Theology Students

Distance education (DE) has a long and complex history. It accounts for more than one-third of all higher education students in the world and, because of its very nature, has produced some of the top graduates worldwide who were unable to study fulltime and on-campus for various reasons. One of the most prestigious graduates of the DE system was the former state president of South Africa, the late Nelson Mandela. Online learning is a form of DE and fast becoming the preferred method of instruction and delivery. Critiques of online learning, and of DE itself, will argue that, because of the separation of the teacher and the student, only academic skills can be taught and learnt using this medium. The so-called ‘softer skills’ – those that focus on the development of the person – are best taught in a face-to-face, traditional environment. This article focuses on a review of DE theories and models. A particular emphasis is placed on online learning theories, and how the teaching of formational learning skills can be successfully incorporated into this educational setting. The article draws from a range of studies that have been conducted, based on conceptual and empirical research evidence from various authors. Drawing from Garrison, Anderson and Archer’s Community of Inquiry framework for online education, it presents key elements that relate to the formational (spiritual) training of theology students. The article examines research that both supports and cautions against online learning for formative development. It concludes by suggesting a blended model of both face-to-face and online learning, where meaningful interactions between the learner and teacher take place, is desirable. The article highlights the important role that DE (and specifically online education) can play in developing the human component of education.

scholarly journals Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Zakaryia Almahasees ◽  
Khaled Mohsen ◽  
Mohammad Omar Amin
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Data Privacy ◽  
Privacy And Security ◽  
Learning And Teaching ◽  
Face To Face ◽  
Learning Challenges ◽  
Face To Face Learning ◽  
Method Of Instruction ◽  
Self Learning

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

A Discussion of Online Learning and Pedagogical Frameworks

2011 ◽  
pp. 656-660
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Learning Experience ◽  
Learning Theories ◽  
Pedagogical Frameworks

Online learning has quickly emerged and consumed much of the research and discussion regarding distance education. But what is it about online learning that makes it different from other forms of distance education (i.e., print-, audio/radio-, or video/televisionbased)? Will it still be the “star of the show” in the next ten years? In the course of a discussion relating to the evolution of online learning through the lens of prominent learning theories, we will assert that online education has challenged pedagogical norms. By emphasizing the strong points of online learning as they relate to particular learning theories, we will illustrate how online education has solidified its place as a major force in enhancing the learning experience.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

The Challenges Faced by Pharm.D Students in Online Learning due to Covid-19 Pandemic and its Impact on their Mental Health in the Northern Border Region of Saudi Arabia

2021 ◽  
Vol 15 (9) ◽  
pp. 2819-2822
Author(s):  
Anwar A Alshammari ◽  
Abdulrahman M Alshammari ◽  
Nawaf M. Alotaibi ◽  
MD Ali Mujtaba ◽  
MD Tauquir Alam
Keyword(s):  
Mental Health ◽  
Online Learning ◽  
Online Education ◽  
Pharmacy Education ◽  
Border Region ◽  
Pharmacy Students ◽  
Poor Sleep ◽  
Face To Face ◽  
Northern Border ◽  
Teaching Learning

Objective: The purpose of the survey was to gather information from students on their learning preferences prior to the COVID-19 outbreak, barriers to online education during the pandemic, and the mental and psychological effects of COVID-19 on students. Method: Applying Google Forms, a cross-sectional pharmacy student-targeted online questionnaire designed to develop. In order to ensure that only pharmacy students responded, an introductory opening inquiry of the program name used to select out non-pharmacy students. Following that, these few demographic questions are asked to the participant's present institution and program year in which the participants currently in. Results: A total 260 pharmacy students received the survey, out of total 186 replies were received from professional pharmacy students, resulting in a response rate of around 71.5%. Almost half of the students (94%) chose traditional face-to-face training, while 32.8% preferred a combination of online and face-to-face instruction, and only 16.7% liked online instruction alone. The difficulties to online education during the COVID-19 pandemic outbreak show that, Issues with in-person communication (23.7%), pandemic-related anxiety and stress (22%), time management (19.9%), experience in online education (16.7%). The majority of respondents (87%) intended to incorporate online knowledge gained during the COVID-19 pandemic outbreak into their teaching/learning techniques. During the COVID-19 epidemic, we discovered that practically all students were plagued by symptoms of sadness, anxiety, tension, and poor sleep quality, with the majority suffering from significant depression (31.2 %). Conclusion: This study concludes that most of the students are in favor of incorporation and applications of online learning experiences in teaching/learning practices garnered during pandemic. Furthermore, the majority of students had changed their behavior as a result of coronavirus, while nearly half of those polled experiencing an increase in anxiety and tension. Keywords: COVID-19 pandemic, online learning, mental health, Pharm.D students, Pharmacy education, face to face learning.

Engineering Education for All

2018 ◽  
pp. 1280-1294
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

PROBLEMS OF HIGHER EDUCATION IN THE CONTEXT OF GLOBAL DIGITALIZATION AND THE DEVELOPMENT OF DISTANCE EDUCATION TECHNOLOGIES

2021 ◽  
pp. 37-41
Author(s):  
V. E. Melnikov ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Organization

The article considers the system of digitalization of higher education, where the problems associated with the introduction of digital technologies and tools into the educational process with the transition to online learning are identified. It is shown that digitalization makes significant changes in modern higher education. The transition to online education creates a need to change the management of an educational organization.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

scholarly journals THE COSTS AND COSTING OF NETWORKED LEARNING

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Greville Rumble
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Courses ◽  
Networked Learning ◽  
Face To Face

The development of networked learning and the increasing development of online courses by both traditional and distance education institutions has raised many questions concerning the costs of online learning relative to both face-to-face teaching and other approaches to distance education. Additionally, attention has turned to the problem of costing networked learning, though as yet little progress has been made. This paper discusses both the emerging evidence on the costs of networked learning, relative to other forms of education, and its costing.

scholarly journals Effective Use Of Group Projects In Online Learning

2016 ◽  
Vol 9 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Robert Ekblaw
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Group Dynamics ◽  
Cognitive Learning ◽  
Practical Experience ◽  
Face To Face ◽  
Group Projects ◽  
Face To Face Instruction ◽  
Effective Use ◽  
Creative Construction

Group projects have long been used in face-to-face instruction to improve cognitive learning among its students.  Group projects not only provide practical experience and allow students to practice the concepts they have learned, but also teach the students creative construction and group dynamics.  As important as group projects have proven in conventional learning, they are rarely used in online education courses.  This paper examines the foundations of effectively using group projects, and then demonstrates how to integrate them into online learning courses.

Engineering Education for All

2017 ◽  
Vol 7 (2) ◽  
pp. 35-47 ◽  
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

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