scholarly journals Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations

2020 ◽  
Vol 6 (4) ◽  
pp. 638
Author(s):  
Yasemin Bertiz ◽  
Aslıhan Kocaman Karoğlu
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Cognitive Flexibility ◽  
Internet Usage ◽  
Computer Usage ◽  
Education Students ◽  
Study Results ◽  
Distance Learning Environment ◽  
Turkish Language

This study was conducted to examine the relationship between distance education students’ cognitive flexibility levels and their distance education motivations. In the study, cognitive flexibility levels and distance education motivations were also investigated in terms of several variables (gender, age, computer and internet usage time, time spent weekly in distance learning environment and frequency of participation to synchronized classes). The participants of the study consisted of 615 students enrolled in the Turkish Language course which is carried out at a private university in Istanbul. Cognitive Flexibility Scale (Altunkol, 2011) and e-Learning Motivation Survey (Yıldırım, 2012) were employed for data collection. Study results revealed that there is a low level of positive relationship between cognitive flexibility levels of distance education students and their distance education motivations. Time spent in distance learning environment and the frequency of participation to synchronized classes are found as the factors that affect students’ distance education motivation. Computer usage time is found as the only factor that affects students’ cognitive flexibility level. There is not a significant relationship found between gender, age and internet usage time for cognitive flexibility and distance education motivation.

New Communication Technologies' Influence on Distance Education (DE) Environments

2015 ◽  
pp. 89-105
Author(s):  
Murat Ertan Dogan
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
New Media ◽  
Learning Environment ◽  
Communication Technologies ◽  
Environment Design ◽  
Media Technology ◽  
Main Driver ◽  
Learning Environment Design ◽  
Distance Learning Environment

This chapter considers the influence of communication technologies and new media technology through the new trend of distance learning environment design. The new communication technologies like Web 2.0 applications involve information sharing and collaboration between users. These technologies bring the informal communication and learning styles to the forefront. Under favor of the new communication technologies' enabled networking, the main driver for the learning process is shifting from instructor-centered approaches to carefully designed learner experiences with robust interactions between learners and content. In this sense, the chapter also explores the role of academics and media professionals as distance-learning leaders and distance education experts through this transitional stage. The chapter focuses on how distance education experts take part in distance learning environment design and what the main skills for distance education experts as leaders, instructors, and designers in the age of networks are, through the discussions of theoretical approaches.

Constructing a Flexible Distance Learning Environment Through a Socio-Technical Perspective

2014 ◽  
Vol 6 (4) ◽  
pp. 47-66
Author(s):  
Tülay Görü Doğan ◽  
Gülsün Eby
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Theory Building ◽  
Flow Chart ◽  
Learning Approach ◽  
Flexible Learning ◽  
Technical Theory ◽  
Distance Learning Environment

This research is a theory building study regarding the design of distance learning environments from a socio-technical perspective. Within this study, a synthesis of current theories and approaches in addition to established theories in the field of distance education will be conducted, with focus placed on the notion that a flexible learning environment may be designed based on social and technical elements. In this regard, the process of designing the aforementioned learning environment is expressed in a theoretical manner, with the following two theories comprising the basis of the study: (1) the Flexible Learning Approach and (2) the Socio-Technical Theory. A theoretical matrix is established within the study utilizing these theories, while each cell in the theoretical matrix provides a statement that determines a flow chart regarding the design of Flexible Distance Learning Environments.

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Vol 12 (3) ◽  
pp. 375-384
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

STUDENTS' INDEPENDENT WORK IN UNIVERSITY DISTANCE LEARNING ENVIRONMENT

2021 ◽  
Author(s):  
Irina Rodionova ◽  
Olga Titova ◽  
Ekaterina Konisterova ◽  
Irina Chistyakova ◽  
Irina Golovina
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Distance Learning Environment ◽  
Independent Work

Supervision of Postgraduate Independent Study in a Distance Learning Environment

2019 ◽  
pp. 73-85
Author(s):  
Jenny Carter ◽  
Orestes Appel ◽  
Massimo Salomoni ◽  
Ioannis Vourgidis ◽  
Francisco Chiclana
Keyword(s):  
Distance Learning ◽  
Learning Environment ◽  
Independent Study ◽  
Distance Learning Environment
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