scholarly journals GREEK UNIVERSITY STUDENTS’ ATTITUDES ABOUT DISTANCE EDUCATION DUE TO EMERGENCY CIRCUMSTANCES

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Vasiliki Karavida ◽  
Athina Charissi ◽  
Eleni Tympa
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Statistical Analysis ◽  
Online Teaching ◽  
Early Years ◽  
Distance Education Program ◽  
Perceptions And Attitudes ◽  
Students Attitudes ◽  
Descriptive Statistical Analysis

Emergencies like Covid-19 brought distance education to the fore, as countries were forced to close the campuses and initiate online teaching. Many universities in the country supported a distance education program aimed at students who had experienced an unprecedented experience. Thus, 155 students from the Greek department of Early Years Learning & Care participated in the present study, which aimed to investigate the factors that influence learners’ perceptions and attitudes during distance learning. The survey was conducted through online distribution of questionnaires and investigated hypotheses about obstacles and changes in students’ perceptions of distance learning. The results of the descriptive statistical analysis showed that the role of the educator in this process, combined with the technical support of the courses, is extremely important. Also, educators’ presence is related to students’ anxiety. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

Interaction in Distance Education

2018 ◽  
pp. 222-248 ◽  
Author(s):  
Evrim Genc Kumtepe ◽  
Nazife Sen Ersoy
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Cross Cultural ◽  
Transactional Distance ◽  
Interaction Interaction ◽  
Different Dimensions ◽  
Cultural Comparisons ◽  
The Cross ◽  
Instructional Dialogue

Education is a product of the objects and actors in the process of interaction. Interaction is, therefore, an important factor that affects the quality and sustainability of education. For this reason, this section will focus on interaction and its theories and approaches which are a popular and versatile concept in distance education. In the first part of the chapter, the concept of interaction will be discussed with different dimensions and components. Interaction in the following section will be examined within the framework of Moore's Theory of Transactional Distance, Anderson's Interaction Equivalency Theorem, and Gorsky and Caspi's Theory of Instructional Dialogue. At the end of the chapter, the nature of the interaction in distance learning will be discussed in the context of the studies on instructional dialogue and the cross-cultural comparisons will be addressed to the issue of the role of interaction in distance settings.

Marketing Library Services to Distance Learners

2011 ◽  
pp. 1391-1398
Author(s):  
Allyson Washburn ◽  
Terri Pedersen Summey
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Secondary Education ◽  
Academic Skills ◽  
Distance Learners ◽  
Library Services ◽  
Education Programs ◽  
Post Secondary ◽  
Research Libraries

“The ACRL Guidelines for Distance Learning Library Services (2000) assert ‘access to adequate library services and resources is essential for the attainment of superior academic skills in post-secondary education, regardless of where students, faculty, and programs are located’ ” (Nicholas and Tomeo, 2005). Additionally, the guidelines include responsibility for promotion of library services to both students and faculty in distance education programs (Association of College and Research Libraries, Distance Learning Section, 2004, p.4). As the number of distance education programs and courses grows, and as methods of delivery evolve, distance education librarians have pro-actively assumed the role of providing equitable services and resources to all distance students using the Guidelines as a framework. However, providing the services and resources accomplishes nothing if faculty and students are not aware of them. Effective marketing efforts are needed to maximize the awareness and use of library services and resources.

scholarly journals The School Leadership Is a Key to Break the Higher Education Iron Triangle through Borderless Distance Education: The Case of UNISA in Addis Ababa Ethiopia

2019 ◽  
Vol 2 (2) ◽  
pp. p67
Author(s):  
Melese Mekasha Woldeyes
Keyword(s):  
Distance Education ◽  
School Leadership ◽  
Addis Ababa ◽  
Postgraduate Education ◽  
Distance Education Program ◽  
Iron Triangle ◽  
Access Cost ◽  
Africa University

This paper examines the role of cross-border distance education institutions in providing access to quality postgraduate education in Ethiopia, using the South Africa University (UNISA) as a case study. It draws on the appropriate school leadership for the development of distance education, and it further explores the potential of a distance education program delivery system in an Ethiopian context. In addition, the study explores the policy gap between conventional and distance education in relation to international postgraduate distance education. Two instruments were used to gather relevant data, namely: interviews and document analysis. Theoretical framework developed through three key elements: access, cost and quality were used as tools of analysis.

scholarly journals Evaluate Students' Attitudes towards the Information Industry Chain of P.E. Based on Data Visualization Technology: A Cross-sectional Study

CONVERTER ◽  
2021 ◽  
pp. 19-24
Author(s):  
Feilong Wu, Et al.
Keyword(s):  
Distance Education ◽  
Physical Education ◽  
Data Visualization ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Chinese College Students ◽  
Students Attitudes ◽  
Visualization Technology ◽  
Strongly Agree

Based on data visualization technology, it expounds the attitude of Chinese college students to the P.E. information distance education industry. The research mainly uses attitude questionnaires to conduct cross-sectional surveys based on the Internet of Things, and uses data visualization technology to evaluate students' attitudes and opinions on informatized sports distance education. Our survey results show that in the online physical education courses carried out during the school blockade, students have a positive attitude towards informatized physical education, and the online teaching effect provided by the school is satisfactory. According to the vertical total score percentage of 16 measurement indicators, we can see that we strongly agree (364.22%), agree (439.37%), uncertain (422.28%), disagree (242.9%) and strongly disagree (130.854%). It can be seen that even if the school is blocked, students show a higher enthusiasm for information-based physical education.

scholarly journals INNOVATIVE DISTANCE LEARNING TECHNOLOGIES FOR TEACHING FOREIGN LANGUAGES TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES

InterConf ◽  
2021 ◽  
pp. 76-82
Author(s):  
Svitlana Nykyporets ◽  
Nataliia Hadaichuk ◽  
Nadiia Herasymenko
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Technologies ◽  
Foreign Languages ◽  
Distance Learning Technologies ◽  
Distance Courses ◽  
Independent Work

The article deals with innovative distance learning technologies for teaching foreign languages to students. The principle of distance education is described. The new role of the teacher is justified. It is considered a decrease in the number of classroom hours and an increase in hours devoted to students’ independent work. The aims of pure distance courses and elective learning courses are shown. The gaining popularity of distance learning of foreign languages is approved.

The Role of Learning Objects in Distance Learning

2011 ◽  
pp. 1808-1813
Author(s):  
Robin H. Kay
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Personal Control ◽  
Learning Objects ◽  
Technology Skills ◽  
Constructive Learning ◽  
Time Required ◽  
Support Students ◽  
Multiple Obstacles

In the past 10 years, a considerable amount of money and effort has been directed toward distance education, with growth estimated as high as 30%-40% annually (Harper, Chen, & Yen, 2004; Hurst, 2001; Newman, 2003). The popularity of distance learning appears to be founded on personal control over instruction (Burgess & Russell, 2003, Pierrakeas, 2003), the variety of multimedia formats available to students (Hayes & Jamrozik, 2001), and customized support (Harper et al., 2004). However, the success of distance education is anything but a foregone conclusion. Multiple obstacles have impeded acceptance including reluctance to use technology (Harper et al., 2004), time required to develop course resources (Harper et al., 2004; Hayes & Jamrozik, 2001) and to support students (Levine & Sun, 2002), lack of technology skills (Berge & Smith, 2000), and cost (Burgess & Russell, 2003; Levine & Sun, 2002). In addition the promise of interactivity and constructive learning in distance learning has not been realized. Most distance learning offerings resemble traditional classroom courses (Coates & Humpeys, 2003; Levine & Sun, 2002, Navaro, 2000). When interaction does take place, it is usually in the form of online discussion, however, a number of studies have reported that true social interaction leading to cognitive development is rare (e.g., Berge and Muilenburg, 2000; Bisenbach-Lucas, 2003; Garrison, Anderson, and Archer, 2001; Hara, Bonk and Angeli, 1998; Meyer, 2003; Wickstrom, 2003).

The Role of Distance Education in Global Education

2018 ◽  
pp. 6412-6422
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Global Education ◽  
Educational Performance ◽  
Traditional Schools ◽  
Sustainable Competitive Advantage ◽  
Traditional Classrooms ◽  
School Based

This article indicates the overview of distance education and the importance of distance education in global education. Distance learning becomes an alternative to traditional classrooms. Students can benefit from the flexibility that comes with distance learning, and for students who do not have the time or money to attend the traditional schools, distance learning can provide a path to higher education. Distance learning can increase the opportunities for students across the globe, ensuring that students do not have to choose a school based on its location. Distance-based learning offers more flexibility to students in terms of how and when they take classes. The article argues that facilitating distance education has the potential to improve educational performance and gain sustainable competitive advantage in global education.

In Search of Elements to Organize Assessments Remotely in Distance Learning

2016 ◽  
pp. 179-196
Author(s):  
Jean Claude Callens ◽  
Jan Elen
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Student Teachers ◽  
Education Program ◽  
Distance Education Program ◽  
Effective Learning ◽  
Perceptions Of Students

The focus in this contribution is the challenge to develop an efficient and effective learning environment for student teachers, especially with respect to the remote organization of assessment and the remote support of internship for students who follow a distance education program. For both aspects it is examined whether the used methodologies/approaches are in line with the perceptions of different stakeholders (students/lecturers/supervisors). The results reveal that 1) the methodology/approach used to take an exam remotely is in line with perceptions of students, but 2) not all lecturers seem to be convinced about the necessity to give students in distance education control on time, pace and place to take their exams; and they have worries about the workload. Further, the participants perceive a highly led anticipatory reflection assignment as a good instrument to support internship remotely and it seems to be an efficient instrument to support remotely an internship of student teachers. Recommendations are restricted to some suggestions for further research on both aspects.

Using Innovations Effectively in a Distance Learning Programme

2012 ◽  
pp. 1-22
Author(s):  
Richard Blanchard ◽  
Sheryl Williams
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Student Experiences ◽  
The Internet ◽  
Learning Tools ◽  
Information And Communication ◽  
E Learning

Distance education is not new. Correspondence courses date back over 150 years. Advances in information and communication technologies, particularly the Internet, open up a host of possibilities to study at a distance, making use of the latest advances in e-learning tools. However, it must be stressed that e-learning has to focus on the learning pedagogy and not just the technology. This chapter examines the role of learning in e-learning by reviewing state-of-the-art developments and innovations to support distance learning students and academics. It identifies strategies for successful learning through the evaluation of student experiences and considers methods and practices that can be employed for delivering a successful learning programme.

scholarly journals Parents’ Beliefs and Attitudes on Their Children’s Distance Education Performance during the COVID-19 Pandemic in Greek Preschool Settings

2021 ◽  
pp. 62-76
Author(s):  
Vasiliki Karavida ◽  
Eleni Tympa
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Online Education ◽  
Early Years ◽  
Online Classroom ◽  
Policy Makers ◽  
New Era ◽  
Private And Public ◽  
Positive Correlations ◽  
Education Performance

Background: Current research and the bibliography suggest that both synchronous and asynchronous distance education in the early years of education is a new era to explore the teaching of young children. Aims: The aim of this study was to assess the extent of use of online classroom platforms in early years, both in the private and public sector, and to correlate parents' attitudes towards children’s behavioral changes during the pandemic lockdown in Greece. Methodology: The participants were 216 parents with preschool-aged children (between 2:6 to 4:0 years) in Greek pre-school settings in two cities of North and West Greece. A questionnaire on the use of ICT during the pandemic Covid -19 and its’ outcomes was distributed online to all parents. The parents' perception was generally negative and was not preferred to frontal teaching, while they were not satisfied with the results. Results: A remarkable percentage of children did not participate in online education due to their parents' attitude on the appropriateness of their age to participate in online education. However, the deterrent attitude of parents was not related to their level of education and willingness to help their children. The parents' perception was generally negative and was not preferred to frontal teaching, while they were not satisfied with the results. As far as the implementation of distance education is concerned, private broadcasters have introduced more synchronous distance education compared to public ones. Finally, there were positive correlations between asynchronous distance learning of 1-3 hours per day and children's irritability, as well as feelings of stress and anxiety and asynchronous distance learning of more than 6 hours per day. The correlation between children's distraction and asynchronous distance learning for 1-3 hours per day was negative. Conclusion: Further discussions for policy makers and teachers are planned.

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