scholarly journals Experiences of Distance Education Students with Their Study Modules: The Case of University of Education, Winneba (UEW), Ghana

2021 ◽  
Vol 04 (07) ◽  
Author(s):  
Francis Owusu- Mensah Ph.D ◽  
Keyword(s):  
Distance Education ◽  
Phenomenological Study ◽  
Reduction Process ◽  
Education Programme ◽  
Assessment Practices ◽  
Education Students ◽  
Course Materials ◽  
Depth Interview ◽  
Interview Guide ◽  
Content Interaction

Design of distance education course materials is the single most important aspect of any distance education program. In recent times, many have questioned the experiences of the learners in the use of their course modules. The purpose of this phenomenological study was to find out the experiences of the distance education students in their use of the course modules (learner-content interaction), to see how it has been engaging, effective and efficient in their distance learning journey. Five graduates of the UEW distance education programme were chosen at random for this study and the in-depth interview guide was used to gather data. The four major themes that emerged from the phenomenological reduction process of the learners’ experiences with the distance education course modules were the user experience; module content; interactivity of the modules; and assessments. The findings of the study were that respondents had positive experiences in user experiences, module content, and interactivity of the modules. They however had not so good experiences with the assessment practices of their program. The findings only confirm the importance of learner-content interactions in distance education, it also adds to the limited literature on learner-content interaction in distance education in the developing countries like Ghana.

ANALYSIS OF THE APPLICATION OF DISTANCE EDUCATION IN UNIVERSITY EDUCATION IN THE STATE OF AMAZONAS

2020 ◽  
pp. 37013-37019
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
University Students ◽  
Teaching Method ◽  
Communication Technologies ◽  
The State ◽  
University Education ◽  
Capital City ◽  
Education Students

No teaching method has evolved as much as distance education, in the state of Amazonas this would not be different, especially in higher education. Distance Education is a modality where the student is separated from the teacher and uses several communication technologies around all his learning. The methods used were bibliographic, documentary and quantitative. The researched environment was the capital city of Manaus and the municipality of Maués, with the application of the closed questionnaire aimed at higher education students. Our objective was to question certain nuances as their benefits and challenges for those who study Distance Education in the different locations of the State of Amazonas. The result was the realization that among its many advantages in the execution of education, time is considered the main one, and the loss of deadlines its greatest disadvantage, besides the concept of distance education is already well known by university students. Thus, it is well known that with the passing of time and with the progress of the state's modernization, distance education is gradually becoming the most practical means of teaching.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

scholarly journals How well do Canadian distance education students understand plagiarism?

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Cheryl Ann Kier
Keyword(s):  
Distance Education ◽  
University Students ◽  
Multiple Choice ◽  
Psychology Students ◽  
Education Students ◽  
Online Distance Education ◽  
The Poor ◽  
Poor Understanding ◽  
Online Distance ◽  
Education Courses

<p>This project ascertains how well students taking online, distance education courses at a Canadian university recognize plagiarised material and how well they paraphrase. It also assesses the types of errors made<em>. </em>Slightly more than half of 420 psychology students correctly selected plagiarised phrases from four multiple choice<em> </em>questions. Only a minority was able to rewrite a phrase properly in their own words. A more diverse sample of university students also had difficulty recognizing plagiarised passages from multiple choice options. The poor ability of students to identify plagiarised passages may suggest poor understanding of the concept. Students may benefit from training to improve their understanding of plagiarism.</p>

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

scholarly journals PEMBELAJARAN IPS PADA KELOMPOK BELAJAR (KEJAR) PAKET B DI PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) BARITO KOTA BANJARMASIN

Jurnal Socius ◽  
2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Roghyati Roghyati
Keyword(s):  
Social Science ◽  
Learning Community ◽  
Learning Process ◽  
Professional Competence ◽  
Reduction Process ◽  
Process Data ◽  
Community Learning ◽  
Interview Guide ◽  
Role Learning

Nonformal education in Paket A, B, and C is one of the civil right for the citizens to be easily accessible and this is held by PKBM. The research has to objective to know the characteristics of learning community and tutor, the role of PKBM Barito in providing facility and equipment for learning, social learning process of Kejar Paket B celebrated by PKBM Barito. The research uses the qualitative method. The source of data is chosen purposively, and the data collection uses observation, interview, and documentation. The research instruments are interview guide, observation sheet, and documentation. Data analysis by data reduction process, data display, and verification. The research finding say that (1) the characteristics of learning community are in variation whether in age, marital status, profession, education background, motivation, skill, the interestedness to subject, expectation after graduation, and problem in their lives. Whereas characteristics of tutor could be seen from the education level, professional competence, and pedagogic competence; (2) the role of PKBM does not work maximally whether in recruiting community learning, providing facility and equipment for learning celebration, and learning evaluation; however PKBM has the role in recruiting tutor and celebration fund; (3) the learning process of social science for Paket B has fulfilled minimal standar involving preparation, implementation, and evaluation but does not work maximally in learning for the mature learners.Key words: social science learning, Kejar Paket, PKBM role, learning community, tutor.

scholarly journals Profil Kemampuan Koneksi Matematis Mahasiswa Calon Guru dalam Menyelesaikan Masalah Matematika Berdasarkan Taksonomi Solo

2020 ◽  
Vol 13 (1) ◽  
pp. 17-33
Author(s):  
Risma Firda Diana
Keyword(s):  
Mathematical Problem ◽  
High Ability ◽  
Education Students ◽  
Solo Taxonomy ◽  
Interview Guide ◽  
High Ability Students ◽  
Teacher Education Students ◽  
Descriptive Method ◽  
Mathematical Connection ◽  
Research Show

This research aims to describe profil of preservice teacher’s mathematical connection ability in solving mathematical problem based on SOLO taxonomy. The approach of this research is qualitative with descriptive method. Respondent in this research is 29 Madrasah Ibtidaiyah Teacher Education students STAI Al-Fithrah Surabaya. This research uses mathematical connection test and  interview guide to collect data. The result of this research show that the  average mathematical connection ability of high-ability students is 85% with a very good category and that is at the level of multistructural to relational, the  average mathematical connection ability of medium-ability students is 50,5% with enough category and that is at the level of unistructural to multistructural, and  the  average mathematical connection ability of low-ability students is 16% with a very low category and that is at the level of pre-structural until unistructural level.

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