scholarly journals Copyright Concerns for Educators: Online Learning Post Pandemic Effect

2021 ◽  
Vol 6 (10) ◽  
pp. 456-462
Author(s):  
Mardiah Hayati Abu Bakar ◽  
Syazni Nadzirah Ya'cob ◽  
Mimi Sintia Mohd Bajury ◽  
Wan Rosalili Wan Rosli
Keyword(s):  
Online Learning ◽  
Secondary Data ◽  
Legal Framework ◽  
Copyright Owner ◽  
Fair Dealing ◽  
Tertiary Institutions ◽  
Online Distance Education ◽  
Online Databases ◽  
The Law ◽  
Online Distance

Online distance education was once a process that was not easily been accepted by students, even by the educators, but when the pandemic strikes, they had to adopt and adapt the process in order to gain knowledge. The COVID-19 has resulted in shutting down schools, including tertiary institutions, all across the world. Consequently, education changed dramatically, and the mode of teaching was done remotely and on a digital platform. One of the adoptions of online learning involves using numerous online platforms and inserting interactive programs, music, animated graphics, photos in the teaching material to attract the interest of students. These types of works are, more often than not, copyrighted works that belong to someone. Generally, a license or permission must be sought before these works can be used by anyone. The permission or license, once granted, would involve a licensing fee or royalty payments to the copyright owner. However, this article looks at the law relating to the copyright exploitation awareness in the context of the law of intellectual property and the exceptions to this law, in particular, the scope of the hybrid fair dealing defence for education. This paper employs a doctrinal analysis using secondary data from academic journals, books, and online databases. The findings will respond to the legal framework for the understanding of copyright exploitation and its exception in the post-pandemic era.

The Administration of Online and Distance Education

2011 ◽  
pp. 40-44 ◽  
Author(s):  
Gary E. Miller
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Research Collaboration ◽  
Academic Community ◽  
Institutional Research ◽  
Online Distance Education ◽  
Administrative Leaders ◽  
Online Distance

The advent of online learning has transformed dramatically the administration of distance education in higher education. As online learning becomes ubiquitous in both campus-based and distance education—and also becomes a tool to facilitate inter-institutional research collaboration and relations with industry—online distance education has moved closer to the mainstream of the academic community. This raises a variety of challenges for the institutions and for online and distance education administrative leaders.

scholarly journals On Systems of Systems Engineering: Online Distance Education Systems Key Challenges

2020 ◽  
pp. 1-9
Author(s):  
Arwa A. Al Shamsi
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Education System ◽  
World Health ◽  
Educational Institutions ◽  
Systems Of Systems ◽  
Online Distance Education ◽  
Online Distance ◽  
Distance Education System

Technology development have affected educational delivery around the world. The utilization and implementation of online learning is rising at a staggering manner. Online Distance learning has become an urgent need recently. The use of distance learning has appeared in the past ten years, the learning has been extended by the technology from classrooms in the schools into online learning. Online Learning adopted in various universities, educational institutions and schools worldwide. Recently, with the emergency situations due to the epidemic of COVID -19, and according to the recommendations by World Health Organization for social distance, most of the educational institutions worldwide tend to utilize the online learning instead of traditional learning. Although the online learning has been implemented years ago, still it faces challenges. The author of this research paper aim to explore the key challenges that reported while implementing Online Distance Education System as Systems of Systems. The author then outlines research agenda that identifies 11 research themes that can be considered as a solution for the current Online Distance Education System implementations challenges.

scholarly journals Trust in Pandemic-Induced Online Learning: Competitive Advantage of Closure and Reputation

2021 ◽  
Vol 10 (2) ◽  
pp. 193
Author(s):  
Janet M Arnado ◽  
Ronaldo F Jabal ◽  
Mary Rose Jean Andrada Poa ◽  
Teofilo C Viray
Keyword(s):  
High School ◽  
Distance Education ◽  
Online Learning ◽  
Catholic Church ◽  
Teaching And Learning ◽  
Online Distance Education ◽  
Study Approach ◽  
Social Reputation ◽  
Online Distance Learning ◽  
Online Distance

As a response to the Philippine government’s prolonged community quarantine measure to tackle the coronavirus outbreak, educational institutions have shifted their mode of teaching and learning towards distance education despite resistance from various sectors. This paper examines the ways an educational provider taps elements of its social capital such as closure and reputation, to establish enforceable trust from clients and their network to enroll in online learning; in addition, it explores the factors that clients consider in deciding to enroll their children in online distance learning. This study is informed by James Coleman’s and Ronald Burt’s conceptions of closure, trust, and reputation. It employs a case study approach, focusing on a Philippine Catholic parochial high school. Results show that closure is demonstrated through the school’s dense social network with parents, students, and the community through the Catholic church. Closure and the school’s intergenerational and social reputation facilitate the creation of trust, which increased senior high school enrolment, contrary to the pattern of private schools closing down due to insufficient enrolment. This study contributes to the literature in online distance education, by focusing on aspects of the social structure that function as resources for people and organizations to achieve their interests.

scholarly journals The Online Learning Environment: Creating a space for women learners?

2006 ◽  
Vol 6 (3) ◽  
Author(s):  
Shushita Gokool-Ramdoo
Keyword(s):  
Online Learning ◽  
Social Relations ◽  
Personal Development ◽  
Access To Education ◽  
Social Spaces ◽  
Structured Interviews ◽  
Online Distance Education ◽  
The Social ◽  
Development Data ◽  
Online Distance

<P>This paper examines how online distance education acts to democratize access to, and suit the ontologies of, Mauritian women who seek to empower themselves for development. Data from semi-structured interviews of 30 middle class couples are presented in this paper. Interviews and analyses are premised on a feminist perspective and conducted within the social relations analysis framework. The objective of this research was to understand what types of supportive environments (social spaces) enable Mauritian women to engage in educational endeavours that promote their personal potentials and creativities which, in turn, advance democracy for all citizens of Mauritius. Husbands were also interviewed to provide ground for analysis and to decrease bias, which can be generated by women-only data. (1) Marriage/ family and (2) occupation, represent the ‘social spaces’ selected for this study. Discretion, degree of learner control, and the outreach capacity inherent in distance learning makes the online modality a natural choice to democratize women’s access to education. Based on interviewees’ experiences and perceptions, this study concludes that online learning can enhance and democratize women’s access to education for personal development – but only if the power relationships in the two ‘social spaces’ are well understood and well negotiated by these women. The findings in this paper shed light on the importance of understanding ‘learner spaces’ when establishing and setting-up open learning organisations. <BR> </P>

Learning Environment for Supporting Undergraduate Online Distance Education Students

2019 ◽  
pp. 78-102
Author(s):  
Samual Amponsah ◽  
Samual Kofi Badu-Nyarko ◽  
Godfred Alfred Nii Sai Obodai ◽  
Prince Anane
Keyword(s):  
Online Learning ◽  
Social Environment ◽  
Administrative Support ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Chi Square ◽  
Online Distance Education ◽  
Online Distance ◽  
The University ◽  
University Of Ghana

The University of Ghana adopted the use of the Sakai Learning Management System to create an online environment for its DE students. Based on which, this study sought to examine the support provided for online students of the University of Ghana. The study further sought to determine the association between selected demographic characteristics and student satisfaction with online pre-admission processes, usage of online learning tools, and online social environment. In total, 126 questionnaires were completed and analyzed to generate frequencies, percentages, Anova, and chi-square values. It was established that weak online learning social environment does not encourage tutors and students' interactions, which led to a generally average use of online learning support tools. This implies that academic and administrative support were practically far away from the student, which is detrimental to the development of self-directed learning. The researchers recommended training for support staff, tutors, and students to create an effective online support for online distance students.

Distance Online Learning During the COVID-19 Pandemic

2021 ◽  
pp. 57-68
Author(s):  
Po Man Tse ◽  
Hong Li Sun
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Hong Kong ◽  
Classroom Setting ◽  
Human Being ◽  
Structured Interviews ◽  
New Normal ◽  
Online Distance Education ◽  
Online Distance ◽  
Teaching Pedagogies

Since December of 2019, every human being is exploring solutions to adapt to the “new normal” in all aspects due to the COVID-19 pandemic, and there is no exception for educators. Apart from the obstacles faced by teachers in the switching of teaching pedagogies from a physical classroom setting to different virtual platforms, there are also foreseeable challenges faced by students which might have been neglected by most studies. Semi-structured interviews have been conducted with students of UK top-up degree programmes studying in Hong Kong to explore insights of the challenges and barriers of online distance education from the students' perspectives.

scholarly journals Online Learning and Distortion of Character Education in the Covid-19 Pandemic Era

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 566-580
Author(s):  
Mith har ◽  
Andi Agustang ◽  
Arlin Adam ◽  
Ambo Upe
Keyword(s):  
Online Learning ◽  
High Schools ◽  
Character Education ◽  
Junior High Schools ◽  
Mutual Cooperation ◽  
Mixed Methods Approach ◽  
Online Distance Education ◽  
Offline Learning ◽  
Vocational High Schools ◽  
Online Distance

This study aims to describe the distortion of the implementation of student character education in online learning in the Covid-19 Pandemic era. The research was conducted in Majene Regency, West Sulawesi Province, Indonesia. Methodologically, this study is based on a mixed-methods approach, where data was collected through 4,380 respondents. Respondents were selected to represent Elementary Schools, Junior High Schools, Senior High Schools, and Vocational High Schools in Majene Regency. Apart from respondents, data was also collected through the interview process and documentation study. The results showed that as many as 292 schools spread across 8 districts with a total of 44,949 students actively implementing online learning. Applications that are commonly used during online learning are WhatsApp, Ruang Guru, Zoom Meeting, and Google Classroom. The implementation of online distance education has distorted character education in students, including distortions in religious, nationalist, independence, mutual-cooperation, and distortions in integrity characters. Therefore, to reduce the distortion of character education through online learning, blended learning should be carried out, namely combining online and offline learning processes while still paying attention to health protocols.

Online Learning

2010 ◽  
pp. 54-68 ◽  
Author(s):  
Patsy D. Moskal ◽  
Charles Dziuban ◽  
Joel Hartman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Styles ◽  
Adult Students ◽  
Student Satisfaction ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Online Programs ◽  
Online Distance Education ◽  
Online Distance

The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online courses. Paradoxically, most educators in online learning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online education resonates with adult students because it responds to their lifestyle needs, provides more active learning environments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.

scholarly journals Assessing Quality And Effectiveness In Fully Online Distance Education

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Michael Smith ◽  
Donald Macdonald
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Remote Communities ◽  
Online Distance Education ◽  
Learning And Teaching ◽  
The Past ◽  
Online Distance Learning ◽  
Online Distance

Online education has developed over the past two decades, initially in response to a desire to provide distance learning opportunities at degree level for remote communities. The University of the Highlands and Islands [UHI] in Scotland has been at the forefront of this. It has been possible to gain degrees using wholly online learning and teaching processes since 1995. In recent years, institutions across the globe have developed learning materials for online learning in order to both supplement the teaching and learning in face-to-face classes and to enable students to undertake entire programmes using online communications. The most recent developments have been in the advent of MOOCS and SPOCS. This paper seeks to (1) give an overview of the past 20 years of developments in online education, (2) provide a detailed review of recent research relating to standards, satisfaction and effectiveness of online education, (3) consider the costs and benefits across a range of definitions of online education and (4) examine the primary challenges, conflicts and opportunities for online distance learning and teaching in relation to the issues faced by students, educators and institutions.

scholarly journals ETHICAL CONSIDERATIONS FOR COMPULSORY CHILDHOOD VACCINATION IN MALAYSIA

2021 ◽  
Vol 6 (22) ◽  
pp. 197-205
Author(s):  
Khairun Nisaa Asari ◽  
Yuhanif Yusof ◽  
Rohizan Halim
Keyword(s):  
Ethical Issues ◽  
Secondary Data ◽  
The United States ◽  
Legal Framework ◽  
Childhood Vaccination ◽  
Ethical Considerations ◽  
Compulsory Vaccination ◽  
Ethical Implications ◽  
Online Databases ◽  
Life Threatening

Childhood vaccination is an important tool for controlling and eliminating life-threatening infectious diseases among infants, who are most vulnerable due to their weaker immune systems. Due to this, certain countries resorted to enforcing compulsory childhood vaccination laws. Yet despite the proven effectiveness of childhood vaccination, it is also outweighed by numerous ethical implications. This paper focuses on the discussion of ethical considerations surrounding compulsory childhood vaccination in Malaysia. Focusing on the topic of compulsory vaccination of children, this paper discusses ethical issues related to parental autonomy, medical paternalism, compulsory childhood vaccination, and related legal issues. For the purpose of this article, the vaccination practices as implemented in the United States will be referred. At the end of this article, some recommendations are proposed in relation to the drafting of the legal framework on compulsory childhood vaccination in Malaysia. This article employs a doctrinal analysis and secondary data from academic journals and online databases.

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