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Journal articles on the topic 'Distance education students – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Jagero, Nelson, B. Ikubolajeh Logan, Richard Fotsin, Caroline G. N. Magunje, and Edna L. Daudi. "Momentum to Distance Education Initiative at Africa University Zimbabwe." Case Studies in Business and Management 1, no. 1 (May 3, 2014): 64. http://dx.doi.org/10.5296/csbm.v1i1.5574.

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To spearhead the Distance Education (DE) initiative at AU, the DE and ICT units under the instigation of the Deputy Vice Chancellor held a Distance Education and E-learning Symposium from the 30th to the 31st of January 2014. The symposium was meant to bring momentum to the distance education initiative and ensure that we are all geared and ready for online distance education. The research designs used were Ex post Facto and correlational research designs. Data was analysed using qualitative technique such as coding and quantitative technique, including descriptive and inferential statistics. The major draw backs to the momentum to distance education initiative included; technical problems in accessing the virtual classroom, lack of theoretical and pedagogical knowledge of teaching and learning to effectively engage with students in on line learning. From the inferential statistics, the most important factor that can lead to adoption of technology is to change the views of academic staff about the relevance and importance of distance education and e-learning.

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2

Mpofu, Vongai, Tendai Samukange, Lovemore M. Kusure, Tinoidzwa M. Zinyandu, Clever Denhere, Shakespear Ndlovu, Renias Chiveya, et al. "Challenges of virtual and open distance science teacher education in Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 207. http://dx.doi.org/10.19173/irrodl.v13i1.968.

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This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. These include limited resources, large classes, inadequate expertise in open and distance education, inappropriate science teacher education qualifications, implementer conflict of interest in program participation, students’ low self-esteem, lack of awareness of quality parameters of delivery systems among staff, and lack of standard criteria to measure the quality of services. The paper recommends that issues raised be addressed in order to produce quality teachers.

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3

Mutanana, Ngonidzashe. "Open and Distance Learning in Rural Communities of Zimbabwe: Exploring Challenges Faced by Zimbabwe Open University Students in Kadoma District, Zimbabwe." Asian Journal of Humanity, Art and Literature 6, no. 1 (June 30, 2019): 49–58. http://dx.doi.org/10.18034/ajhal.v6i1.349.

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This study sought to explore challenges faced by Open and Distance Learning (ODL) students in rural communities using Kadoma District as a case study. The specific objectives of this study were to (i) identify challenges faced by ODL students in rural communities in achieving their educational goals and (ii) establish effects of these challenges in accomplishing/finalizing their programmes. The research employed a mixed research approach to triangulate the results. The study used a case study research design to solicit information. The target population was undergraduate students who were currently pursuing the following programmes; Commerce, Education, Applied Sciences, and Agriculture. A sample of 30 postgraduate students and five key informants were used to collect data. The sampling techniques employed were convenience and purposive samplings respectively. Findings revealed that students in rural communities are facing some challenges during their academic career. These challenges include inadequate access to tutor support and physical resources, inflexible practices and access to ICT, poor or no electricity to operate ICT appliances, financial, cultural, community and employment responsibilities. These challenges have some effects which include but not limited to late submission of assignments, poor quality results and university dropouts. Basing on these conclusions, the study recommends the university to recruit more tutors who should be available for students at district offices. The university should ensure technological development at the district centers, and within the student’s locations. The study also recommends the university to provide students in the rural communities with study skills, time management skills, as well as guidance and counseling required to manage their studies. The study finally recommends further studies on strategies to encounter challenges faced by ODL students in rural communities.

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4

Zvavahera, Promise, and Fine Masimba. "The use of information and communication technology in supervising open and distance learning PhD students." Ukrainian Journal of Educational Studies and Information Technology 7, no. 3 (September 30, 2019): 32–41. http://dx.doi.org/10.32919/uesit.2019.03.04.

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Even though open and distance learning (ODL) using Information and Communication Technologies can be applied across disciplines and at various levels, this paper focuses on the supervision of PhD students studying through the Open and Distance Learning mode of education using Information and Communication Technologies (ICTs). Taking into account the fact that higher education institutions are always striving to increase the quality of supervision and throughput of doctoral programmes, the study highlights how Information and Communication Technologies (ICTs) can mitigate these challenges. The study was carried out in 10 Zimbabwean universities to evaluate the levels of preparedness of universities, supervisors and PhD students in using information and communication technology during their studies. Purposive sampling was used focusing on PhD students studying through ODL, local universities offering PhD programmes experienced, PhD supervisors, the Zimbabwe Council for Higher Education officials and officials from the Ministry of Higher and Tertiary Education, Science and Technology Development. Students, universities and supervisors were not fully prepared to do their work using ICTs due to various reasons. Some of the reasons given were that some universities did not have the required infrastructure and facilities in place. Some of the supervisors and students lacked basic computer skills and this affected the quality of supervision and slowness in giving feedback. The lack of internet availability and poor connectivity were also cited as challenges especially with the prevailing load shedding. The study recommends universities to invest in ICTs infrastructure since higher education transcends geographical boundaries.

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5

Mhishi, Misheck, Crispen Erinos Bhukuvhani, and Abel Farikai Sana. "Science teacher training programme in rural schools: An ODL lesson from Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 72. http://dx.doi.org/10.19173/irrodl.v13i1.1058.

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<p>This case study looked at 76 randomly selected preservice science teachers from Mbire and Guruve districts who were learning at the Mushumbi Centre in Zimbabwe and assessed their motivations for enrolling under the Bindura University of Science Education (BUSE)’s Virtual and Open Distance Learning (VODL) programme. It also looked at the challenges they faced, their views on how instruction under the programme can be improved, and their deployment preferences after graduation. The districts are located in the remote Zambezi Valley, which is characterized by poor infrastructure, pests and diseases, frequent attacks by wild animals on people, domestic animals, and crops, harsh climatic conditions, and seasonal floods, which make it very difficult to attract and retain qualified teachers. Through targeted recruitment, BUSE’s VODL programme sought to train relief teachers already serving in the area in the hope that personal history and family connections would entice them to continue teaching in these areas after attaining their teacher certification. Data was collected using a questionnaire with closed and open-ended questions. Results obtained indicate that despite a lack of funding, a shortage of reading materials, and the nonavailability of e-learning facilities, the students were motivated to join the programme for personal and professional motives and that the students, the majority of whom had taught for two or more years in the districts, would prefer deployments in the area after graduation. The study therefore recommends that deliberate efforts be directed toward the targeted recruitment of school leavers and relief teachers from disadvantaged rural areas who possess the requisite minimum entry qualifications to train as science teachers in order to improve teacher retention in remote areas. Further research into the intrinsic problems in BUSE’s VODL programme and a close scrutiny of its course development techniques are also encouraged in order to overcome some of the problems encountered by both the students and the institution.</p>

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6

Chirume, Silvanos, and Mathias Taririro Dick. "The quality of orientation in ODL." Asian Association of Open Universities Journal 14, no. 1 (June 10, 2019): 50–63. http://dx.doi.org/10.1108/aaouj-02-2019-0012.

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PurposeThe purpose of this paper is to assess the consistency with which quality is maintained in the orientation process. Orientation is a key university process intended to prepare new students for life in higher education (HE). For open and distance learning (ODL), orientation can be a key process for lessening some of the challenges associated with the separation of the learner and the lecturer. Indeed, for ODL students, orientation can be fraught with a variety of challenges one of which could be quality problems.Design/methodology/approachConvenient sampling was used to obtain a total of 89 students in the first semester and 34 students in the second semester. The respondents came from all the eight districts in the Midlands province of Zimbabwe. They belonged to various degree programmes found in the eight faculties of the institution. Correlation was used to determine quality variations. Using a mixed methods approach, the study sought the views of the students and the relationships between activities done in the two semesters of 2018. SPSS version 16.0 software was used to compute Spearman’s correlations whereas content analysis was used to analyze the open-ended responses to the questa-view. This mixed methods approach helped the researchers to analyze and compare the quality of the orientation sessions.FindingsResults yielded a positive and high significant correlation between first and second semester variables (r=0.916,p=0.000), a finding indicating that staff members in the Midlands Regional Campus of Zimbabwe Open University have not changed their ways of conducting orientation. On a scale of 1 (least effective) to 5 (most effective), the average ratings for the presentations in the first and second semesters were 4.08 and 4.26, respectively. In the qualitative analysis, adequacy of the venue, timing, coverage of aspects and use of media were all rated positively for the two sessions. However, for the two sessions, some students mentioned negative sentiments to do with the provision of needed materials at time of student registration, the public address system, orientation packages, time management and communication.Research limitations/implicationsThis paper looks at the process of orientation as it was done at one regional campus of an ODL institution in Zimbabwe. It also analyses the quality of the orientation using correlation as a lens that measures consistency and also by critically analyzing content in the respondents’ voices. Implications are that the findings and recommendations can also be applied in other ODL (and even non-ODL) institutions with a view of finally coming up with common policies and procedures with regards to providing quality service and support to the twenty-first century student.Practical implicationsFindings were relevant and could be used for designing applicable orientation programmes in ODL institutions and for improving the quality of student support and services.Originality/valueWhile a number of studies have been carried out on orientation in HE, it would appear that research on orientation in ODL institutions, especially in Zimbabwe, appears minimal, hence this study covers an unexplored niche.

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7

Zindi, Fred, and Robert Aucoin. "Distance education in Tanzania and Zimbabwe." Open Learning: The Journal of Open, Distance and e-Learning 10, no. 1 (February 1995): 31–37. http://dx.doi.org/10.1080/0268051950100105.

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8

Schmidt, Stacie. "Supporting Distance Education Students." Theological Librarianship 13, no. 2 (October 22, 2020): 1–2. http://dx.doi.org/10.31046/tl.v13i2.1929.

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9

Tuncay, Nazime, and Zehra Özçinar. "Distance Education Students’ “Metaphors”." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 2883–88. http://dx.doi.org/10.1016/j.sbspro.2009.01.513.

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10

Shumakova, Serafima Yurievna, Ekaterina Anatolyevna Shugaeva, Inga Konstantinovna Orlova, Artem Yuryevich Lakhtin, Sophia Ravilevna Sadekova, and Antonina Nikolaevna Vakulenko. "Distance education of students." Laplage em Revista 6, Extra-C (December 30, 2020): 282–91. http://dx.doi.org/10.24115/s2446-622020206extra-c653p.282-291.

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The aim of the study is to reveal the typical social and psychological opportunities and limitations of distance learning via the Internet. The study of scientific-methodical and pedagogical literature on the problem of social and psychological opportunities and limitations in distance learning in higher education institutions were used. The article presents the views of scholars on the theoretical aspects of social and psychological opportunities and limitations of distance education of university students. Different aspects of students' attitude to distance learning in the conditions of coronavirus pandemic spreading have been described based on a survey of humanities students. Based on the results of the research, three groups of opportunities and limitations of distance education of students ― pedagogical, information-technological, and psychological ― as well as their content have been identified.

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11

Bertiz, Yasemin, and Aslıhan Kocaman Karoğlu. "Distance Education Students’ Cognitive Flexibility Levels and Distance Education Motivations." International Journal of Research in Education and Science 6, no. 4 (September 19, 2020): 638. http://dx.doi.org/10.46328/ijres.v6i4.1022.

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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.

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12

Da Costa, Fabio, Inayara Gonzalez, Anderson Pelissari, and Vitor Azzari. "Distance Education." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 109–22. http://dx.doi.org/10.31686/ijier.vol8.iss5.2320.

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Current changes in the socioeconomic variables in which both public and private universities interact require them to manage their image to attract and satisfy their students. Added to this, new technologies are affecting education, increasing the supply and relevance of distance learning in the university structure. Given that, this research aimed to understand which individual factors cause significant differences in perceived university image. This study is a descriptive field research. We collected the data with a survey and analysed the results using factor analyses, t-tests, and linear regression. We found that gender, age, income, and length of interaction between the students and the organization do not influence the overall image. However, the exact sciences students presented a different perception of the researched institutions. Given the results, we concluded that perceived image can be seen as a momentary picture. The study indicates the image as a multidimensional construct. This construct is most expressively associated with intangible aspects.

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13

Mamonova, Oksana V., Daria V. Gracheva, Daria A. Klimkina, and Tatiana N. Bakhtina. "DISTANCE PHYSICAL EDUCATION OF STUDENTS." Культура физическая и здоровье, no. 4 (2020): 43–46. http://dx.doi.org/10.47438/1999-3455_2020_4_43.

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14

Mhishi, Misheck, Ezra Pedzisai, and Edward Mandoga. "Geographic Literacy and World Knowledge amongst Open Distance Learning Students in Zimbabwe." Greener Journal of Educational Research 3, no. 7 (September 20, 2013): 301–9. http://dx.doi.org/10.15580/gjer.2013.7.051413612.

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15

Erickson, Bruce. "Distance Education and How Students Learn." CSA News 58, no. 6 (May 28, 2013): 38–39. http://dx.doi.org/10.2134/csa2013-58-6-21.

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Beitz, Nancy C. "Academic Advisement for Distance Education Students." Journal of Education for Library and Information Science 27, no. 4 (1987): 280. http://dx.doi.org/10.2307/40323656.

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17

Siri, Anna, and Marina Rui. "Distance Education for Health Professions’ Students." Procedia - Social and Behavioral Sciences 174 (February 2015): 730–38. http://dx.doi.org/10.1016/j.sbspro.2015.01.608.

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18

Hoskins, Barbara J. "Distance Education Exchange: The New Students." Journal of Continuing Higher Education 52, no. 2 (April 2004): 61–62. http://dx.doi.org/10.1080/07377366.2004.10400287.

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19

LIASHENKO, Iryna. "STUDENTS' MOTIVATIONAL ENGAGEMENT THROUGH DISTANCE EDUCATION." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1 (April 29, 2021): 276–83. http://dx.doi.org/10.31494/2412-9208-2021-1-1-276-283.

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У статті зроблено спробу зробити теоретичну основу методів дистанційного навчання та висвітлити їх вплив на ефективне навчання. Дослідження аналізує результати дистанційної роботи студентів першого курсу на освітній інтерактивній платформі Пірсон з розвитком початкових мовних навичок за сучасними технологіями та методами. Останній глобальний обвал пандемії поставив перед університетами безліч освітніх проблем. Сучасний стан освіти відфільтрував фактичну готовність вищих навчальних закладів до гнучких змін у дистанційному навчанні. Викладачам довелося адаптуватися до закликів реалій, що переробляють освітні програми, на дистанційні курси, якщо вони не робили цього раніше. Хоча тема дистанційного навчання посіла провідне місце в сучасних дослідженнях, багато університетів мали проблеми з безболісним переходом своїх студентів на дистанційний процес навчання. Дистанційне навчання лише набирає обертів, і ті університети, які розробили можливості для онлайн-навчання, швидко впорались із вимогами сучасності. Дослідження розкриває результати анкетування студентів першого курсу фізичної реабілітації та спорту Сумського державного університету для визначення їх оцінки про онлайн-курс англійської мови на інтерактивній платформі Пірсон. Результати дослідження виявляють значний взаємозв’язок між сучасним та високотехнологічним дизайном та методами в онлайн-інструкціях та мотивації та самоорганізації учнів, що призводить до кращого набуття та результатів. Беручи до уваги принципи розробки мотиваційного курсу, такого як інтерактивна платформа Пірсон, викладачі університету можуть використовувати цей шаблон для створення своїх онлайн-курсів з використанням вправ критичного мислення, рефлексивних практик, вдосконаленого ІТ-інтерфейсу, різноманітності завдань, додавання конкурентних елементів у дизайн, що в цілому значно підвищить ефективність дистанційного навчання. Ключові слова: дистанційне навчання; дистанційний курс; студенти університету; студенти магістрантів; онлайн навчання.

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20

Lockwood, Fred. "Preparing students for distance learning." Open Learning: The Journal of Open, Distance and e-Learning 1, no. 1 (February 1986): 44–45. http://dx.doi.org/10.1080/0268051860010110.

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21

Fojtík, Rostislav. "Problems of Distance Education." International Journal of Information and Communication Technologies in Education 7, no. 1 (May 1, 2018): 14–23. http://dx.doi.org/10.2478/ijicte-2018-0002.

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Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.

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McKinnon, David H. "Distance/Internet Astronomy Education." Highlights of Astronomy 13 (2005): 1037–40. http://dx.doi.org/10.1017/s1539299600018050.

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This paper briefly reports two major programs being operated by Charles Sturt University, Bathurst: the Cosmology Distinction Course for gifted and talented senior high school students and the CSU Remote Telescope Project for upper-elementary and lower secondary school students.

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23

Mawonedzo, Abigal, Magdaline Tanga, Simon Luggya, and Yvonne Nsubuga. "Implementing strategies of entrepreneurship education in Zimbabwe." Education + Training 63, no. 1 (November 5, 2020): 85–100. http://dx.doi.org/10.1108/et-03-2020-0068.

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PurposeThe aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.Design/methodology/approachA qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.FindingsThe findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.Research limitations/implicationsOne of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.Originality/valueThe paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.

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Seyoum, Yilfashewa. "Students Perceptions on Distance Education in Ethiopian Higher Education." International Journal of Online Pedagogy and Course Design 2, no. 4 (October 2012): 32–48. http://dx.doi.org/10.4018/ijopcd.2012100103.

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The study explores students’ perceptions in open and distance education at Haramaya University. A total of 120 students (90 male and 30 female) represent the study sample. Data were collected from the audience through a questionnaire which consisted of open ended items with a reliability of a equal to 0.96. The collected data were analyzed using t-test, ANOVA (One-way &Two-way) and the Pearson Product Moment Correlation(r). The results disclosed a considerable proportion of students’ have the perceptions that the quality of distance education system in general and the distance teacher training program in particular ranges from moderate to poor. Female learners’ demonstrate lower perceptions of the quality of the program while their male counterpart demonstrates high quality perceptions. There is a positive correlation between academic score and perceptions score. Married learners show a lower level of academic achievement compared to those who are unmarried. The natural science students have better academic performance and higher perceptions scores than social science and language students. And, high achievers show significant higher perceptions than the low and average achievers. In addition, diploma students demonstrate higher perceptions scores than the BA/BSC or certificate students with regards to the ODL system of education.

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Woodley, Alan. "Distance students in the United Kingdom." Open Learning: The Journal of Open, Distance and e-Learning 1, no. 2 (June 1986): 11–13. http://dx.doi.org/10.1080/0268051860010203.

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Holmberg, Börje. "Improving study skills for distance students." Open Learning: The Journal of Open, Distance and e-Learning 1, no. 3 (November 1986): 29–33. http://dx.doi.org/10.1080/0268051860010306.

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Kahu, Ella R., Christine Stephens, Linda Leach, and Nick Zepke. "The engagement of mature distance students." Higher Education Research & Development 32, no. 5 (October 2013): 791–804. http://dx.doi.org/10.1080/07294360.2013.777036.

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28

Martsolf, J. David. "Using Internet in Distance Education." HortScience 30, no. 4 (July 1995): 900C—900. http://dx.doi.org/10.21273/hortsci.30.4.900c.

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In Spring 1994, a 2-h course in Agricultural Meteorology was handled primarily by e-mail. Six off-campus students asked to take the course by e-mail, and two on-campus students voted to join them. Seven students communicated with each other and the instructor via VAX-mail on the UF IFAS Computer Network [ICON]. The remaining student used a NASA supplied link to Internet. A few students used V-mail on ICON's VAX, in preference to the basic MAIL facility. A good textbook was found indispensable because the rest of the course content flowed through the network. The conversational characteristic of e-mail messages accommodated questions about the text and a term paper topic well. There is a tradeoff of commuting costs vs. computer and modem costs. Each participant worked at an individual—an advantage for students who have production responsibilities. Those students ranked the course as highly desirable [compared with the average for other courses in the department 1.33 vs. 1.39 (where 1 is top score and 5 lowest)]. Procrastination is a hazard, and the keyboard is a limiting factor. Both the preparation for and conduction of the course is more time consuming than conventional methods. This time requirement is expected to decrease with familiarity, the use of graphics, and commercial links to Internet.

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Obeidat, Asem M., and Mohamed Cherif Amor. "Interior Design Students’ Attitudes toward Distance Education." International Journal of Humanities Education 10, no. 2 (2013): 1–10. http://dx.doi.org/10.18848/2327-0063/cgp/v10i02/43771.

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Caspi, Avner, and Paul Gorsky. "Instructional dialogue: distance education students’ dialogic behaviour." Studies in Higher Education 31, no. 6 (December 2006): 735–52. http://dx.doi.org/10.1080/03075070601007963.

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31

Nonyongo, Evelyn, and Thandiwe Ngengebule. "The SACHED Distance Education Students’ Support Programme." Open Learning: The Journal of Open, Distance and e-Learning 8, no. 2 (June 1993): 40–45. http://dx.doi.org/10.1080/0268051930080206.

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Rangecroft, Margaret, Peter Long, Tony Tricker, and Peter Gilory. "What is Important to Distance Education Students?" Open Learning: The Journal of Open, Distance and e-Learning 14, no. 1 (February 1999): 17–24. http://dx.doi.org/10.1080/0268051990140104.

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Johnson, Jenny K. "Promoting Interaction Among Students in Distance Education." Educational Media International 33, no. 2 (June 1996): 60. http://dx.doi.org/10.1080/0952398960330203.

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Oldham, Bonnie. "Providing Library Services to Distance Education Students." Journal of Interlibrary Loan,Document Delivery & Electronic Reserve 18, no. 2 (June 2008): 219–27. http://dx.doi.org/10.1300/10723030802099749.

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Jegede, Olugbemiro J., and Jannette Kirkwood. "Students' anxiety in learning through distance education." Distance Education 15, no. 2 (January 1994): 279–90. http://dx.doi.org/10.1080/0158791940150207.

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Harper, G., and D. Kember. "Approaches to Study of Distance Education Students." British Journal of Educational Technology 17, no. 3 (October 1986): 212–22. http://dx.doi.org/10.1111/j.1467-8535.1986.tb00510.x.

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Orlova, Ol'ga Svyatoslavna, Galina Evgen'evna Ivanova, Elena Borisovna Kryzhanovskaya, Elena Leonidovna Kudryavtseva, Ol'ga Daniilovna Larina, and Olesya Viktorovna Mirkina. "DISTANCE EDUCATION AS VIEWED BY STUDENTS-DEFECTOLOGISTS." Special education, no. 3 (2020): 158–77. http://dx.doi.org/10.26170/sp20-03-12.

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Ushanov, Alexander, Natalia Morgunovа, and Irina Petunina. "Internet Technologies in Distance Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 10 (May 25, 2021): 85. http://dx.doi.org/10.3991/ijet.v16i10.19129.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

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Chireshe, Regis. "The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions." Journal of Social Sciences 34, no. 3 (March 2013): 223–28. http://dx.doi.org/10.1080/09718923.2013.11893133.

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Mabhoyi, Lloyd Chaurika, and Johannes Seroto. "At-risk students in selected schools in Zimbabwe: An ecological perspective." South African Journal of Education 39, S2 (December 31, 2019): 1–10. http://dx.doi.org/10.15700/saje.v39ns2a1571.

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Shumba, Almon, and Antony Erinas Masiki Matina. "Sexual Harassment of College Students by Lecturers in Zimbabwe." Sex Education 2, no. 1 (April 2002): 45–59. http://dx.doi.org/10.1080/14681810220133613.

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Domenech Rodríguez, Melanie M., and Johnathan Nelson. "Closing the Distance: Making Psi Chi Accessible to Distance Education Students." Eye on Psi Chi Magazine 10, no. 2 (2006): 30–42. http://dx.doi.org/10.24839/1092-0803.eye10.2.30.

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Cleghorn, Ailie, Overson Shumba, and Alan Peacock. "Education Students’ Views Towards Science for Children: Canada, Zimbabwe, England Comparisons." World Studies in Education 3, no. 2 (January 1, 2002): 103–18. http://dx.doi.org/10.7459/wse/03.2.03.

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Listkova, Marina. "Physical education of students in the format of distance education." BIO Web of Conferences 26 (2020): 00054. http://dx.doi.org/10.1051/bioconf/20202600054.

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The current difficult situation with the spread of the COVID 2019 virus forced us to take a new look at the workflow and rebuild medicine as well as the entire education system. The rapid development of computer technologies over the past ten years allows education to find a reasonable way out of a difficult situation. Thus, the existing system of distance education helped to continue students ‘education during the pandemic. The new format of education forced University lecturers (and other educational institutions) to look for the most appropriate and effective ways to implement the educational process. The Physical culture is not an exception. This article suggests and proves the most rational content of conducting remote physical education classes. They improve physical education help to maintain and strengthen the health of the younger generation.

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MacQueen, Hilary, and Fiona Jane Aiken. "Supporting distance-taught students in the workplace." Higher Education, Skills and Work-Based Learning 10, no. 1 (July 8, 2019): 49–60. http://dx.doi.org/10.1108/heswbl-04-2019-0048.

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Purpose The purpose of this paper is to investigate the effect of workplace support measures offered by employers on the academic performance and satisfaction of distance-taught paramedic students. Design/methodology/approach Using a combination of quantitative, qualitative and open text data, the authors identified factors important for student success. Findings Dedicated study time was not a significant predictor of student pass rate, but was related to the quality of achievement as measured by pass grade. More important for success were less tangible factors such as relationship with a mentor and being part of a supportive peer group. Research limitations/implications The number of respondents to the survey of graduates in the second part of the investigation was small (n=30; 8.9 per cent) and limited to one profession (Emergency care). Practical implications The support measures the authors have identified should be overtly built into new course design. Placements undertaken away from the primary workplace should be well organised, and students proactively supported while undertaking them. Originality/value The value of these findings is that they inform, and can be used to enhance, the experience of students on work-based learning programmes and also on degree apprenticeships.

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González, Carlos M. "Education from a Distance." Mechanical Engineering 143, no. 1 (January 1, 2021): 42–48. http://dx.doi.org/10.1115/1.2021-jan7.

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Abstract When the spread of the COVID-19 pandemic caused schools across the country to close their classrooms, colleges and universities shifted to online education. Just as many professional spaces had to adjust to working from home, so did students and professors. Many higher education institutions had to find novel solutions to tackle the challenge of hands-on education and rethink what the classroom could be in a virtual and digital environment.

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Murphy, Elizabeth, and María A. Rodríguez-Manzanares. "Rapport in distance education." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 167. http://dx.doi.org/10.19173/irrodl.v13i1.1057.

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<p>Rapport has been recognized as important in learning in general but little is known about its importance in distance education (DE). The study we report on in this paper provides insights into the importance of rapport in DE as well as challenges to and indicators of rapport-building in DE. The study relied on interviews with 42 Canadian high-school DE teachers. Findings revealed that rapport is necessary in DE because of the absence of face-to-face communication. Challenges to building rapport relate to the geographic dispersion of students, the asynchronous nature of DE, teacher workload, limits of the software, teachers and students not seeing the need for rapport, and DE traditions. We identified six categories of rapport-building in DE as follows: <em>Recognizing the person/individual; Supporting and monitoring; Availability, accessibility, and responsiveness; Non text-based interactions; Tone of interactions; Non-academic conversation/interactions</em>. We break the categories into subcategories and provide indicators for each one. The indicators might also be used in contexts of DE teacher professional development as a springboard for discussion, or, more prescriptively, as guides to DE teacher behaviour. A follow-up study using a more fine-grained focus on specific indicators might provide insights into specific rapport-related behaviours.</p>

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Popov, Valery I., Olga Yu Milushkina, Natalya A. Skoblina, Svetlana V. Markelova, Natalya V. Sokolova, and Aleksey A. Dementev. "Behavioral health risks for students during distance education." Hygiene and sanitation 99, no. 8 (September 11, 2020): 854–60. http://dx.doi.org/10.47470/0016-9900-2020-99-8-854-860.

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Introduction. The modern development of information and communication technologiesand the current epidemiological situation have led to the widespread use of distance educational technologies. The article presents the results of a statistical analysis of the data obtained during the hygienic assessment of the characteristics of the lifestyle and activity of students in the period of active introduction of forms and methods of distance education.Material and methods. An online survey of 498 students in 2019 during the period of traditional education and 1587 students in April 2020 during the implementation of the educational process in the distance format was conducted. The coordinator of the work was the Department of Hygiene of the Pediatric Faculty of the N.I. Pirogov Russian National Research Medical University, Moscow.Results. The obtained data allows talking about the negative impact of electronic devices on the lifestyle of students. A significant increase in the time of the use of gadgets (almost twice) and their number (2-4) when transferring the educational process to a remote format is proved. In general, the use of stationary and mobile electronic devices in more than 50% of respondents amounted to five hours or more. A decrease in the quality characteristics of the lifestyle of students in higher education during the transition to distant education has been established, while more than a third of them do not realize this. As risk factors, a decrease in motor activity, visual impairment, neuropsychic stress, poor nutrition, etc. In the absence of direct contact with university teachers, the opportunities for creating healthy lifestyle skills within the university are reduced and the importance of teachers as an authoritarian influence and a personal example for students is reduced.Conclusion. Informatization and the introduction of distance learning technologies in the higher education system require comprehensive studies of the advantages and disadvantages of such a learning format. The forced mass introduction of distance learning technologies in the educational process has exposed many problems that have not yet been given sufficient attention and, in the future, they can become the basis for promising research in the field of educational hygiene. The results obtained suggest that modern students do not pay enough attention to their lifestyle in the period of the distant education.

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Suleymanova, Galina Nikolayevna. "SPECIFIC FEATURES OF DISTANCE EDUCATION FOR ESP STUDENTS." Theoretical & Applied Science 84, no. 04 (April 30, 2020): 1020–23. http://dx.doi.org/10.15863/tas.2020.04.84.189.

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Avila Jr., P., A. M. P. Azevedo, and B. B. Torres. "INTRODUCING SCIENCE BY DISTANCE EDUCATION TO UNDERGRADUATE STUDENTS." Revista de Ensino de Bioquímica 5, no. 2 (May 25, 2007): 6. http://dx.doi.org/10.16923/reb.v5i2.89.

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