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Yeshaw, Yigizie, Tadeg Jemere, Henok Dagne, et al. "Factors associated with births protected against neonatal tetanus in Africa: Evidences from Demographic and health surveys of five African countries." PLOS ONE 16, no. 6 (2021): e0253126. http://dx.doi.org/10.1371/journal.pone.0253126.
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Introduction Maternal and neonatal tetanus remains a global public health problem affecting mainly the poorest and most marginalized subpopulations. In spite of the problem, studies conducted on the associated factors of births protected against neonatal tetanus are scarce in Africa. Therefore, this study aimed to identify both individual and community-level factors associated with births protected against neonatal tetanus in the region. Methods The most recent Demographic and Health Survey datasets of five African countries (Ethiopia, Burundi, Comoros, Zimbabwe and Zambia) were used to investigate the associated factors of births protected from neonatal tetanus. STATA Version 14 statistical software was used for the analysis. The data were weighted before doing any statistical analysis and deviance was used for model comparison. Multilevel binary logistic regression was used to identify the associated factors of births protected against neonatal tetanus. Finally, the adjusted odds ratio (AOR) with its 95% confidence interval (CI) was calculated for each potential factors included in the multivariable multilevel logistic regression model. Results A total weighted sample of 30897 reproductive age women who had a birth within 5 years preceding the survey were included in the analysis. Those women with age of 20–34 (AOR = 1.32, 95%CI: 1.18–1.48) and 35–49 years (AOR = 1.26, 95% CI: 1.10–1.44), high community level of women education (AOR = 1.13, 95%CI: 1.04–1.23), being from poorer(AOR = 1.23, 95% CI: 1.14–1.33), middle (AOR = 1.31, 95%CI: 1.21–1.43), richer (AOR = 1.21, 95%CI: 1.11–1.32) and richest households (AOR = 1.59, 95%CI: 1.44–1.74), having antenatal care follow up (AOR = 9.62, 95% CI: 8.79–10.54), not perceiving distance to health facility as a big problem (AOR = 1.18, 95% CI: (1.11–1.25) had higher odds of having births protected against neonatal tetanus. Conclusion Both individual and community level factors were found to be associated with births protected against neonatal tetanus in Africa. This suggests that a variety of factors are affecting births protected against neonatal tetanus in the region. Hence, the impact of these factors should be recognized while developing strategies to reduce neonatal tetanus in the region.
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Kramer, Heidi. "The Distance Education Evolution: Issues and Case Studies." Internet and Higher Education 7, no. 2 (2004): 151–54. http://dx.doi.org/10.1016/j.iheduc.2004.03.004.
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Smith, Christopher J. "‘Distance learning’ or ‘learning at a distance’? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia." Innovations in Education and Teaching International 47, no. 2 (2010): 223–33. http://dx.doi.org/10.1080/14703291003718950.
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Simui, Francis, Godfrey Mwewa, Amos Chota, et al. "“WhatsApp” as a Learner Support tool for distance education: Implications for Policy and Practice at University of Zambia." Zambia ICT Journal 2, no. 2 (2018): 36–44. http://dx.doi.org/10.33260/zictjournal.v2i2.55.
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One of the norms of distance education is that learners are the drivers of their learning and teachers merely facilitate the learning process. To this effect, learners are expected to be fully engaged in their studies throughout for them to perform well in their studies. However, the ‘distance’ factor inherent in distance education has been identified as one of the major challenges for learners studying in this mode. The geographical isolation significantly detracts from the need for social interactions that are usually afforded by face-to-face situations. Consequently, the void leads to isolation, confusion, stress and ultimately contributing to high failure rate and drop-outs from the academic programmes. In this study, we document the use of “WhatsApp” as a tool for learner support among postgraduate students on the distance learning mode within the University of Zambia. The study, through “WhatsApp”, follows students where they are found and learns from them without disrupting their privacy and culture to inform ODL policy and practice. It is now clear that the University should be proactive to encourage the creation of self-generated social networks to mitigate vexing emergent issues students face on the distance learning mode.
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Dickey, Michele D. "Three-dimensional virtual worlds and distance learning: two case studies of Active Worlds as a medium for distance education." British Journal of Educational Technology 36, no. 3 (2005): 439–51. http://dx.doi.org/10.1111/j.1467-8535.2005.00477.x.
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Nduna, Mwenya, and Wanga Chakanika. "An Investigation into the Challenges Encountered by the University of Zambia in the Implementation of Extension Education: A Case of North Western Province." Journal of Law and Social Sciences 2, no. 1 (2021): 86–106. http://dx.doi.org/10.53974/unza.jlss.2.1.435.
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The Extra Mural Studies Department (now known as Extension Studies Section) was established in order to maintain the university links with the community as well as serve as a conduit through which university knowledge and university ways of thought can be transmitted to people in their locality. This research therefore, was an undertaking to identify challenges encountered in the implementation of University Extension Education. It was guided by the following objectives; identify the challenges encountered in the implementation of Extension Education, find out whether or not the University of Zambia Extension Education programs are in tandem with the educational needs of the local society in North Western Province, and assess whether or not the University of Zambia Extension Studies in North Western Province conducted other outreach programs apart from evening classes. In terms the research design, the study employed a case study design as it allowed the researcher to bring out a case and study it in its natural setting. Questionnaire and interview guide were the instruments used to collect data from the respondents comprising 97 students and 1 officer administering the office of the Resident Lecturer. It emerged from the findings that there were many challenges that the University of Zambia encountered in the implementation of extension education, central of all was the lack of qualified part time tutors in addressing the educational needs of the community in which it operated. The study also established that most of the courses offered by the University Extension Studies in North Western Province did not answer to the educational needs of the people in the Province. In view of the findings the study recommended that the University of Zambia should ensure that the provincial office is adequately and appropriately staffed with qualified personnel and also make a deliberate effort to create a policy to involve the local community.
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Wong, Billy Tak Ming. "Learning analytics in higher education: an analysis of case studies." Asian Association of Open Universities Journal 12, no. 1 (2017): 21–40. http://dx.doi.org/10.1108/aaouj-01-2017-0009.
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Purpose The purpose of this paper is to present a systematic review of the mounting research work on learning analytics. Design/methodology/approach This study collects and summarizes information on the use of learning analytics. It identifies how learning analytics has been used in the higher education sector, and the expected benefits for higher education institutions. Empirical research and case studies on learning analytics were collected, and the details of the studies were categorized, including their objectives, approaches, and major outcomes. Findings The results show the benefits of learning analytics, which help institutions to utilize available data effectively in decision making. Learning analytics can facilitate evaluation of the effectiveness of pedagogies and instructional designs for improvement, and help to monitor closely students’ learning and persistence, predict students’ performance, detect undesirable learning behaviours and emotional states, and identify students at risk, for taking prompt follow-up action and providing proper assistance to students. It can also provide students with insightful data about their learning characteristics and patterns, which can make their learning experiences more personal and engaging, and promote their reflection and improvement. Originality/value Despite being increasingly adopted in higher education, the existing literature on learning analytics has focussed mainly on conventional face-to-face institutions, and has yet to adequately address the context of open and distance education. The findings of this study enable educational organizations and academics, especially those in open and distance institutions, to keep abreast of this emerging field and have a foundation for further exploration of this area.
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REYNEKE, Yolande, and Christina Cornelia SHUTTLEWORTH. "Accounting Education in an Open Distance Learning Environment: Case Studies for Pervasive Skills Enhancement." Turkish Online Journal of Distance Education 19, no. 3 (2018): 140–55. http://dx.doi.org/10.17718/tojde.445115.
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Featherstone, Allen M., and Lynnette M. Brummett. "Using Distance Education in Graduate Programs." Journal of Agricultural and Applied Economics 39, no. 2 (2007): 285–99. http://dx.doi.org/10.1017/s1074070800022999.
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There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative and management practices that govern a program are essential to the success of the program.
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Süğümlü, Üzeyir. "A Case Study on Teaching Turkish through Distance Education." International Journal of Psychology and Educational Studies 8, no. 1 (2021): 174–90. http://dx.doi.org/10.17220/ijpes.2021.8.1.278.
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The purpose of this study was to examine the status of secondary school Turkish education in distance education during the COVID-19 pandemic period in Turkey according to the opinions and observations of Turkish teachers. The fact that there are no studies examining the use of distance education in secondary school native language teaching constitutes the reason for the research. The research was carried out by the case study, one of the qualitative research designs. The participants of the study group in the first phase were 30 secondary school Turkish teachers, who worked in various schools in Turkey and taught online distance education courses in the spring semester of 2019-2020. The participants of the second phase of the study were 16 Turkish teachers who meet the above criteria. A semi-structured interview was held with the first group, while participants of the second group prepared observation reports on their live courses. The data collection tools of the research consist of a semi-structured interview form and a course observation form. Data collection tools were transformed into online forms and delivered online to the study group. The data of the research was collected over a period of one month and the document analysis technique was used to collect the data. The research data were analyzed using the content analysis method. The categorical analysis, one of the types of content analysis, was used in the study. The data analysis was performed with MAXQDA 2020 qualitative data analysis package program. Visualizations were made with the program used. For data analysis reliability, direct transfer statements were given from the codes where the opinions were concentrated. As a result of the study, it was concluded that the teachers faced with negativities intensely and they could not teach Turkish properly with distance education.
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STOTTS, GEORGE R. "DEVELOPING A DISTANCE LEARNING GLOBAL MASTER OF ARTS PROGRAM: A CASE STUDY." Christian Higher Education 1, no. 1 (2002): 17–27. http://dx.doi.org/10.1080/15363750213769.
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Nsiah, Gabriel Kofi Boahen. "Case Studies in U. S. Distance Education: Implications for Ghana’s Under-Served High Schools." Creative Education 02, no. 04 (2011): 346–53. http://dx.doi.org/10.4236/ce.2011.24049.
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Farmer, Lesley. "Using Authentic Case Studies to Teach Ethics Collaboratively to School Librarians in Distance Education." International Journal of Cyber Ethics in Education 3, no. 1 (2014): 1–20. http://dx.doi.org/10.4018/ijcee.2014010101.
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This chapter explains how case studies can be used successfully in distance education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision-making while addressing ethical standards and theories. The creation and choice of case studies are key for optimum learning, and can reflect both the instructor’s and students’ knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, students support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students’ work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.
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Liyanagunawardena, Tharindu Rekha, Andrew A. Adams, Naz Rassool, and Shirley A. Williams. "Developing government policies for distance education: Lessons learnt from two Sri Lankan case studies." International Review of Education 60, no. 6 (2014): 821–39. http://dx.doi.org/10.1007/s11159-014-9442-0.
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Lun, Guan Chen. "Design and Empirical Studies of Modern Distance Education Quality Evaluation System." Applied Mechanics and Materials 380-384 (August 2013): 4654–57. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.4654.
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This paper discussed modern distance education quality evaluation of the status quo. Take it as the basis for building the remote education quality evaluation system. Then I establish a set of index system of quality evaluation. Here, I took advantage of Analytic Hierarchy Process and assigned weights to each indicator. Because the influential factors of Quality Evaluation are fuzzy, I used the theory of Fuzzy Evaluation System to establish distance education quality evaluation model. Finally, with the help of the sample data provided by the combination of case, I had an empirical analysis of the model and improved the quality of distance education methods and measures for the results of the comprehensive evaluation.
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Kember, David. "An illustration, with case studies, of a linear‐process model of drop‐out from distance education." Distance Education 10, no. 2 (1989): 196–211. http://dx.doi.org/10.1080/0158791890100205.
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Werner, Peter, and Judith Rink. "Case Studies of Teacher Effectiveness in Second Grade Physical Education." Journal of Teaching in Physical Education 8, no. 4 (1989): 280–97. http://dx.doi.org/10.1123/jtpe.8.4.280.
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The purpose of this study was to describe the teaching behaviors of four teachers who had varying degrees of expertise in working with second grade students and to improve the teachers’ effectiveness. Four experienced teachers were asked to teach a six-lesson unit in jumping and landing skills to an intact class of their choice. Students were pre- and posttested on their ability to produce and reduce force using a force platform and a jump for distance without the platform. OSCD-PE (Rink, 1979) was used to describe the more general aspects of the teachers’ content development and managerial skills. Task presentation, nature of feedback, and appropriateness of student responses were obtained using the QMTPS (Rink & Werner, 1989). Additional information was obtained by counting practice trials and analyzing teacher written plans and approaches to content. Following the first teaching experience, the researchers gave feedback to the teachers and asked them to reteach the unit to a different class. Product and process measures were obtained in the same manner on the second teaching experience. Data were presented in a case study format. The results describe the importance of content knowledge, the ability to present information clearly, and holding students accountable for selected performance aspects.
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Poplavska, Oksana, Nataliia Danylevych, Svetlana Rudakova, and Liudmyla Shchetinina. "Distance technologies in sustainable education: the case of Ukraine during the coronavirus pandemic." E3S Web of Conferences 255 (2021): 01040. http://dx.doi.org/10.1051/e3sconf/202125501040.
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Sustainable education systems in tertiary institutions aim to reduce the negative impact of the COVID-19 pandemic. To identify the readiness of educational institutions for current and future problems, a survey was conducted among a representative number of teachers and students. The purpose is to substantiate the importance of distance technologies for sustainable education in Ukraine. As the result, we’ll have fine tools to select the best distance technologies for education that can fully support academic communication. The conducted studies allowed us to conclude that distance technologies expand the accessibility of sustainable education. However, we also The article identifies problems in the introduction of distance technologies into the system of sustainable education of a technical, organizational and psychological nature. However, the pandemic motivated teachers to actively explore the new possibilities of distance technologies, as well as to implement them in the educational process. The inclusion of online education into classical education makes it possible to expand competencies through specialized training and professional platforms, significantly improving the quality of education. A feature of the spread of distance technologies in Ukraine has become a one-time, large-scale implementation of them in the educational process, which ensures the stability of educational systems in the future.
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Agiomirgianakis, George, Theodore Lianos, and Nicholas Tsounis. "Returns to Investment in Distance Learning: the Case of Greece." International Business Research 12, no. 3 (2019): 94. http://dx.doi.org/10.5539/ibr.v12n3p94.
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In this paper we extent the literature on the rate of return to investment in Higher Education towards studies in distance learning Universities. In particular, we explore the difference in returns between graduates of a distance learning university (the Hellenic Open University - HOU) and applicants that were excluded by this university’s random selection process and did not study elsewhere. The data set was extracted from a database compiled from responses to a questionnaire which was part of a survey concerning HOU (the only Distance-learning University in Greece). A modified Mincer type model was estimated with fixed effects. Our findings suggest that graduates that have obtained a first degree from HOU enjoy a rate of return to education of about 8% higher than the rate of return obtained by those high school graduates that were not selected by this university. Moreover, Master’s degree graduates get about a 16.5% higher rate of return to education relatively to those applicants that were not selected for studies in HOU and did not study elsewhere. Additionally, our findings also show that the rates of return for higher education are high even after the 2008 economic crisis. These results suggest a straightforward policy implication: a distance learning University may not only be considered as a second chance to education for mature students, often facing time and budget restrictions, but, it may also be seen as a worthwhile private investment enabling a much higher private return. Moreover, from policymakers’ point of view, a distance learning university can be seen as a vehicle to reduce income inequalities and thus increase social mobility.
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Dastjerdi, Negin Barat. "Factors Affecting ICT Adoption among Distance Education Students based on the Technology Acceptance Model—A Case Study at a Distance Education University in Iran." International Education Studies 9, no. 2 (2016): 73. http://dx.doi.org/10.5539/ies.v9n2p73.
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<p class="apa">The incorporation of Information and Communication Technologies (ICT) into education systems is an active program and movement in education that illustrates modern education and enables an all-encompassing presence in the third millennium; however, prior to applying ICT, the factors affecting the adoption and use of these technologies should be carefully investigated. The present study was conducted to examine the factors affecting ICT adoption among distance education students based on the Technology Acceptance Model. The present descriptive survey was conducted in a statistical population consisting of all the distance education students residing in Isfahan, Iran, in 2013, 281 of who were selected as the sample population through simple random sampling. The data collection tool used was a researcher-made questionnaire designed based on field studies and using the questionnaires used in studies conducted by Nair (2012), Alanazy (2006) and Wikins (2008). The items in each section were designed based on the constructs and factors forming the Technology Acceptance Model examined in this study. Descriptive and inferential statistics were used to analyze the data in SPSS-21 and LISREL. The results of the analysis showed significant relationships between perceived usefulness and ease of ICT use and the attitude toward the use of these technologies, between the attitude toward ICT use and the decision to use ICT, and also between the decision to use ICT and its actual use.<strong></strong></p>
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Gündüz, Münevver, and Selçuk Karaman. "Open Education Faculty and Distance Education Students’ Dropout Reasons: the Case of a Turkish State University." Open Praxis 12, no. 1 (2020): 7. http://dx.doi.org/10.5944/openpraxis.12.1.970.
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This study aimed to investigate open education faculty and distance education students’ dropout reasons. By implementing the use of a case study as a qualitative research method, this study investigated why students dropped out for their distance education programs. The study group was composed of 25 students who had dropped out of distance education and open education faculty programmes. The study group was formed by using a stratified random sampling method. The research included a data collection tool based on a semi-structured interview form that was generated on the basis of interviews with experts and an evaluation of theories, models, and studies concerning dropout. The data from the interviews were analyzed through content analysis and involved distinguishing between codes, categories, and themes. This study found the following main factors as responsible for students dropping out of these programmes: students’ difficulty in paying the tuition fees, their maladjustment to the form of education offered on the Internet, their need for printed books, and technical problems encountered in examinations. Students’ lack of personal career objectives and their worries about failure were also among the most important factors that increased the possibility of dropping out. Additional reasons for dropping out included issues related to environmental circumstances and conditions as well as individual responsibilities. In conclusion, it was found that programmes and other environmental factors were influential in instances of dropout.
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den Exter, Kristin, Stephen Rowe, William Boyd, and David Lloyd. "Using Web 2.0 Technologies for Collaborative Learning in Distance Education—Case Studies from an Australian University." Future Internet 4, no. 1 (2012): 216–37. http://dx.doi.org/10.3390/fi4010216.
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Pankowska, Malgorzata. "Value Development at Online Distance Learning University." Journal of Theoretical and Applied Electronic Commerce Research 1, no. 3 (2006): 28–41. http://dx.doi.org/10.3390/jtaer1030020.
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The paper covers different interpretations of Online Distance Learning (ODL) organization and explanation of current managerial theories that have impact on its development. In the paper, two research methods have been applied i.e. case studies and literature interpretation. First, author presents case studies and delivers characteristics of the four case studies of ODL institutions project development. In the main part of the paper, basing on the case studies and literature studies, author delivers the model of value creation and sharing at ODL university. Author argues that ODL university value creation demands a completely new approach towards educational processes. Their development requires knowledge and relationship management, IT architecture development, resource management by contracts, standardization for controllability, compatibility and interoperability. The paper contains a review of standards applicable in online distance education organizations. Author concludes that proposed value development model is important for ODL organization strategy management.
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Woldeyes, Melese Mekasha. "Breaking Higher Education’s Iron Triangle through Distance Education: The Case of IGNOU in Addis Ababa, Ethiopia." International Journal of Education 8, no. 3 (2016): 31. http://dx.doi.org/10.5296/ije.v8i3.9771.
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<p>This article addresses the issue of access to quality postgraduate distance education. It was<br />developed within an argument that access to conventional face-to-face postgraduate studies is<br />still a challenge in developing countries. It argues that distance education can be used as an<br />alternative means of meeting the increasing demand for higher education in the country<br />concerned. This study used a case study of Masters of Arts in Rural Development (MARD)<br />program that is offered by Indira Ghandi National Open University in Addis Ababa, Ethiopia.<br />Semi-structured interviews and document analysis were used to gather the relevant data. The<br />study established that distance education has a huge potential as an alternative and<br />cost-effective means of providing quality higher education in Ethiopia. The study suggests that<br />careful planning and integration of distance education into the national higher education policy<br />will enable effective and efficient provision of quality distance postgraduate education in<br />developing countries like Ethiopia.</p>
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Degiorgio, Lisa, Susan F. Moore, Charlene M. Kampfe, and Bill O. Downey. "Teaching Counseling Skills Using Interactive Television: Observations from a Rehabilitation Counseling Classroom." Journal of Applied Rehabilitation Counseling 42, no. 3 (2011): 32–38. http://dx.doi.org/10.1891/0047-2220.42.3.32.
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A review of the rehabilitation counseling literature revealed a dearth of information clinical skill development using distance education mediums. A case study of a Rehabilitation Counseling Practicum I class that used Interactive Television (ITV), a synchronous distance education medium, was undertaken at a large southwestern university. The purpose of the study was to explore, using a qualitative approach, the use of ITV to deliver a counseling skill course to rehabilitation counseling education students. Many studies have examined students' perceptions of distance education, but no studies were found describing the use of ITV in teaching counseling skills via distance education. Using field observations, three major themes were identified: learning environment, skill building, and interactions.
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Swart, Arthur James. "Distance Learning Engineering Students Languish Under Project-Based Learning, But Thrive in Case Studies and Practical Workshops." IEEE Transactions on Education 59, no. 2 (2016): 98–104. http://dx.doi.org/10.1109/te.2015.2453349.
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Abu Ziden, Azidah, Munirah Rosli, Thenmolli Gunasegaran, and Siti Norbaya Azizan. "Perceptions and Experience in Mobile Learning via SMS: A Case Study of Distance Education Students in a Malaysian Public University." International Journal of Interactive Mobile Technologies (iJIM) 11, no. 1 (2017): 116. http://dx.doi.org/10.3991/ijim.v11i1.6332.
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SMS can be utilized as a new opportunity that can be applied to improve current educational practices and processes in a variety of fields, including distance education. This study is an in-depth qualitative inquiry into distance education students’ perception and experience in mobile learning via SMS. A set of interview questions was used as the survey method to gather primary data from five students enrolling in the School of Distance Education, Universiti Sains Malaysia. The findings revealed that SMS learning generally was perceived positively by the respondents. They agreed that SMS learning is convenient, useful as reminder and relevant to their studies. Apart from few issues raised, respondents agreed that their SMS learning experiences were great, helpful and they generally satisfied with the system. As implications, the study shed lights on the potential of SMS learning as an effective and innovative paradigm in pedagogy particularly in distance education environment.
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Ng'ombe, John, and Thomson Kalinda. "A Stochastic Frontier Analysis of Technical Efficiency of Maize Production Under Minimum Tillage in Zambia." Sustainable Agriculture Research 4, no. 2 (2015): 31. http://dx.doi.org/10.5539/sar.v4n2p31.
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<p>Minimum tillage and other conservation agriculture practices are not only associated with income gains but are also claimed to be the panacea to the declining agricultural productivity and soil degradation problems in Africa and across the world. The few studies on technical efficiency related to the agricultural sector performance in Zambia have not attempted to determine how technically efficient smallholder farmers that produce maize under minimum tillage are. This study used stochastic frontier analysis based on both the half-normal and exponential model distributions on 2008 cross-sectional nationally representative data of 160 smallholder maize farm households that adopted minimum tillage in Zambia. Results indicate that maize farmers face increasing returns to scale (1.074) implying that there were opportunities for them to improve their technical efficiency as they were operating in stage I of their production functions. The half-normal and exponential model distributions indicate average technical efficiency scores of 60 and 71.7 percent, respectively. Their respective lowest efficiency scores were 9.3 and 8.5 percent. The highest efficiency scores for the half-normal and exponential model distributions were 89.3 and 90.9 percent. Maximum likelihood estimation results show that marital status, level of education of household head, square of household size, off farm income, agro-ecological region III, distance to vehicular road and access to loans are statistically significant factors that affect technical efficiency of smallholder maize farmers that practice minimum tillage in Zambia. The study calls for increased infrastructural development through construction of improved road network, schools and colleges in remote areas as a means to increasing accesss to knowledge and other agricultural services in order to enhance their technical efficiency levels. It also recommends promotion of minimum tillage practices in recommended agro-ecological regions to improve their technical efficiency. The study further acclaims for increased access to loans by smallholder maize farmers that practice minimum tillage as this would in one way induce them to invest in improved varieties and equipment that would help enhance their technical efficiency in Zambia.</p>
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Davies, Daniel, and Elaine Lam. "The Role of First-hand Experience in the Development Education of University Students." International Journal of Development Education and Global Learning 2, no. 2 (2009): 35–52. http://dx.doi.org/10.18546/ijdegl.02.2.04.
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This paper reports on a study visit to rural Zambia undertaken by groups of undergraduates studying education at a small university in the UK. The research conducted around the visit sought to answer the question: 'does first-hand experience of a developing country's education system challenge British students' preconceptions of 'the South' and help them to understand development issues?' In order to answer this question we employed a case-study methodology. Selected participants' written reflections upon the Zambian visit were analysed, comparing the insights gained with the group's preconceptions at the beginning of the module. These case-study students were also interviewed to probe issues arising from their written accounts. Initial findings suggest that the first-hand experience of education in a sub-Saharan African country had substantially augmented their learning from the taught module, deepening understanding and expanding the affective and skills dimensions. Each of the case study students had brought different preconceptions to the experience and these were challenged or – in some cases – reinforced. This paper reports findings from the case studies and discusses implications for the design of similar study visits.
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Ofulue, Christine I. "Literacy at a distance in multilingual contexts: Issues and challenges." International Review of Research in Open and Distributed Learning 12, no. 6 (2011): 84. http://dx.doi.org/10.19173/irrodl.v12i6.981.
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<p>Literacy is perhaps the most fundamental skill required for effective participation in education (formal and non-formal) for national development. At the same time, the choice of language for literacy is a complex issue in multilingual societies like Nigeria. This paper examines the issues involved, namely language policy, language and teacher development, and the role of distance education and information and communication technologies (ICTs), in making literacy accessible in as many languages as possible. Two distance learning literacy projects are presented as case studies and the lessons learned are discussed. The findings of this study suggest that although there is evidence of growing accessibility to ICTs like mobile phones, their use and success to increase access to literacy in the users’ languages are yet to be attained and maximised. The implication of the lessons learned should be relevant to other multilingual nations that seek the goal of increasing access to learning and promoting development so as to harvest economic benefits.</p>
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Lipina, Tatyana A., та Yuliya V. Shapoval. "Religious education in Kazakhstan: Тhe challenges of the COVID-19 pandemic". Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 37, № 2 (2021): 352–68. http://dx.doi.org/10.21638/spbu17.2021.213.
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The article explores the impact of distant learning and digital technologies on the educational process in theological education institutions, as well as on religious and educational practices at religious organizations in the context of the quarantine restrictions of the COVID-19 pandemic in Kazakhstan. The research methodology consisted of semi-structed interviews with organizers and participants of distant learning, clergy, focus group method, and the analysis of digital resources. The study included religious educational institutions representing Islam, Orthodoxy, Catholicism, as well as their religious education for believers. The authors conclude that the pandemic has accelerated the process of digitalization of religion in Kazakhstan, as well as the sphere of religious education. Based on Heidi Campbell’s religious-social shaping approach to technology, the authors claim that the reflection of the experience gained in distance learning by its participants expresses the process of coordinating the application of media technologies to religious education in order to legitimize their use in the Kazakhstani context. The research data reveals an ambiguous and mainly negative attitude toward distance learning among respondents which lead to the spreading of the discourse about the difficulties and limits of using new technologies for religious education with its traditional pedagogy, teaching methods and type of religious authority. The experience of education practices in a distance format illustrated by the case study of the course on reading the Qur’ an also revealed the limits of its application, since believers are looking not only for religious knowledge, but also psychological support and spiritual guidance.
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Ennes, Megan, and Imani Lee. "Distance Learning in Museums: A Review of the Literature." International Review of Research in Open and Distributed Learning 22, no. 3 (2021): 162–87. http://dx.doi.org/10.19173/irrodl.v21i3.5387.
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Distance learning has become an important tool in many fields of education. Museums, like other educational institutions, have been offering distance learning programs to their audiences for more than 30 years. This scoping study examined the published literature related to distance learning programs in museums to inform future research in this field. Searches were conducted in three academic databases in addition to journal hand searches. This resulted in 954 unique citations associated with distance learning in museums. Of these, 17 articles met the criteria for inclusion in the study. Forwards and backwards searches resulted in the addition of two books. A search of the research hosted by the Center for Advancement of Informal Science Education resulted in one additional study for a total of 20 manuscripts. Upon analysis, four major themes were identified. These included benefits and barriers related to distance learning programs in museums, partnerships, and educators’ changing roles as they relate to distance learning programs. Each of these themes is described and areas for future research are identified. Future work should move beyond the predominately evaluative case studies and pursue larger questions about how future research might support museums as they continue to design and implement online programming. This may include exploring best practices in museum-based distance learning and how to develop effective professional development opportunities for the educators engaged in these programs. Such research will enhance museum-based distance learning programs so that they can continue to support global learners.
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Jeong, Hanmo. "Rethinking the rationale of open and distance education: a case of the UK Open University." Asian Association of Open Universities Journal 13, no. 2 (2018): 169–78. http://dx.doi.org/10.1108/aaouj-06-2018-0019.
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Purpose The purpose of this paper is to describe how the introduction of new technologies has affected student support at the United Kingdom Open University (UKOU) particularly focusing on face-to-face tutorials and online tutorials, what this impact implies for open universities and in what direction the innovations toward the sustainability of open universities should proceed. Design/methodology/approach Research on the historical development of UKOU and a literature review was conducted. Findings The rationale behind the foundation of UKOU has been to provide higher education to those who have time and physical constraints. There is no doubt that the introduction of advanced technologies has played a significant role in the growth of the university. However, when the university attempted to replace face-to-face tutorials with online tutorials on the basis of its purpose, a number of students and faculty members opposed the decision even though online tutorials fit within its original objective. This paper suggests that face-to-face tutorials have become the essence of the university through the process of identifying the university in the past and the university’s identity may need to be distinguished from the rationale. Originality/value This paper emphasizes the necessity of rethinking the Open and Distance Education rationale and, on the basis of past studies on UKOU, offers a unique perspective about the changes that have taken place at the university.
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Altınay, Fahriye, Mehmet Altınay, Gokmen Dagli, and Zehra Altınay. "A study of knowledge management systems processes and technology in open and distance education institutions in higher education." International Journal of Information and Learning Technology 36, no. 4 (2019): 314–21. http://dx.doi.org/10.1108/ijilt-02-2019-0020.
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Purpose The purpose of this paper is to focus on the implementation and evaluation of knowledge management and e-transformation strategies of higher educational institutions in distance education. After an evaluation of higher educational practices in different countries, distance education was considered a different strategy and was emphasized as an advantage in competitiveness. Design/methodology/approach The study reflects a case study in the context of qualitative research. A written view report was conducted to evaluate the awareness of digital efficiency and roles of the teachers in learning environments and evaluation processes in the organizational structure. The qualitative data were evaluated through Nvivo qualitative data analysis. When the literature is overviewed, it can be observed that there are limited studies in this field. Findings As a result, distance education contributes a lot to providing equal opportunities in education. It is of great importance that individuals are aware of their roles in the process of accessibility, institutional support, technological infrastructure, support provided for students, learning-teaching environments and evaluation of distance education programs based on equality and life-long learning. In applications of different countries evaluated by Salmon et al. (2014) based on Carpe Diem Model, it is argued that knowledge management and sharing, the role of teachers and digital capability in distance education applications are crucial. Research limitations/implications The study is limited to 35 research participants. Practical implications Internationalization has become an important issue in higher educational activities. Social implications Diffusion of the uses of knowledge management practice in distance education is important. Originality/value The study has a great value on the use of international perspectives and the Carpe Diem Model for the evaluation.
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Louw, Willa Petronella. "Green curriculum: Sustainable learning in higher education." International Review of Research in Open and Distributed Learning 14, no. 1 (2013): 1. http://dx.doi.org/10.19173/irrodl.v14i1.1310.
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<p>The United Nations (UN) constituted 2005–2014 as the decade for educational sustainable development when bridges have to be built between academic institutions and their communities. In this article I will therefore do a literature search from 2005–2011 on what it means to be a sustainable university with a sustainable curriculum by looking at case studies from other higher education institutions in order to begin to give guidelines for such an endeavour in an open and distance learning (ODL) institution. Thereafter I will focus on recommendations on how to transform present study material into a green curriculum by using a qualification in Human Settlements as a case study.</p>
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Coelho, Silvia Regina dos Santos, and Candido Alberto Gomes. "Something new under the sun in secondary school: a case study." Ensaio: Avaliação e Políticas Públicas em Educação 28, no. 106 (2020): 8–24. http://dx.doi.org/10.1590/s0104-40362019002702142.
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Abstract This paper reports on a case study carried out in an upper secondary school (grades 10-12), which for 17 years has established learning workshops, with interseriation and interdisciplinarity, as well as complementary distance learning. The establishment, located in the industrial City of Curitiba, Brazil, maintains agreements so that its students, electively, attend the technical education in the counter-term. The qualitative-quantitative methodology included documental analysis, observation, semi-structured interviews with principals, counselors, teachers and students and application of questionnaires to convenience samples of teachers and students. The results show that, according to social expectations, this school has become publicly different due to its methodologies and success in reconciling the preparation for higher studies and technical courses. Continuous assessment and parallel recovery reduce reprobation and abandonment to minimum levels. The predominant organizational image is that of the school as a company, with components of the bureaucratic model, to frame the innovations in the official molds, and the school’s image as culture. Implications of these organizational images are discussed.
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Casotti, Giovanni, John T. Beneski, and Maureen T. Knabb. "Teaching physiology online: successful use of case studies in a graduate course." Advances in Physiology Education 37, no. 1 (2013): 65–69. http://dx.doi.org/10.1152/advan.00159.2012.
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To address the need for greater flexibility in access to higher education, an online graduate course in physiology using case studies was developed and offered in summer 2012. Topics in both animal and human physiology were organized as modules that contained a case study with questions, a prerecorded online lecture, and three research journal articles. We followed best practices for teaching and learning in distance education, including the preparation of materials before the course starting date, a discussion board for responding to pre- and postcase discussion questions, and prompt reply to student queries. For exams, students generated their own questions based on new cases and developed their own case study for the final project. Although only 20% of students had previously taken an online course, all students stated that they would recommend this course to others. Postcase assessment indicated that students found the cases interesting, informative, and presented at the appropriate level. Most students said that the online course took them more time but that they learned more content and used the primary literature more than in a traditional class. Our results indicate that a well-organized physiology course using a case study format is a very effective model for online learning.
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Halpern, Clarisse. "Distant Learning: The Experiences of Brazilian Schoolteachers during the COVID-19 School Closures." Journal of Ethnic and Cultural Studies 8, no. 1 (2020): 206. http://dx.doi.org/10.29333/ejecs/595.
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The COVID-19 pandemic has imposed several challenges to education, especially with the shift from traditional face-to-face to distance learning, affecting teaching and learning worldwide. While distance learning seemed to favor children of affluent families, students of low socioeconomic families faced additional challenges, like the lack of adequate resources to attend online classes and continue their education. Thus, in this study, schoolteachers’ experiences adapting their instructional strategies to distance learning were investigated. A qualitative case study examined and compared the experiences of a public-school and a private-school teacher with distance learning in Brazil during the COVID-19 pandemic school closures. The cases give insight into the strategies used and challenges experienced by the participants while attending to different student populations’ needs: marginalized and more affluent. Thematic analysis of the aggregated data indicated the participants’ similar distant teaching and learning experiences (disconnected interactions with their students) and distinct perspectives and commitments to teaching and their use of technology in education. Recommendations and implications for educators, administrators, and policymakers are included.
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Kuzu, Ö. H. "Digital Transformation in Higher Education: A Case Study on Strategic Plans." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 3 (2020): 9–23. http://dx.doi.org/10.31992/0869-3617-2019-29-3-9-23.
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Digital transformation is considered as an inevitable process for higher education systems like all socio-economic institutions and systems. The digital transformation, which paradoxically incorporates both challenges and conveniences, has to become the focus of corporations’ strategies. The aim of this study is to determine the status of digital transformation in universities’ strategies. For this purpose, the strategic plans of 18 Turkish universities, which ranked at the top 1000 most often in the world rankings, were evaluated with the content analysis method. Findings indicate that expressions about the components of digital transformation in the strategic plans of the universities were gathered under 4 themes, 14 categories and 35 codes. The expressions of the universities about digital transformation are coded under the category of diversity and flexibility of learning technologies, especially education theme and distance/open learning. It is observed that universities have the least digital transformation strategies concerning research and social service missions. In this sense, it was concluded that universities could not perform digital transformation beyond technological infrastructure renewal into an integrated transformation model and strategic vision. The results of the study were compared with empirical and theoretical studies in the literature. For universities and future studies, it was proposed that Turkish universities are compareable with the universities abroad, which show the successful examples of the digital transformation, and that the quantitative and/or qualitative methods related to the subject can be applied by internal and external stakeholders, especially in the sector’s evaluations.
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Kaufmann, Katja, Corinna Peil, and Tabea Bork-Hüffer. "Producing In Situ Data From a Distance With Mobile Instant Messaging Interviews (MIMIs): Examples From the COVID-19 Pandemic." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110296. http://dx.doi.org/10.1177/16094069211029697.
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Researching people in their chaotic and complex everyday lives is challenging for researchers at any time but especially during the application of social distancing measures. In this article, we make the case for the methodical potential of mobile messengers such as WhatsApp for qualitative mobile in situ research. We exemplify the productive use of the Mobile Instant Messaging Interview (MIMI), a research method developed by Kaufmann and Peil in 2020, to study participants’ everyday life in real-time. Based on two case studies from geography and communication studies conducted during the COVID-19 pandemic, we expound our experiences in the practical application of the MIMI approach and give recommendations. We conclude that MIMIs are a low-cost, easily feasible and short-term implemented approach for research interests across disciplines and possessing great potential for exceptional circumstances like the COVID-19 pandemic. They allow direct access to the practices and experiences of people in situ and in real-time that would otherwise stay hidden and inaccessible to social sciences. The method is suitable for research projects of any size, and can be applied as part of multi- and mixed methods designs and as well for longitudinal designs. Nonetheless, the MIMIs have to be well prepared, demand smart ways of nudging participants into elaborating their responses and require careful coordination between larger teams of researchers.
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Rogers, Tanya, and John Nelson. "Supporting Open and Distance Learners with Computer Conferencing: Potential Benefits and Barriers." Psychology Learning & Teaching 2, no. 2 (2002): 127–33. http://dx.doi.org/10.2304/plat.2002.2.2.127.
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The aim of this paper is to outline the issues surrounding online support for open and distance learners in a dual-mode department. In recent years with the acceptance of learning as a lifelong process, many UK universities have broadened their remit to embrace a larger and more diverse learner population. This cultural change in education policy has corresponded with rapid developments in educational technology. The Open Learning Unit (OLU), University of Wales, Aberystwyth, was established in 1993 specifically to develop open and distance learning degree schemes. It is directed by an educational philosophy of learner-centred, open and flexible learning. Central to this work is the implementation and maintenance of a learner support system, which includes the use of computer conferencing. Using over 600 distance learners from a Department of Information Studies as a case study, this paper aims to outline the issue of support for open and distance learners, describe the benefits and barriers of computer conferencing as a support medium, and consider the potential of social cognition research to investigate lurking behaviour in online teaching and learning environments.
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Jama, Nandi, Elias Kuntashula, and Paul C. Samboko. "Adoption and Impact of the Improved Fallow Technique on Cotton Productivity and Income in Zambia." Sustainable Agriculture Research 8, no. 2 (2019): 1. http://dx.doi.org/10.5539/sar.v8n2p1.
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An improved fallow is a soil fertility agroforestry technique that has commonly been used in the staple maize production systems of Zambia and sub-Saharan Africa. Several studies have assessed the adoption and impact of the improved fallow on maize production. Generally, it has been observed that though the improved fallow does increase maize yields, its efficacy on welfare in terms of increased income is low. The use of the technique on cash crops that could significantly contribute to household welfare has rarely been investigated. This study assessed the factors affecting the adoption and impact of improved fallows on a commonly grown cash crop, cotton, in the cotton growing provinces of Zambia. The study used a sub sample (N=1206) of the nationally representative 2014/15 Rural Agricultural Livelihoods Survey (RALS) data which was randomly collected by the Indaba Agricultural Policy Research Institute (IAPRI) and Central Statistical Office (CSO) of Zambia. The determinants of improved fallow adoption among the cotton farmers were examined through the use of the probit model while the impact of the technique on cotton production and income was evaluated by using the propensity score matching and the endogenous switching regression models. Among the socioeconomic factors significantly increasing the probability of improved fallow adoption included: increases in age, education level, and per capita productive assets of the farmer, in addition to the area under cotton production and the distance of the homestead to the market. Institutional factors found to increase the farmer’s likelihood of adopting the improved fallow in the cotton production systems included; farmer membership to a cooperative, receiving improved fallow seedlings from the government projects and having information on agroforestry tree species. On the other hand, an increase in land size per capita was found to negatively affect the likelihood of improved tree fallow adoption. Impact estimates showed significant cotton yield and income increases as a result of adopting the technique. The continuous provision of information on relatively new techniques such as the improved fallows preferably in farmer organized groups, and support towards the provision of the technique’s planting materials are some of the areas requiring government and NGOs attention. In addition, the study recommends that the farmers’ formal education level should be enhanced and that improved tree fallows should also be explicitly promoted on cash crops that have similar agronomic requirements to maize such as cotton.
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Lai Hung, Auyeung. "ENSURING QUALITY IN AN ONLINE DISTANCE COMPUTING COURSE." Asian Association of Open Universities Journal 1, no. 1 (2005): 1–12. http://dx.doi.org/10.1108/aaouj-01-01-2005-b001.
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This article describes an illustrative case of an online distance education course in introductory computing which aimed to empower learners by facilitating active learning in an innovative, high quality, and student-centered learning environment. This course was offered to 180 non-computing science students at a university in Hong Kong. In this article, this computing course will be first evaluated against the benchmarks established by The Institute for Higher Education Policy for ensuring quality in Internet-based distance education. Secondly, the effectiveness of the course was examined in two student tracking studies conducted before the mid-term and final examinations, respectively. Results showed that towards the end of the course, statistically significant differences in learners' behaviors were found, e.g., the use of self-assessment activities rose from an average of 1.27 hours per week prior to mid-term examination to 2.63 hours per week prior to final examination. It was also observed that students adjusted their studying methods and their attitudes towards the course over time. It is expected that by documenting this experience, some good practice in technology-mediated instruction can be identified.
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Patel, Archana A., Leah Wibecan, Owen Tembo, Prisca Kalyelye, Manoj Mathews, and Ornella Ciccone. "Improving paediatric epilepsy management at the first level of care: a pilot education intervention for clinical officers in Zambia." BMJ Open 9, no. 7 (2019): e029322. http://dx.doi.org/10.1136/bmjopen-2019-029322.
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ObjectiveEpilepsy affects approximately 50 million people globally, with approximately 80% living in low/middle-income countries (LMIC), where access to specialist care is limited. In LMIC, primary health workers provide the majority of epilepsy care, despite limited training in this field. Recognising this knowledge gap among these providers is an essential component for closing the epilepsy treatment gap in these regions.SettingIn Zambia, the vast majority of healthcare is provided by clinical officers (COs), primary health providers with 3 years post-secondary general medical education, who predominantly work in first-level health centres around the country.ParticipantsWith cooperation from the Ministry of Health, a total of 10 COs from 4 surrounding first-level health centres around the capital city of Lusaka participated, with 9 completing the entire course.InterventionCOs were trained in a 3-week structured course on paediatric seizures and epilepsy, based on adapted evidence-based guidelines.ResultsPreassessment and postassessment were conducted to assess the intervention. Following the course, there was improved overall knowledge about epilepsy (69% vs 81%, p<0.05), specifically knowledge regarding medication management and recognition of focal seizures (p<0.05), improved seizure history taking and appropriate medication titration (p<0.05). However, knowledge regarding provoked seizures, use of diagnostic studies and general aetiologies of epilepsy remained limited.ConclusionsThis pilot project demonstrated that a focused paediatric epilepsy training programme for COs can improve knowledge and confidence in management, and as such is a promising step for improving the large epilepsy treatment gap in children in Zambia. With feasibility demonstrated, future projects are needed to expand to more rural regions for more diverse and larger sample of primary health provider participants and encompass more case-based training and repetition of key concepts as well as methods to improve and assess long-term knowledge retention.
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Winter, John. "The Impact of TVEI on Music Education: Music, Schools and TVEI – A Description of a Small-scale Research Project." British Journal of Music Education 9, no. 2 (1992): 143–48. http://dx.doi.org/10.1017/s0265051700008913.
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In 1989 an Institute of Education was offered a sum of money through TVEI to fund a small-scale study which was to involve secondary schools within travelling distance of the Institute. The intention was to survey LEAs to find out TVEI contacts within local authorities and to identify school music departments which had some direct experience of bidding successfully for TVEI funds. In addition to gaining a general, overall view, a small number of case studies were to be written up illustrating the findings in more detail.
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Gökbulut, Özlem Dağlı, Burak Gökbulut, and Mustafa Yeniasır. "The impact of pandemic process on special education in Cyprus." LAPLAGE EM REVISTA 7, no. 2 (2021): 364–84. http://dx.doi.org/10.24115/s2446-6220202172749p.364-384.
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In this paper, the education programs offered to students with special needs in the online distance education format during the Covid-19 pandemic period in TRNC and the online family guidance/counseling services offered to their families were evaluated from the perspective of the families. In the study, the data obtained follow a parallel course with other studies in the literature. In studies on the academic support provided by families for children and family participation in learning processes, the relation between family involvement at home and at school and academic success was revealed, which is also the case in this study. In addition, family involvement was determined as an essential predictor of the school success of students, and it was emphasized that increasing family participation would help education reach higher standards and students encounter alternative opportunities.
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Februhartanty, Judhiastuty. "Nutrition Education: It has Never been an Easy Case for Indonesia." Food and Nutrition Bulletin 26, no. 2_suppl2 (2005): S267—S274. http://dx.doi.org/10.1177/15648265050262s218.
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The root of Indonesian education can be traced back to the Dutch colonial period. The country adopts the 6–3–3–4 system of education, which consists of public schooling, Islamic schooling, and out-of-school education. In addition, the country has also been exposed to distance education. The call for this type of education was due to the geographic condition of Indonesia where face-to-face instruction has become limited. Studies on nutrition education in Indonesia covered various topics and teaching methods that were delivered mostly in after-class sessions. Effects on improved knowledge and attitudes were more marked than that of practices in relation to each nutrition topic. Nutrition and its related topics are delivered separately in different school subjects, such as biology, sport, health science, and home economics. Moreover, as the country keeps developing malnutrition problems, the Indonesian government through the Ministry of Health has run a feeding program that covers only children in elementary school aged 6–12 years old both in urban and rural areas. Efforts from private sectors and NGOs on the feeding program for schoolchildren seem to give complementary effects to the existing program. Human resources development of nutrition professionals was started in the early 1950s when a school for food scientists was first established. However, the professionals responsible for delivering nutrition-related topics in the school are the schoolteachers who mostly have never received relevant training for delivering such topics. For achieving effective children's nutrition education through schools, a solid partnership among stakeholders must be encouraged.
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Ding, Xingfu. "Book Reviews:MONOLESCU, DOMINIQUE, CATHERINE C. SCHIFTER, and LINDA GREENWOOD. 2003. The Distance Education Evolution: Issues and Case Studies. Hershey, PA: Information Science Publishing. 326 pp. ISBN 1-59140-224-7." International Review of Education 51, no. 2-3 (2005): 244–45. http://dx.doi.org/10.1007/s11159-005-1850-8.
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Navickiene, Vida, Valentina Dagiene, Egle Jasute, Rita Butkiene, and Daina Gudoniene. "Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities." Sustainability 13, no. 17 (2021): 9887. http://dx.doi.org/10.3390/su13179887.
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The pandemic COVID-19 period in education has brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation may last for a long time. Under the current circumstances, it is important to shift to distance learning through online processes and improve educational processes at all organizational levels. Institutions have to ensure successful distance or remote learning process by identifying their opportunities, meeting challenges, and establishing the sustainable quality factors for remote or distance learning. This study aimed at identifying the pandemic-induced qualitative changes in studies that have occurred at the levels of university authorities, lecturers, and students. Universities of Lithuania were taken as a case study. The novelty of the research lies in the fact that the focus of analysis is not on the negative effects of the pandemic observed in higher education studies but on finding positive qualitative changes that are also of importance to future studies. Phenomenographic qualitative research strategy was chosen in the research and 15 in-depth semi-structured interviews with experts in university studies were conducted. Seven categories were distinguished during the research representing qualitative changes in studies at three levels—authorities, lecturers, and students. The discussed levels seemed to have a mutual effect on each other. The external motivation of leaders and the support and establishment of work and online study conditions encouraged both external and internal qualitative changes in studies from the perspective of lecturers as well as students.
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Demosthenous, George, Areti Panaoura, and Nikleia Eteokleous. "The Use of Collaborative Assignment in Online Learning Environments: The Case of Higher Education." International Journal of Technology in Education and Science 4, no. 2 (2020): 108–17. http://dx.doi.org/10.46328/ijtes.v4i2.43.
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Many studies investigated the use of collaboration at conventional teaching environment in different educational levels. The present study examines students’ behavior during a collaborative assignment in an online learning environment in higher education. Data were collected by graduate students who were attending a course at a distance learning master degree program in Special Education. The developed group dynamics and students’ beliefs about their role during the activity were “revealed” by their reactions to the discussion forum, their private e-mails to the instructor, their activity at the platform and their contribution on the assignment, for which the wiki tool was used. Results indicated that although students were at the same time in-service or pre-service teachers at primary and secondary education and they were expected to implement group work at their teaching, they had low self-efficacy beliefs in using it as students in online learning environment. Their major difficulties were related with their fear about possible negative consequences concerning their marks due to other members’ behavior and the lack of experiences. Suggestions on how the group work and the collaborative assignment can be integrated more effectively in an online learning environment in higher education courses are discussed