Relevant bibliographies by topics / Distance instructor

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Distance instructor'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Distance instructor"

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Hatamova, Salomat Mahkamovna. "TRAINING DISTANCE INSTRUCTORS AS ONE OF THE STAGES TO IMPLEMENT DISTANCE EDUCATION." Language, Education, Translation 3, no. 4 (2022): 103–12. https://doi.org/10.5281/zenodo.7407063.

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Teaching at distance in general and teaching foreign languages particularly is one of the major paradigm shifts, including the use of videoconferencing and Web-based environments. And one of the main challenges or stages on the way to implement distance education successfully is the process of training highly-qualified distance instructors. Distance instructors need to learn how to use information-communication technology and view the technology as supplanting the instructor as an authority. Distance instructors need to embrace and model the learner-centered instructional approaches. These new
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Warmund, Michele R., and Denny Schrock. "Instructor Attitudes toward Interactive Television for Training Master Gardeners at a Distance." HortScience 33, no. 3 (1998): 503b—503. http://dx.doi.org/10.21273/hortsci.33.3.503b.

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Master Gardener training was delivered via interactive television (IT) or face-to-face (FTF) in 1996 and 1997. Following 1997 training, instructors were surveyed to determine if the method of program delivery influenced their perceptions of Master Gardener training. Most instructors preferred FTF program delivery as compared to IT training. More preparation time was spent in developing lecture notes, text slides, and visual aids for IT vs. FTF training. Although instructors were more comfortable with FTF training than IT programming, their comfort level with IT training increased with experien
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ÜSTÜNDAĞ, Mutlu Tahsin, Seher ÖZCAN, and Ebru SOLMAZ. "Developing the Instructor Satisfaction Scale for Emergency Remote Teaching." Sakarya University Journal of Education 13, no. 2 (2023): 371–401. http://dx.doi.org/10.19126/suje.1201327.

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The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the eval
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De La Cruz Hernandez, Jacinto, Kenneth John Tobin, John Collin Kilburn, and Marvin Edward Bennett. "Using a Modified Gower Distance Measure to Assess Supplemental Learning Supporting an Online Social Science Graduate Course." Education Sciences 15, no. 3 (2025): 371. https://doi.org/10.3390/educsci15030371.

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Supplemental instruction (SI) is a well-established direct academic support model. SI leaders provide unique success strategies that benefit underserved and underprepared students in difficult courses. In this study, the novel application of SI strategies at the master’s level was explored. The subject university is a Hispanic Serving Institution in the southern United States, and a social science program was examined, focusing on 309 students. Key findings include an improvement in performance on a post-course evaluation compared with the pre-course instrument. This increase was present regar
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Koeber, Charles, and David W. Wright. "On the Outside Teaching in." Teaching Sociology 36, no. 4 (2008): 331–43. http://dx.doi.org/10.1177/0092055x0803600403.

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This study uses a quasi-experiment to evaluate the effectiveness of Internet videoconferencing technology. The instructor used a laptop, webcam, high-speed DSL connection, and Polycom™ Viewstation to teach a course unit of introductory sociology from a remote location to an experimental group of students in a large multimedia classroom. The same instructor taught a control group of introductory sociology students without videoconferencing. The groups were compared using exam scores, attendance, classroom observations, and student evaluations. The use of Internet videoconferencing did not affec
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Fikri, Hurrul, Sri Subekti, and Sofia Sofia. "PERAN PENYULUH DALAM AGRIBISNIS PERIKANAN AIR PAYAU DI KABUPATEN BANGKALAN MADURA." JSEP (Journal of Social and Agricultural Economics) 10, no. 1 (2017): 31. http://dx.doi.org/10.19184/jsep.v10i1.5214.

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Vaname household agri-fishery (RTVE) is a vaname shrimp farming activity undertaken in pool tarps. One of shrimp farmers, who are successful in this business and are now being self-help instructors in collaboration with the government owned fishing instructors to promote these activities, are the shrimp farmers in Kwanyar Sub-district of Bangkalan. This research was aimed to explain : (1) the implementation of extension practices in Vaname Fisheries, (2) the role of extension agents, and (3) the problems during extension practices. This research used qualitative method by using the data analys
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Chang, Chih-Kai, Gwo-Dong Chen, and Kou-Liang Ou. "Student Portfolio Analysis by Data Cube Technology for Decision Support of Web-Based Classroom Teacher." Journal of Educational Computing Research 19, no. 3 (1998): 307–28. http://dx.doi.org/10.2190/k6x6-9fmd-yeen-kn42.

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As learners increasingly use Web-based distance learning systems over years, large amounts of learning logs are generated. An instructor needs analysis tools to manage the logs and discover patterns within them to help improve instruction. A variety of analysis tools, including descriptive statistics, statistical inference, prediction, etc., can be utilized to analyze the effects of a teaching strategy from the logs. However, logs of a Web server, as learners' portfolios, cannot satisfy the requirements of these analysis tools. To resolve this problem, a data cube model is proposed as the infr
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Kim, Soyeon. "A study on the importance and satisfaction of adult learners' distance learning." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 20 (2024): 1093–109. http://dx.doi.org/10.22251/jlcci.2024.24.20.1093.

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Objectives This study focused on distance learning provided in university education for adult learners, and the purpose was to confirm the importance and satisfaction of distance learning and apply it to the field. Methods To conduct the study, the importance and satisfaction of distance learning were analyzed for 160 adult learners at K University, which is conducting the LIFE project, and a questionnaire was prepared for online distribution. Factors affecting distance learning were divided into three categories: learner factors, instructor factors, and lecture content factors. ISA (Important
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Karlsson, Göran. "Distance courses in mechanics and in distance instructor training." European Journal of Engineering Education 29, no. 1 (2004): 41–51. http://dx.doi.org/10.1080/0304379032000129313.

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Arbaugh, J. B. "How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses." Business Communication Quarterly 64, no. 4 (2001): 42–54. http://dx.doi.org/10.1177/108056990106400405.

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In this study I investigated whether instructor classroom behaviors, called "imme diacy behaviors," are significantly associated with student learning and satisfaction in Web-based MBA courses. Immediacy behaviors represent instructors' attempts to reduce the social distance between themselves and their students. While my study found that immediacy behaviors were positive predictors of student learning and course satisfaction, such other factors as student attitudes toward course soft ware, the length of a course, and prior student and instructor experience with Web-based courses were also sig
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Dissertations / Theses on the topic "Distance instructor"

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Pyke, J. Garvey. "Types and frequencies of instructor-student feedback in an online distance learning environment." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3299089.

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Phillips, William. "A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2416.

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Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment prese
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Mantovani, Daielly Melina Nassif. "Distance education on the stakeholders\' perspectives: student\'s, instructor\'s and administrator\'s perceptions." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-07112012-195804/.

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Distance education (DE) in Brazilian higher education level has been growing since the early 2000. This educational method has been becoming more popular, due to its geographic and space flexibility as well as for its potential to take education to remote areas; that is, to people who would not be able to access a traditional face-to-face institution. Additionally, this growth leads to an increase in competition, which enhances the need to assess results. For this purpose there are models in the educational field that help the evaluation of programs, as well as models in the business field whi
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Sokolowski, Glenn S. "A study of the level of instructor interest and experience concerning the development of on-line courses at Wisconsin Indianhead Technical College." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sokolowskig.pdf.

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Lawrence, Amanda J. "INSTRUCTOR CARING: USING SELF-DETERMINATION THEORY TO UNDERSTAND PERCEPTIONS, MEASUREMENT, AND IMPACT OF INSTRUCTOR CARING ON MOTIVATION AND LEARNING IN ONLINE CONTEXTS." UKnowledge, 2018. https://uknowledge.uky.edu/comm_etds/72.

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At least one third of college students enrolled in a given year take at least one course that is 80%+ online delivery (Allen & Seaman, 2015). This number has increased from 10% of students just within the last decade. Given this increase, the need for instructional communication research in this context has also grown. One construct that has had little attention in online settings is that of perceived instructor caring. Caring instructors are perceived as concerned, sensitive, not self-centered, and having students’ best interests at heart (McCroskey & Teven, 1999). Caring has the potential to
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Martinez, Christopher D. "Learner-directed vs. Instructor-provided Curriculum Among Undergraduate Students." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6895.

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There has been little or no research on the use of a Learning Object in the field of religious studies. The purpose of this research study was to assess undergraduate student knowledge gain outcomes between instructor-provided and learner-directed methods, which is the independent variable, using asynchronous, online, narrated PowerPoint presentations compared to undergraduate student knowledge gain using an online learning-objects unit, in a college-level world religions survey course at St. Petersburg College. This study assessed undergraduate student knowledge gain outcomes between instru
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Kanar, Fatma. "An Assesment Of On-line Instructor: A Case Study For An Effective E-learning Instructor From E-learners." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/691147/index.pdf.

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The purpose of this study was to investigate the characteristics of a qualified e-learning instructor from e-learners&rsquo<br>perspectives by submitting a questionnaire to e-learners of &ldquo<br>CSIT444-Online Web Design&rdquo<br>course offered through the means of distance learning at the Eastern Mediterranean University. The study explored on-line instructor&rsquo<br>s administrative support, instructional competency, proficiency in applying the systems used in the course, in other words, technical knowledge and skills and on-line instructor&rsquo<br>s evaluation criteria of the on-line c
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Baker, Credence. "Instructor immediacy and presence in the online learning environment: An investigation of relationships with student affective learning, cognition, and motivation." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9798/.

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Bivariate correlation was used to examine possible relationships between instructor immediacy and instructor presence, and a statistically significant correlation was found. Multiple linear regression analysis was used to determine whether the linear combination of instructor immediacy and presence caused significant variance in student affective learning, cognition, and motivation. For all three of the latter dependent variables, the linear combination of instructor immediacy and presence was found to cause statistically significant variance. However, although the overall regression models we
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Miller, Christina Marie Bostdorff. "Distance Learning in the College Mathematics Classroom: Perspectives of Instructors and Students." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1417652417.

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Lang, Linda Sue. "An analysis of instructor streaming videos on the practice sets in the Accounting 1 online course at Chippewa Valley Technical College." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004langl.pdf.

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Books on the topic "Distance instructor"

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Conceição, Simone C. O. Managing online instructor workload: Strategies for finding balance and success. Jossey-Bass, 2011.

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G, Moore Michael, and Clark G. Christopher, eds. Readings in distance learning and instruction. American Center for the Study of Distance Education, 1989.

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Kelly, Mavis. Teaching at a distance: Ideas for instructors. University of Waterloo, Teaching Resources and Continuting Education, 1985.

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League for Innovation in the Community College (U.S.) and Archipelago Productions, eds. Teaching at a distance: A handbook for instructors. League for Innovation in the Community College, 1999.

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Fenton, Celeste. Fluency in distance learning. Information Age Pub., 2010.

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Miller, Inabeth. Distance learning. Kaplan Educational Centers, 1997.

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Bradburn, Ellen M. Distance education instruction by postsecondary faculty and staff: Fall 1998. U.S. Dept. of Education, Office of Educational Reseaarch and Improvement, 2002.

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Nordin, Sarah. Distance learning instructor's resource manual for criminal justice. Wadsworth/Cengage Learning, 2009.

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J, Clayton Susan, ed. Going the distance: Library instruction for remote learners. Neal-Schuman Publishers, 2007.

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Cristiane, Nova, Alves Lynn, and Picanço Alessandra, eds. Educação e tecnologia: Trilhando caminhos. Editora UNEB, 2003.

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Book chapters on the topic "Distance instructor"

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Dennen, Vanessa P., and Melissa K. Jones. "The Role of the Online Instructor." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_62.

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AbstractOnline instructors draw upon a complex set of skills, activities, and values to meet the needs of students who are separated from them by time and/or space, but united with them through digital technologies. Berge (1995) introduced the idea that the instructor’s job could be represented through four interrelated roles: pedagogical, managerial, social, and technological. Instructors who develop expertise in all four of these dimensions are well-situated for supporting online students, who similarly must navigate these dimensions. This chapter explores each of these roles and their relat
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Dennen, Vanessa P., and Melissa K. Jones. "The Role of the Online Instructor." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_62-1.

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AbstractOnline instructors draw upon a complex set of skills, activities, and values to meet the needs of students who are separated from them by time and/or space, but united with them through digital technologies. Berge (1995) introduced the idea that the instructor’s job could be represented through four interrelated roles: pedagogical, managerial, social, and technological. Instructors who develop expertise in all four of these dimensions are well-situated for supporting online students, who similarly must navigate these dimensions. This chapter explores each of these roles and their relat
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Beaudoin, Michael F. "Reflections on Seeking the “Invisible” Online Learner (and Instructor)." In Distance and E-Learning in Transition. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118557686.ch37.

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Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_68.

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AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practi
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Graham, Charles R., and Lisa R. Halverson. "Blended Learning Research and Practice." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_68-1.

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AbstractThe strategic integration of online and in-person learning modalities (referred to as blended learning) is becoming increasingly popular in primary, secondary, post-secondary, and corporate contexts. Some have even called blended learning (BL) the “new normal” in education. This chapter addresses five important questions for scholars interested in contributing to research in this domain. First, how are scholars defining BL? Second, what are some of the common models of BL being used in higher education and K-12 learning environments? Third, what is happening with BL research and practi
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Berglund, Shawn, and Sabine Graf. "Engagement at a Distance: Online Instructor Behaviors to Encourage Student Success." In Emerging Technologies for Education. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-4243-1_6.

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Caspers, Jean S. "Outreach to Distance Learners: When the Distance Education Instructor Sends Students to the Library, Where Do They Go?" In Library Outreach, Partnerships, and Distance Education. CRC Press, 2024. http://dx.doi.org/10.1201/9781003573081-25.

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Kayaduman, Halil. "The Adaptation Process of a First-Time Distance Education Instructor." In Curriculum Development and Online Instruction for the 21st Century. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7653-3.ch016.

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This study explores the adaptation process of an instructor lecturing for the first time via distance education by using the concerns-based adoption model components. This single-subject research study included an instructor who requested to lecture via distance education. The findings revealed that the instructor's informational and personal stages were higher than the other stages at the beginning, and these stages remained higher throughout the semester. The instructor was also at the preparation level before progressing to, and remaining at, the mechanical use level. Although the consequen
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Lear, Janet. "Instructor Presence in Online Distance Classes." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch096.

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Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructorpresence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructorpresence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by te
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Cavanaugh, Terence, and Elinor A. Scheirer. "Charting Student Physical Locations in the Virtual World." In Cases on Building Quality Distance Delivery Programs. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch011.

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Distance-learning courses are primarily designed for Internet-based asynchronous delivery of instruction. This case describes the use of Web 2.0 GIS technologies to create a graphic representation of student locations on an interactive map. This class map then became a multi-purpose resource for online class members and the instructor: to locate and highlight students’ distances from the instructor and among themselves; to remind the instructor to be sensitive to possible effects of locations on students due to environmental factors such as weather conditions; to help the instructor tailor pro
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Conference papers on the topic "Distance instructor"

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Zuercher, Deborah, Paul Tauiliili, Ivy Yeung, and Jill Sanders. "INDIGENIZING THE DISTANCE: INDIGENOUS INSTRUCTOR PERSPECTIVES' ON EMERGING TECHNOLOGY." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0044.

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Kim, Howard, Jaehyun Yoon, Seung Man Lee, et al. "LECTURE-GROUNDED CHATGPT-4 TUTOR: ENHANCING ADULT LEARNER ENGAGEMENT IN DISTANCE LEARNING." In EduCon Singapore – International Conference on Education, 05-06 July 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.324342.

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Adult learners in remote university programs often struggle with engagement and satisfaction due to limited real-time interaction and support. This presentation introduces an AI-powered learning tutor that leverages ChatGPT-4 in a context-restricted manner, operating strictly within the instructor’s lecture materials and spoken content. By grounding the AI’s knowledge solely in the course textbooks, slides, transcripts, and other instructor-provided materials, the system delivers domain-specific support that is aligned with the curriculum and instructor’s intent. This controlled knowledge scop
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Purbojo, Rijanto, and Gemala Garibaldi. "STUDENTS EXPECTATIONS TOWARDS INSTRUCTOR ROLE IN ONLINE LEARNING." In International Symposium on Open, Distance, and E-Learning. Pustekkom, 2018. http://dx.doi.org/10.32550/pi.v1i1.43.

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Xinyou Zhao, M. Matsumoto, and Yan Zhang. "A real-time interactive instructor framework for distance education." In 13th Annual IEEE International Symposium and Workshop on Engineering of Computer-Based Systems (ECBS'06). IEEE, 2006. http://dx.doi.org/10.1109/ecbs.2006.15.

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Alim, Syahrul, Sirirat Petsangsri, and John Morris. "THE INSTRUCTORS PERSPECTIVE REGARDING CAMERA USE IN DISTANCE LEARNING: ITS IMPACT ON BOTH INSTRUCTOR AND STUDENTS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2091.

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Ikei, Yasushi, and Shuichi Fukuda. "Algorithm Animation in a Three-Dimensional Shared Space for Distance Education of Information Processing." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/cie-9041.

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Abstract In this paper, a prototype system of distance education over the Internet using a three-dimensional (3D) virtual shared space is discussed. Inside the shared space, animation of sorting algorithms is presented as part of a teaching tool for an elementary information processing course. The system is used via the Internet where an instructor and a student share 3D + 2D representations of objects’ dynamic behavior. The system features consist of automated generation of animation, 2D annotated 3D presentation within a shared browser window, and interaction support between an instructor an
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Suharsono, Agus, and Aniek Juliarini. "Kirkpatrick's Evaluation and Importance Performance Analysis of Tax Instructor Functional Distance Training." In Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2021.2312029.

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Zhang, Mingshao, Pengji Duan, Zhou Zhang, and Sven Esche. "Development of Telepresence Teaching Robots With Social Capabilities." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86686.

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A telepresence robot is a device that allows people to participate in video conferences on a moveable platform from a remote location. The users can remotely control the robot’s motion and interact with each other through a video screen. Such systems, which were originally designed to promote social interaction between people, have become popular in various application areas such as office environments, health care, independent living for the elderly, and distance learning. Although there is ample published empirical work surrounding the use of telepresence and computer-mediated communication
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Njue, Teresa, Stanely Simiyu, and Francis Murage. "Effectiveness of Open and Distance Learning Approaches in Community Based Learning for Girls and Women in Kenya - A Human Centered Approach." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7900.

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Open and distance learning continue to play fundamental role in contributing to the construction of knowledge societies in a lifelong learning context. Despite educational challenges of the 21st century, and notably the Covid-19 global disruption in the education sector, open and distance learning concept has achieved notable recognition. It has had substantial impact on all education delivery systems. The objective of the research project was to assess the impact of open and distance learning approaches on education and empowerment of girls and women in Kenya’s Maasai nomadic community. The p
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Mathrani, Anuradha, Arzoo Atiq, and Indu Sofat. "Managing Internal and Distance Teaching Deliveries with a Common Online Learning Platform: Instructor Perspectives." In 2018 5th Asia-Pacific World Congress on Computer Science and Engineering (APWC on CSE). IEEE, 2018. http://dx.doi.org/10.1109/apwconcse.2018.00021.

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Reports on the topic "Distance instructor"

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Main, Robert G. Designing Instruction for Distance Learning. Defense Technical Information Center, 1998. http://dx.doi.org/10.21236/ada372159.

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Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-i
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen with
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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students
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5

Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance
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