Journal articles: 'Distance learning interaction'

1

Bouhnik, Dan, and Tali Marcus. "Interaction in distance-learning courses." Journal of the American Society for Information Science and Technology 57, no. 3 (2006): 299–305. http://dx.doi.org/10.1002/asi.20277.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Spillard, Samuel, Christopher J. Turner, and Konstantinos Meichanetzidis. "Machine learning entanglement freedom." International Journal of Quantum Information 16, no. 08 (December 2018): 1840002. http://dx.doi.org/10.1142/s0219749918400026.

Full text

Abstract:

Quantum many-body systems realize many different phases of matter characterized by their exotic emergent phenomena. While some simple versions of these properties can occur in systems of free fermions, their occurrence generally implies that the physics is dictated by an interacting Hamiltonian. The interaction distance has been successfully used to quantify the effect of interactions in a variety of states of matter via the entanglement spectrum [C. J. Turner, K. Meichanetzidis, Z. Papic and J. K. Pachos, Nat. Commun. 8 (2017) 14926, Phys. Rev. B 97 (2018) 125104]. The computation of the interaction distance reduces to a global optimization problem whose goal is to search for the free-fermion entanglement spectrum closest to the given entanglement spectrum. In this work, we employ techniques from machine learning in order to perform this same task. In a supervised learning setting, we use labeled data obtained by computing the interaction distance and predict its value via linear regression. Moving to a semi-supervised setting, we train an autoencoder to estimate an alternative measure to the interaction distance, and we show that it behaves in a similar manner.

APA, Harvard, Vancouver, ISO, and other styles

3

Bykova, Liliya M., and Yulia G. Remaeva. "Types of interaction in distance learning." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 6 (2020): 170–76. http://dx.doi.org/10.31862/2218-8711-2020-6-170-176.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Bork, Alfred. "Distance learning and interaction: Toward a virtual learning institution." Journal of Science Education and Technology 4, no. 3 (September 1995): 227–44. http://dx.doi.org/10.1007/bf02211838.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Haynes, Kathleen J. M., and Connie Dillon. "Distance Education: Learning Outcomes, Interaction, and Attitudes." Journal of Education for Library and Information Science 33, no. 1 (1992): 35. http://dx.doi.org/10.2307/40323480.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Roberts, Barbara. "Interaction, Reflection and Learning at a Distance." Open Learning: The Journal of Open, Distance and e-Learning 17, no. 1 (February 2002): 39–55. http://dx.doi.org/10.1080/02680510120110166.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Kiselev, Vladimir, and Zhaneta Stoykova. "Pedagogical Interaction Under the Conditions of Distance Learning." Педагогически форум 8, no. 4 (2020): 40–48. http://dx.doi.org/10.15547/10.15547/pf.2020.030.

Full text

Abstract:

Distance education as a product of the digitization of modern society is substantially different from conventional education, but the two forms of learning have been used in parallel until recently, with the latter one considered the priority. The COVID-19 pandemic led to the implementation of restrictive measures of social distancing, which made distance education the sole viable alternative that allows the process of learning to continue uninterrupted. These conditions revealed a number of specific characteristics of subject-object interaction in the synchronous and asynchronous online learning environment, which are the focus of the this study and analysis. The results of the conducted scientific investigation definitively demonstrate the students’ need and desire to develop some of the necessary professional competences in direct interaction with their instructors in a setting that is suitable and specially equipped for the purposes of the education process and simulates the real conditions of their future work environment.

APA, Harvard, Vancouver, ISO, and other styles

8

Kiselev, Vladimir, and Zhaneta Stoykova. "Pedagogical Interaction Under the Conditions of Distance Learning." Педагогически форум 8, no. 4 (2020): 40–48. http://dx.doi.org/10.15547/pf.2020.030.

Full text

Abstract:

Distance education as a product of the digitization of modern society is substantially different from conventional education, but the two forms of learning have been used in parallel until recently, with the latter one considered the priority. The COVID-19 pandemic led to the implementation of restrictive measures of social distancing, which made distance education the sole viable alternative that allows the process of learning to continue uninterrupted. These conditions revealed a number of specific characteristics of subject-object interaction in the synchronous and asynchronous online learning environment, which are the focus of the this study and analysis. The results of the conducted scientific investigation definitively demonstrate the students’ need and desire to develop some of the necessary professional competences in direct interaction with their instructors in a setting that is suitable and specially equipped for the purposes of the education process and simulates the real conditions of their future work environment.

APA, Harvard, Vancouver, ISO, and other styles

9

García-Sánchez, Soraya. "Ubiquitous interaction for ESP distance and blended learners." Journal of Applied Research in Higher Education 8, no. 4 (October 10, 2016): 489–503. http://dx.doi.org/10.1108/jarhe-04-2014-0052.

Full text

Abstract:

Purpose The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes. Design/methodology/approach There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks. Findings Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours. Originality/value The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.

APA, Harvard, Vancouver, ISO, and other styles

10

de la Peña, David, David Lizcano, and Isabel Martínez-Álvarez. "Learning through play: Gamification model in university-level distance learning." Entertainment Computing 39 (August 2021): 100430. http://dx.doi.org/10.1016/j.entcom.2021.100430.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Armakolas, Stefanos, Christos T. Panagiotakopoulos, and Anthi V. Karatrantou. "Teleconference Sessions in Distance Learning Courses." International Journal of Online Pedagogy and Course Design 11, no. 2 (April 2021): 1–15. http://dx.doi.org/10.4018/ijopcd.2021040101.

Full text

Abstract:

A teleconferencing learning environment has the potential to increase interaction between educators and learners. Interaction must be designed and continuously supported by the educator. When using teleconferencing in distance education, there is a set of psychological factors which may impact learner involvement. Τhe objective of this study was to identify what psychological factors influence the learner involvement in distance learning courses during teleconferencing sessions. A questionnaire and a semi-structured interview were used as the research tools. The results show that anxiety, learner satisfaction, and expectation of success affect learners and educators in teleconferencing learning environments. Finally, concerning the interconnection of the psychological factors and the effectiveness in teleconferencing sessions as it appears, the main premise of a successful teleconferencing session is laying down the groundwork for adequate planning and preparation taking into account all the influencing psychological factors.

APA, Harvard, Vancouver, ISO, and other styles

12

Lazarevich, Svetlana Valerievna, Alla Vasilievna Erofeeva, and Daria Sergeevna Dorozhkina. "DIALOGICAL PEDAGOGICAL INTERACTION IN THE CASE OF DISTANCE LEARNING." National Association of Scientists 2, no. 31(58) (September 14, 2020): 20–23. http://dx.doi.org/10.31618/nas.2413-5291.2020.2.58.277.

Full text

Abstract:

The purpose of the article is to study the issue of the possibility of implementing dialogical pedagogical interaction in the context of distance learning. The problems which the universities faced during the period of distance education are analyzed. The results of the students’ interview show that the majority has a positive attitude towards the introduction of distance learning technologies, but at the same time the traditional learning model must be preserved in general. The concept of pedagogical communication is given. In conclusion we can say that at the current stage the effective dialogical pedagogical communication is possible only with the traditional format of education.

APA, Harvard, Vancouver, ISO, and other styles

13

Offir, Baruch, Yossi Lev, Yael Lev, and Ingrid Barth. "Using Interaction Content Analysis Instruments to Assess Distance Learning." Computers in the Schools 18, no. 2-3 (October 2001): 27–41. http://dx.doi.org/10.1300/j025v18n02_03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Offir *, Baruch, Ingrid Barth, Joseph Lev, and Arkady Shteinbok. "Can interaction content analysis research contribute to distance learning?" Educational Media International 42, no. 2 (June 2005): 161–71. http://dx.doi.org/10.1080/09523980500060324.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Baibakova, I. M., and O. L. Hasko. "SOCIAL INTERACTION MAXIMIZATION WITHIN DISTANCE LEARNING ESP DISCOURSE CLASSROOM." International Humanitarian University Herald. Philology 1, no. 46 (2020): 23–25. http://dx.doi.org/10.32841/2409-1154.2020.46-1.5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Arakelyan, Tsovinar. "The Problem of Social Interactions in Distance Language Learning." Armenian Folia Anglistika 11, no. 1 (13) (April 15, 2015): 106–12. http://dx.doi.org/10.46991/afa/2015.11.1.106.

Full text

Abstract:

The purpose of this article is to highlight the problem of the lack of social interactions in the distance language learning context and to suggest optimal solutions towards the development of social presence in virtual learning environment. Specifically, five main points figure prominently in the model of interaction development: implementation of parter-feedback system, collaborative preparation for online lessons, incorporation of video-recorded exercises in the course content, creation of students' profiles and facing different cultural and linguistic dimensions.

APA, Harvard, Vancouver, ISO, and other styles

17

Liu, We, Keng Soon The, Roshan Peiris, Yongsoon Choi, Adrian David Cheok, Charissa Lim Mei-Ling, Yin-Leng Theng, Ta Huynh Duy Nguyen, Tran Cong Thien Qui, and Athanasios V. Vasilakos. "Internet-Enabled User Interfaces for Distance Learning." International Journal of Technology and Human Interaction 5, no. 1 (January 2009): 51–77. http://dx.doi.org/10.4018/jthi.2009010105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Brim, N. E. "ACADEMIC INTERACTION IN DISTANCE LEARNING (ON THE EXAMPLE OF STUDENTS-LINGUISTS)." Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy 30, no. 3 (September 25, 2020): 313–22. http://dx.doi.org/10.35634/2412-9550-2020-30-3-313-322.

Full text

Abstract:

The article deals with the problem of organizing distance learning academic interaction based on the provisions of a synergistic and personality-oriented approach to the educational interaction of teachers and students as a self-organizing and mutually enriching system. The effectiveness of this interaction is achieved by identifying and substantiating the relevant pedagogical conditions: pedagogical assistance and technical support, implemented in the structural components of the distance learning interaction program. The article describes the models of distance learning interaction and the algorithm of actions of its participants, draws attention to the selection of optimal educational resources: methods, forms and means of distance learning. The article also presents and analyzes the results of a survey of teachers of Udmurt State University and students-linguists studying a foreign language about the problem of distance learning; some facts from personal experience in this direction are presented. In conclusion, methodological recommendations in the organization of distance learning interaction are given.

APA, Harvard, Vancouver, ISO, and other styles

19

Gavrilenko, Andrei V. "DISTANCE LEARNING AND INFORMATION SECURITY." RSUH/RGGU Bulletin. Series Information Science. Information Security. Mathematics, no. 1 (2021): 51–65. http://dx.doi.org/10.28995/2686-679x-2021-1-51-65.

Full text

Abstract:

The article considers an issue of information security of the distance education systems. It analyzes the functions and architecture of the typical distance education system. With considering the requirements of information security it also discusses the university information system for solving the distance learning problems. The author defines valuable assets and information resources and describes the existing security threats. The subjects of interaction in the distance learning mode are presented. There is a consideration of the principal directions of the university’s activity in the distance learning system, requiring constant monitoring of information security. A threat model is worked out and the main security vulnerabilities are highlighted. The analysis of the causes and consequences of information security violation in the distance learning system is carried out and most vulnerable and critical nodes were identified. The hardware and software requirements for the remote mode work are regarded. A recommended list of hardware and software tools that ensure compliance with safety requirements is presented. The major lines of protection for distance learning systems are highlighted. The article proves the necessity of conducting a regular security assessment as a means for monitoring an effectiveness of the protection system.

APA, Harvard, Vancouver, ISO, and other styles

20

KUMTEPE, Alper T., Eda KAYPAK, Özlem KAYA, Deniz DİNÇER, and Cengiz Hakan Aydın. "An Interaction Framework for Open and Distance Learning: Learning Outcomes, Motivation, Satisfaction, Perception." AJIT-e: Online Academic Journal of Information Technology 10, no. 36 (March 15, 2019): 7–26. http://dx.doi.org/10.5824/1309-1581.2019.1.001.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Erofeeva, M. A., and N. Klowait. "Dei ex machina: The Interaction Order of Gamified Distance Learning." Sociology of Power 32, no. 3 (October 2020): 189–220. http://dx.doi.org/10.22394/2074-0492-2020-3-189-220.

Full text

Abstract:

The article analyzes the implementation of an online educational module and its impact on the organization of the classroom’s interaction order. The latter is institutionally constrained by the presence of a goal and the distribution of roles between teacher and students. The introduction of a digital learning platform adds a technological context to the institutional setting. The article considers technologies as possessing communicative affordances — opportunities for action made possible or delimited through their use. Technologies bring new interactive resources to the process of education and can affect the organization of the classroom’s interaction order. Using multimodal conversation analysis, we analyzed video recordings of the telemediated interaction of Russia-based students and teachers within a gamified online educational module. We investigate a case in which a student’s correct answer is nevertheless corrected by the teacher. We demonstrate that the teacher initiates the correction because they are guided by the ordering of the game elements within the interface. Based on a detailed analysis of the teacher’s mouse movement in relation to ongoing turns-at-talk, we show that this orientation is sustained by all participants. The work contributes to classroom interaction studies and affordance theory and develops the methodology of multimodal transcription for mediated contexts. The primary result of the study is an empirical demonstration that the relevance of technological affordances for interactants is situationally produced, and that this process is associated with the interweaving of the institutional and technical context of interaction. The conclusion discusses the relationship between affordances and institutional norms.

APA, Harvard, Vancouver, ISO, and other styles

22

Wang, Meng, Dinghuang Ji, Qi Tian, and Xian-Sheng Hua. "Intelligent photo clustering with user interaction and distance metric learning." Pattern Recognition Letters 33, no. 4 (March 2012): 462–70. http://dx.doi.org/10.1016/j.patrec.2011.02.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Joksimović, Srećko, Dragan Gašević, Thomas M. Loughin, Vitomir Kovanović, and Marek Hatala. "Learning at distance: Effects of interaction traces on academic achievement." Computers & Education 87 (September 2015): 204–17. http://dx.doi.org/10.1016/j.compedu.2015.07.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Phillips, Beth, Ryan J. Shaw, Dori Taylor Sullivan, and Constance Johnson. "Using Virtual Environments to Enhance Nursing Distance Education." Creative Nursing 16, no. 3 (August 2010): 132–35. http://dx.doi.org/10.1891/1078-4535.16.3.132.

Full text

Abstract:

Distance education has traditionally been two-dimensional, with limited interaction. Virtual environments enhance distance education learning through real-time interaction and social collaboration that mimic the real world. Virtual environments offer the option to create social and professional relationships that have been a missing component of distance learning.

APA, Harvard, Vancouver, ISO, and other styles

25

Surma, Tim, and Paul A. Kirschner. "Technology enhanced distance learning should not forget how learning happens." Computers in Human Behavior 110 (September 2020): 106390. http://dx.doi.org/10.1016/j.chb.2020.106390.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Mechi, Aneta, and Margarita Sanchez-Mazas. "WHO STRIVES AND WHO GIVES UP? THE ROLE OF SOCIAL COMPARISON DISTANCE AND ACHIEVEMENT GOALS ON STUDENTS’ LEARNING INVESTMENT." Problems of Education in the 21st Century 48, no. 1 (November 20, 2012): 107–16. http://dx.doi.org/10.33225/pec/12.48.107.

Full text

Abstract:

The current survey tests the effects of social comparison distance on investment in learning. The social comparison is known to have two directions: upward and downward. It is hypothesized that, apart from these two directions, there are two distances: moderate and extreme. These distances are supposed to have an impact on the learning investment (when students will strive) or the disinvestment (when they will not make a great effort). Globally, students seem to put more effort in the case of moderate-distance conditions than in the case of extreme-distance conditions. However, the effect of distance is different according to the achievement goals reported by participants (interaction between comparison distance and achievement goals): the participants with performance goals strive more in the moderate-distance condition, whereas those with mastery goals seem to put a quite stable effort regardless of the distance. Implications in educational settings are discussed. Key words: achievement goals, learning investment, social comparison distance.

APA, Harvard, Vancouver, ISO, and other styles

27

Weiand, Augusto, Isabel Harb Manssour, and Milene Selbach Silveira. "Visual Analysis for Monitoring Students in Distance Courses." International Journal of Distance Education Technologies 17, no. 2 (April 2019): 18–44. http://dx.doi.org/10.4018/ijdet.2019040102.

Full text

Abstract:

With technological advances, distance education has been frequently discussed in recent years. The learning environments used in this course usually generates a great deal of data because of the large number of students and the various tasks involving their interaction. In order to facilitate the analysis of the data, the authors researched to identify how interaction and visualization techniques integrated with data mining algorithms can assist teachers in predicting students' performance in learning environments. The main goal of this work is to present the results of such research and the visual analysis approach that the authors developed in this context. This approach allows data gathering on the students' interactions and provides tools to investigate and predict pass/fail rates in the courses that are being analyzed. Our main contributions are: the visualization of the resources and their use by students; the possibility of making an individual analysis of students through interactive visualizations; and the ability to compare subjects in terms of students' performance.

APA, Harvard, Vancouver, ISO, and other styles

28

Murtazina, Nataliya, Svetlana Shukshina, Assel Akpayeva, and Nina Khodakova. "Distance learning of students in the modern world." SHS Web of Conferences 98 (2021): 05012. http://dx.doi.org/10.1051/shsconf/20219805012.

Full text

Abstract:

The article examines the problem of organizing distance learning in the conditions of uncertainty and the forced transition of teachers and students to online interaction. The situation that has arisen is viewed as a natural experiment the education system finds itself in requiring an understanding of its results at a certain stage. A theoretical analysis of the most popular distance learning organization technology implemented in Russian universities under current conditions (the coronavirus pandemic) is conducted and a critical evaluation of the obtained initial results of the readiness of higher education system to transition into the new digital education reality is provided. The discovered problems of distance learning include: the insufficient level of teachers’ digital tolerance and the lack of necessary competencies in them; the psycho-emotional instability of the online interaction participants; low learning motivation and the level of students’ practical skills; the lack of a universal digital platform for the organization of activity of all participants of the learning process. The perspectives for solving the aforementioned problems and priority directions in the improvement of this form of education are established, specifically: the technological direction (the formation of teachers’ ability to create online courses and effectively combine the functions of different digital platforms); the methodical direction (the formation of a set of professional and personal qualities necessary to effectively address professional tasks and expansion of the set of methods and means of organizing students’ activity considering the conditions of online interaction); the psychological dimension (teachers’ awareness of the need for self-improvement in the sphere of digital technologies and the formation of interest in learning and satisfaction with the process and results of distance learning in students). The identified areas are considered as risks the consideration of which in educational activities will make the distance learning process flexible and manageable.

APA, Harvard, Vancouver, ISO, and other styles

29

Malinovski, Toni, Maja Lazarova, and Vladimir Trajkovik. "Learner-content interaction in distance learning models: students' experience while using learning management systems." International Journal of Innovation in Education 1, no. 4 (2012): 362. http://dx.doi.org/10.1504/ijiie.2012.052737.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Fox, Matthew. "Breaking down the distance barriers." ReCALL 10, no. 1 (May 1998): 59–67. http://dx.doi.org/10.1017/s0958344000004262.

Full text

Abstract:

Has the time come to re-evaluate the role of the teacher in technology-enhanced language learning (TELL)? Studies into Computer Assisted Language Learning (CALL) and TELL have tended to focus on issues relating to learner/computer interaction or learner/learner interaction mediated via the computer (eg Warschauer 1996: 7–26). Relatively little research has been undertaken to try and understand how technology can best be used for language acquisition (cf. Matthews 1994: 35–401a or Zähner 1995: 34–481b) particularly at a distance, to improve both the effectiveness of the learning and the learner's enjoyment of it. Indeed those studies which have been undertaken have tended to be inconclusive (cf. Pedersen 1987). This paper attempts to begin to redress the balance by focusing on teaching and learning issues related to technology mediated distance language acquisition, with particular emphasis on the role of the teacher. The findings in this paper are based on the pilot phase of the Language Learning Network, a project to design, deliver and evaluate a technology mediated-vocational distance language course. With distance learning, as with classroom-based courses, communication with and support from the tutor is considered paramount. The project has established models for regular synchronous and asynchronous contact with tutors, provided in the context of time and budgetary constraints. Having validated the courses for accreditation and wider distribution on a commercial and part-time studies basis, much attention has been paid to the questions of learner support, assessment and quality assurance.

APA, Harvard, Vancouver, ISO, and other styles

31

Li, Congwei. "E-commerce Curriculum Design Based on Distance Learning System." International Journal of Emerging Technologies in Learning (iJET) 10, no. 3 (June 26, 2015): 52. http://dx.doi.org/10.3991/ijet.v10i3.4598.

Full text

Abstract:

Distance learning system, as an important teaching means, demonstrates the gradual maturity and penetration of technology in the teaching practice of disciplines. This paper proposes an application of distance learning for an e-commerce curriculum. First, this paper forwards the implication of distance learning system and its superiority, and further the system based on the SNS social interaction mode to address the limitations of existing distance learning systems by the advantages of the SNS social interaction mode. Second, the distance learning system is applied for an e-commerce curriculum. In accordance with the requirements of an e-commerce curriculum, the distance learning system and user frameworks are designed. The experiment adopts multiple evaluation indexes, and then utilizes the linear regression evaluation methodology for result assessment. Result shows that students in the experimental group under the distance learning system teaching mode are superior to students in the control group in terms of various indexes and comprehensive evaluation.

APA, Harvard, Vancouver, ISO, and other styles

32

Strauß, Sebastian, and Nikol Rummel. "Promoting interaction in online distance education: designing, implementing and supporting collaborative learning." Information and Learning Sciences 121, no. 5/6 (June 29, 2020): 251–60. http://dx.doi.org/10.1108/ils-04-2020-0090.

Full text

Abstract:

Purpose Against the background of empirical research on computer-supported collaborative learning (CSCL), the purpose of this paper is to advocate implementing collaborative learning activities into online distance education courses to engage learners in interactive knowledge construction. This study uses empirical evidence to illustrate how educators can integrate collaborative learning and designated collaboration support into their instructional design. Design/methodology/approach This study presents a general review of research literature from the field of CSCL to highlight productive interaction between learners as key learning mechanisms, summarize core features of collaborative tasks, which promote interaction between learners and present group awareness tools and collaboration scripts as two complementary approaches to support groups during collaborative learning. Findings Empirical research suggests that collaborative learning is an effective learning activity and that incorporating collaborative learning into online courses benefits learners in terms of learning and social aspects such as social presence. However, to leverage the potential of collaborative learning, careful instructional design that promotes productive interaction between students is necessary. Originality/value This paper provides an overview on the topic of collaborative learning and how meaningful interaction between learners can be fostered. Specifically, this study details how collaborative tasks can be designed and how collaboration support can be used to provide students with opportunities for interaction that fosters acquiring new domain-specific knowledge as well as collaboration skills. To allow educators to design and incorporate collaborative learning activities into their own online teaching, the authors provide a theoretical basis for understanding the mechanisms behind effective collaborative learning as well as examples and practical considerations.

APA, Harvard, Vancouver, ISO, and other styles

33

Tchoshanov, M. A. "Learning Sciences Perspective on Engineering of Distance Learning. Part 1." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 2 (February 22, 2021): 33–49. http://dx.doi.org/10.31992/0869-3617-2021-30-2-33-49.

Full text

Abstract:

There is an on-going debate in the literature on theoretical underpinnings of distance learning. Scholars consider different theoretical perspectives including but not limited to theory of independence and autonomy, theory of industrialization, and theory of interaction and communication through the lens of a traditional Learning Theory approach. There is a lack of discussion on a potential role of a newly emerging field of Learning Sciences in framing the theory of distance learning. Thus, in this paper we provide a theoretical analysis of the Learning Sciences as a new approach to understand distance learning in the era of Information and Communication Technology (ICT). Learning sciences is an interdisciplinary field that studies teaching and learning. This emerging innovative field includes but is not limited to multiple disciplines such as cognitive science, educational psychology, anthropology, computer science, to name a few. The Learning Sciences’ major objective is to understand and design effective learning environments, including distance learning, based on the latest findings about the processes involved in human learning.

APA, Harvard, Vancouver, ISO, and other styles

34

Tchoshanov, M. A. "Learning Sciences Perspective on Engineering of Distance Learning. Part 2." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 3 (April 1, 2021): 43–58. http://dx.doi.org/10.31992/0869-3617-2021-30-3-43-58.

Full text

Abstract:

There is an on-going debate in the literature on theoretical underpinnings of distance learning. Scholars consider different theoretical perspectives including but not limited to theory of independence and autonomy, theory of industrialization, and theory of interaction and communication through the lens of a traditional Learning Theory approach. There is a lack of discussion on a potential role of a newly emerging field of Learning Sciences in framing the theory of distance learning. Thus, in this paper we provide a theoretical analysis of the Learning Sciences as a new approach to understand distance learning in the era of Information and Communication Technology (ICT). Learning Sciences is an interdisciplinary field that studies teaching and learning. This emerging innovative field includes but is not limited to multiple disciplines such as cognitive science, educational psychology, anthropology, computer science, to name a few. The Learning Sciences’ major objective is to understand and design effective learning environments, including distance learning, based on the latest findings about the processes involved in human learning.

APA, Harvard, Vancouver, ISO, and other styles

35

Parlangeli, Oronzo, Enrica Marchigiani, and Sebastiano Bagnara. "Multimedia systems in distance education: effects of usability on learning." Interacting with Computers 12, no. 1 (September 1999): 37–49. http://dx.doi.org/10.1016/s0953-5438(98)00054-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Preece, Jenny, and Laurie Keller. "Teaching the practitioners: developing a distance learning postgraduate HCI course." Interacting with Computers 3, no. 1 (April 1991): 92–118. http://dx.doi.org/10.1016/0953-5438(91)90006-n.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Aboderin, Olukayode Solomon, and A. M. Laleye. "The Relationship between Online Interaction and Academic Performance of Distance E-Learners in a Nigerian University." American International Journal of Education and Linguistics Research 2, no. 1 (May 17, 2019): 25–33. http://dx.doi.org/10.46545/aijelr.v2i1.72.

Full text

Abstract:

Distance e-learners are expected to participate in an e-learning environment and interact with the content, colleagues and facilitators through distance education technologies. Learning environment goes a long way to determine student’s academic performance. Hence, this study tends to find out relationship between online interaction and distance e-learners. The purpose of the study was to analyze the correlation that exists between learner-content-interaction (LCI), learner-learner-interaction (LLI) and learner-instructor-interaction (LII) and academic performance of distance e-learners in a Nigerian university. Two research questions were designed to guide the study. A descriptive design of survey type was adopted for the study and a questionnaire was used to collect the quantitative data. The study was conducted in four selected study centres of National Open University of Nigeria (NOUN) and a total of 1,025 participants completed the survey-based questionnaire. The researchers used Spearman’s correlation to determine if correlation exists on each type of interaction. The findings of this study revealed that learner-learner-interaction was the only factor that was significant(r = .066, p-value = .034), with very small weak correlation out of the three types of interactions discussed in this study. Findings also revealed that all the three types of interactions were significant (LCI, r= .121** p=0.009; LII, r=.108*, p=0.018; LLI, r = .105*, p = 0.023) for female distance e-learners but none was significant for male distance e-learners.Based on the findings of the research, recommendations have been made which will assist Nigerian university policy makers and course developers with a view to improving the academic performance of distance e-learners.

APA, Harvard, Vancouver, ISO, and other styles

38

Best, Brett, and Simone C. O. Conceição. "Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment." European Journal of Open, Distance and E-Learning 20, no. 1 (June 27, 2017): 139–53. http://dx.doi.org/10.1515/eurodl-2017-0009.

Full text

Abstract:

AbstractThis study explored the impact of transactional distance dialogic interactions on student satisfaction in an international blended learning master’s degree program. The program examined was collaboratively delivered by three European universities to a cohort of students residing on several different continents. Students reported experiencing transactional distance for learnerlearner and learner-teacher dialogic interaction elements and dissatisfaction in the online components of the program but reported a sense of community and satisfaction for the inperson elements of the program. Transactional distance for the dimension of learner-content dialogic interaction was highest for elements of the program that were impacted by its multiinstitutional nature, but students reported general satisfaction for the program overall. This study has practical implications for distance educators, administrators, instructional designers, and policy makers concerned with student satisfaction in blended courses and programs, and it contributes to the literature on student satisfaction and multi-institutional programs.

APA, Harvard, Vancouver, ISO, and other styles

39

Offir, B., and J. Lev. "Constructing an Aid for Evaluating Teacher-Learner Interaction in Distance Learning." Educational Media International 37, no. 2 (January 2000): 91–97. http://dx.doi.org/10.1080/095239800410379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Batista, Erlinda Martins, and Shirley Takeco Gobara. "Interaction in distance learning pedagogy: the views of tutors and students." Revista Eletrônica de Educação 10, no. 1 (May 31, 2016): 187–204. http://dx.doi.org/10.14244/198271991610.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Tackett, Samantha, and Kelly Moore Torres. "A comparison of engagement and interaction among university distance learning students." International Journal of Social Media and Interactive Learning Environments 2, no. 2 (2014): 153. http://dx.doi.org/10.1504/ijsmile.2014.063387.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Korenev, Alexey Alexandrovich, Natalia Pavlovna Zubareva, and Sergey Sergeevich Arbuzov. "PRINCIPLES OF BUILDING PEDAGOGICAL INTERACTION IN THE CONDITIONS OF DISTANCE LEARNING." Pedagogical Education in Russia, no. 2 (2021): 15–22. http://dx.doi.org/10.26170/2079-8717_2021_02_02.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

El Gourari, Abdelali, Mustapha Raoufi, Mohammed Skouri, and Fahd Ouatik. "The Implementation of Deep Reinforcement Learning in E-Learning and Distance Learning: Remote Practical Work." Mobile Information Systems 2021 (June 25, 2021): 1–11. http://dx.doi.org/10.1155/2021/9959954.

Full text

Abstract:

The world has seen major developments in the field of e-learning and distance learning, especially during the COVID-19 crisis, which revealed the importance of these two types of education and the fruitful benefits they have offered in a group of countries, especially those that have excellent infrastructure. At the Faculty of Sciences Semlalia, Cadi Ayyad University Marrakech, Morocco, we have created a simple electronic platform for remote practical work (RPW), and its results have been good in terms of student interaction and even facilitating the employment of a professor. The objective of this work is to propose a recommendation system based on deep quality-learning networks (DQNs) to recommend and direct students in advance of doing the RPW according to their skills of each mouse or keyboard click per student. We are focusing on this technology because it has strong, tremendous visibility and problem-solving ability that we will demonstrate in the result section. Our platform has enabled us to collect a range of students’ and teachers’ information and their interactions with the learning content we will rely on as inputs (a large number of images per second for each mouse or keyboard click per student) into our new system for output (doing the RPW). This technique is reflected in an attempt to embody the virtual teacher’s image within the platform and then adequately trained with DQN technology to perform the RPW.

APA, Harvard, Vancouver, ISO, and other styles

44

Denisova, E. D., and I. V. Krasilnikov. "CREATING AN ADAPTIVE DISTANCE LEARNING ENVIRONMENT FOR FAMILY EDUCATION." Informatics in school, no. 3 (June 3, 2021): 40–44. http://dx.doi.org/10.32517/2221-1993-2021-20-3-40-44.

Full text

Abstract:

Now no one doubts the need to build a distance learning support system in an educational organization. The article points out the problems of using distance educational technologies in the implementation of family education, associated with the technical equipment of families, methodological support for learning, as well as the availability of educational resources, such as teachers, curators, psychologists. The experience of the stage-by-stage construction of a system of interaction between specialists involved in the educational process, as well as interaction between specialists of pedagogical university, school personnel and a family with children of different ages is considered. Based on the conditions listed above, mandatory adaptation and optimization of distance learning in conditions of family isolation is required, taking into account each presented age of children, as well as the level of training of parents.

APA, Harvard, Vancouver, ISO, and other styles

45

Kosyarsky, A. A., T. I. Doroshkevich, and O. V. Nazarova. "Organization of Distance Learning in the Framework of Digitalization of Education." Voprosy sovremennoj nauki i praktiki. Universitet imeni V.I. Vernadskogo, no. 4(78) (2020): 113–21. http://dx.doi.org/10.17277/voprosy.2020.04.pp.113-121.

Full text

Abstract:

A specific example of the implementation of the process of distance education in the system of module-based dynamic learning is considered. The schemes of interaction of teachers with parents and students are presented, a model of building an educational process using distance and digital learning technologies is considered. The drawbacks of distance learning are analyzed and the ways of their leveling through the effective organization of interaction between the participants of the educational process are considered.

APA, Harvard, Vancouver, ISO, and other styles

46

Kumohin, Aleksandr, and Aleksandr Antonovskiy. "Quality of distance learning: analysis of contradictions and prospects for development." Applied psychology and pedagogy 6, no. 2 (April 1, 2021): 22–39. http://dx.doi.org/10.12737/2500-0543-2021-6-2-22-39.

Full text

Abstract:

The article reviews the scientific literature on the quality of distance learning. The forced temporary transfer of the educational process to a distance form is considered as an unplanned event to assess the quality of education, which allows us to assess the effectiveness of the management system in education for all participants in educational relations, as well as to determine the directions of modernization and development of the education system as a whole. The use of digital technologies in the educational process helps the teacher to more fully build interaction with students, improve their methodological and organizational skills and competencies, use visual formats for presenting various information, which, in turn, contributes to the development of cognitive activity of schoolchildren and students. Educational interaction in the framework of distance learning has a special specificity and special qualities that place increased demands on the professional competence and pedagogical qualifications of teachers, as well as on the personal and professional competencies of all subjects of the distance educational process. Distance learning now allows interaction between the trainers and trainees, but not fully appropriate to ensure the achievement of learning objectives, learning content of the subject and control assessment of knowledge, skills, competencies. Distance learning technologies should complement (and this is their significant functionality and potential), and not replace the already established traditional face-to-face forms of educational interaction, models and methods of teaching.

APA, Harvard, Vancouver, ISO, and other styles

47

Simão Carvalho, Elizabeth. "Analyzing the Quality of Students Interaction in a Distance Learning Object-Oriented Programming Discipline." Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 085–99. http://dx.doi.org/10.28945/2286.

Full text

Abstract:

Teaching object-oriented programming to students in an in-classroom environment demands well-thought didactic and pedagogical strategies in order to guarantee a good level of apprenticeship. To teach it on a completely distance learning environment (e-learning) imposes possibly other strategies, besides those that the e-learning model of Open University of Portugal dictates. This article analyses the behavior of the students of the 1st cycle in Computer Science while interacting with the object-oriented programming (OOP) discipline available to them on the Moodle platform. Through the evaluation of the level of interaction achieved in a group of relevant selected actions by the students, it is possible to identify their relevancy to the success of the programming learning process. Data was extracted from Moodle, numerically analyzed, and, with the use of some charts, behavior patterns of students were identified. This paper points out potential new approaches to be considered in e-learning in order to enhance programming learning results, besides confirming a high level of drop-out and a low level of interaction, thus finding no clear correlation between students’ success and the number of online actions (especially in forums), which reveals a possible failure of the main pillar on which the e-learning model relies.

APA, Harvard, Vancouver, ISO, and other styles

48

Prokopenko, I. "Facilitation interaction in distance education of pedagogical universities." New Collegium 3, no. 101 (October 12, 2020): 63–67. http://dx.doi.org/10.30837/nc.2020.3.63.

Full text

Abstract:

The article is devoted to one of the current problems in pedagogy – the implementation of facilitation interaction in distance education of pedagogical universities. The analysis of the literature showed that Ukrainian professional educational organizations in more than 50% of cases use the educational platform Moodle, which allows to implement individual learning direction of students, create a single user interface for all participants in the learning process, while actively using forums, glossaries, automatic interactive testing, etc., focused on the implementation of optimal facilitation interaction of the subjects of the educational process, taking into account the specifics of the pedagogical university. In the article the essence of the concept of «facilitation interaction» is defined as subject-subject interaction, within which pedagogical support and initiation of various forms of activity of students of pedagogical universities at all stages of the educational process, within which personal formation and development every future teacher as a subject of educational and professional activity. Based on the analysis of scientific papers and taking into account the specifics of the organization of distance education at the Pedagogical University, the main tasks in the implementation of facilitation interaction at a distance are: technical understanding and experience of using online tools by the teacher-facilitator; anticipate and possibly adjust online tools to really make it easier for participants to work interactively and engagingly (during skype / zoom / meet communication). In the course of the research it was proved that the facilitator must master the skills – to create the effect of inclusion and presence here and now, regardless of time zones, cultural differences, sometimes – language, to ensure facilitation interaction in distance education.

APA, Harvard, Vancouver, ISO, and other styles

49

Alkhalaf, Salem, Jeremy Nguyen, Anne Nguyen, and Steve Drew. "Online Learner Satisfaction and Collaborative Learning." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 66–78. http://dx.doi.org/10.4018/jicte.2013040106.

Full text

Abstract:

Despite the considerable potential for e-learning to improve learning outcomes, particularly for female students and students who need to rely on distance learning, feedback from current users of e-learning systems in the Kingdom of Saudi Arabia (KSA) suggests a relatively low level of satisfaction. This study adopts a mixed-methods approach in investigating the underlying reasons for this situation. Results indicate that students are not unhappy with the information technology infrastructure or with other technical aspects. However, many students report a low level of interaction between them and their fellow students. When interactions do occur, students indicate overwhelmingly that they find such interactions useful. Together, these findings suggest that greater student interaction, which could be fostered through the use of collaborative learning, is likely to be both popular with students and beneficial to their learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

50

R.I., Platonova, Potapov I.S., and Ammosova L.I. "APPLICATION OF ACTIVE METHODS IN DISTANCE LEARNING." “Educational bulletin “Consciousness” 22, no. 10 (October 19, 2020): 14–19. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-10-14-19.

Full text

Abstract:

The article analyzes the materials of foreign and domes-tic practices for the implementation of distance learn-ing, including those based on both recognized theoreti-cal developments and alternative research, on which there is no consensus among experts. The definition of "distance learning" has been substantiated, which is interpreted as a mechanism for organizing the educa-tional process through the use of information and com-munication networks and the interaction of students with each other and the teacher is carried out. The pa-per discusses active teaching methods, a characteristic feature of which is the ability to integrate and apply in an electronic environment using information and com-munication technologies. The authors investigate the specifics of distance learning technologies in compari-son with traditional methods, so under a number of cir-cumstances (for example, the coronavirus epidemic), not all active teaching methods can be effectively imple-mented to achieve educational goals and ensure the desired results.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Distance learning interaction'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles