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Journal articles on the topic 'Quality of distance education'

Author: Grafiati

Published: 5 June 2025

Last updated: 16 July 2025

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1

Davies, Gordon, Wendy Doube, Wendy Lawrence-Fowler, and Dale Shaffer. "Quality in distance education." ACM SIGCSE Bulletin 33, no. 1 (2001): 392–93. http://dx.doi.org/10.1145/366413.364755.

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2

Jung, Insung. "Quality issues in distance education." Journal of Lifelong Learning Society 1, no. 1 (2005): 1–24. http://dx.doi.org/10.26857/jlls.2005.05.1.1.1.

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3

Buck, Jane. "Assuring Quality in Distance Education." Higher Education in Europe 26, no. 4 (2001): 599–602. http://dx.doi.org/10.1080/03797720220141933.

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4

Pelin Yildiz, Ezgi, and Aytekin İşman. "Quality Content in Distance Education." Universal Journal of Educational Research 4, no. 12 (2016): 2857–62. http://dx.doi.org/10.13189/ujer.2016.041220.

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5

Gök, Başak, and Hadi Gökçen. "Distance Education Service Quality in Turkey." Journal of Education in Black Sea Region 6, no. 2 (2021): 29–43. http://dx.doi.org/10.31578/jebs.v6i2.229.

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Universities occupy an important place in the training of qualified manpower needed by a country, in the production of knowledge and in service to the society with the educational services they provide. Due to the limited capacity and increasing demand in higher education, distance education (DE) programs in universities are spreading rapidly. In this study, the components affecting the service quality perception of the DE service offered and the score of the students, who are the most important customers of the DE program, were determined. Service quality was measured by DE-SERVQUAL, which has a 4-factor structure: "e-learning environment", "trust", "accessibility" and "enthusiasm". In the study where 457 valid answers were evaluated, students indicated that accessibility is the most important dimension that determines the DE service quality. It is followed by e-learning environment, reliability and enthusiasm in the descending order. In addition, students gave the lowest score to the e-learning environment dimension in the program they were enrolled in. Keywords: service quality, distance education, DE-SERVQUAL, SERVQUAL

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Bora, Gündüzyeli, and Yükselen Cemal. "A Study On Consumer Satisfaction In Distance English Language Education." International Journal of Arts and Social Science 3, no. 6 (2023): 231–45. https://doi.org/10.5281/zenodo.7728454.

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: In this study, it was aimed to determine how consumers who receive distance education services evaluate this education and to determine the factors and expectations that enable individuals to turn to distance education. In this context, by determining the effects of distance education quality, perceived benefit, perceived convenience and advantage on consumer satisfaction, it is aimed to contribute to the marketing strategies that institutions will develop for distance education service. In the research, data from 403 users of an institution providing distance education in English were collected using a survey method; The data obtained was tested using the SPSS 20 package program. Research findings show that the quality characteristics (content quality, teacher quality, accessibility, and usability) of distance education positively affect the perceived benefit, perceived convenience and advantage. The perceived benefit from distance education and the perceived convenience and advantage also affect customer satisfaction positively. Accordingly, distance education service enterprises, which can improve the content quality, the quality of teachers and provide easy accessibility, also ensure the satisfaction of the buyers. In addition, it was concluded that the effects of the relevant variables on the satisfaction of users who receive distance education services differ on the basis of the demographic characteristics of the users.

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7

Herman, Viktoriia, Oleh Vesolovskyi, Inna Pysmenna, Alla Kolodyazhna, and Ruslana Mnozhynska. "DISTANCE EDUCATION." Conhecimento & Diversidade 16, no. 41 (2024): 492–506. http://dx.doi.org/10.18316/rcd.v16i41.11521.

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This study focuses on global trends in the development of education, with a special emphasis on distance learning. The current state and prospects for the development of this form of education both abroad and in Ukraine are considered. Emphasis is placed on the analysis of key challenges and potential threats to the national interests of Ukraine in the context of the lag in the implementation and integration of distance learning. Special attention is paid to recommendations for the popularization of distance learning in Ukraine. Specific measures aimed at improving the quality and accessibility of distance education are proposed. This includes the development and implementation of the latest technological solutions, educational programs that meet international standards, as well as expanding the network of access to educational resources for all categories of the population. The study also includes an analysis of successful world practices in the field of distance education that can be adapted for the Ukrainian context. Studying the experience of other countries makes it possible to determine effective strategies and methods that will contribute to the development of the educational sphere in Ukraine, making it more competitive and modern.

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8

Elpipres, Muhammad Niku. "Quality Management of Distance Learning Higher Education." International Journal of Social Science And Human Research 06, no. 03 (2023): 1941–48. https://doi.org/10.5281/zenodo.7784937.

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This article aims to describe the implementation of distance learning necessitates a quality management system for higher education. The method is qualitative, which can be explained by the reality of quality management in distance learning higher education. Literature related to quality management of distance learning in higher education, including problems and constraints of distance learning, management models in distance learning, distance learning systems approaches, roles in distance learning, online learning design components, and long-distance higher education quality assurance systems, serves as a data source. The results of the discussion can indicate actions for maintaining quality levels, such as (a) quality management, management so that there is still quality control for graduates who are expected to meet nationally accepted competency standards (quality control), and (b) higher education with distance learning is able to respond to any situation. Changes in learning include the development of distance education, and (c) distance education is the development of the concept of a cyber university or what is commonly known as distance learning in Indonesia.

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HIREMATH, SOUJANYA S., and UMA S. HIREMATH. "Enhancing the quality of health education through distance education." INTERNATIONAL JOURNAL OF HOME SCIENCE EXTENSION & COMMUNICATION MANAGEMENT 2, no. 1 (2015): 39–44. http://dx.doi.org/10.15740/has/ijhsecm/2.1/39-44.

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10

Guri, Sarah. "Quality control in distance learning." Open Learning: The Journal of Open, Distance and e-Learning 2, no. 2 (1987): 16–21. http://dx.doi.org/10.1080/0268051870020204.

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11

Dean Nielsen, H. "Quality assessment and quality assurance in distance teacher education." Distance Education 18, no. 2 (1997): 284–317. http://dx.doi.org/10.1080/0158791970180207.

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12

Tao Du, Tao Du, and Weina Fu Tao Du. "Quality Evaluation for Online Distance Education Based on Grey Relational Degree." 網際網路技術學刊 24, no. 5 (2023): 1141–48. http://dx.doi.org/10.53106/160792642023092405012.

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<p>Aiming to address the problems of low accuracy and long time consuming of existing education quality evaluation models, a new online distance education quality evaluation model based on grey correlation algorithm is proposed. Firstly, calculate the membership of education quality data, and complete the data collection through cluster mining. Secondly, construct the evaluation index system according to the set evaluation principles. Finally, the grey correlation degree algorithm is used to mine the correlation degree relationship of education quality index data and complete the construction of the evaluation model. The comparison test results show that the evaluation accuracy of the built model is 0.98, the response time is only 0.7s, the CPU proportion is only 27%, and the satisfaction rate is more than 0.97. Therefore, the model has higher application value.</p> <p>&nbsp;</p>

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13

SookYoung Choi, and SeongHun Ahn. "Quality Assurance of Distance Education in Korea." International Journal of Advancements in Computing Technology 2, no. 3 (2010): 155–62. http://dx.doi.org/10.4156/ijact.vol2.issue3.16.

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14

Jung, Insung. "Approaches to Quality Assurance in Distance Education." Journal of Lifelong Learning Society 3, no. 1 (2007): 89–103. http://dx.doi.org/10.26857/jlls.2007.05.3.1.89.

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15

Qayyum, Adnan. "The Case for Engaging, Quality Distance Education." American Journal of Distance Education 32, no. 1 (2018): 1–2. http://dx.doi.org/10.1080/08923647.2018.1417678.

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Moore, Michael G. "Editorial: Quality in distance education: Four cases." American Journal of Distance Education 11, no. 3 (1997): 1–7. http://dx.doi.org/10.1080/08923649709526969.

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17

Leh, Amy S. C., and Andrianna Jobin. "Striving for Quality Control in Distance Education." Computers in the Schools 19, no. 3-4 (2002): 87–102. http://dx.doi.org/10.1300/j025v19v03_08.

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18

Ljoså, Erling. "Quality Assurance Issues in European Distance Education." European Journal of Engineering Education 20, no. 2 (1995): 195–99. http://dx.doi.org/10.1080/0304379950200208.

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19

McFall, JoAnn P., and Paul P. Freddolino. "Quality and Comparability in Distance Field Education." Journal of Social Work Education 36, no. 2 (2000): 293–307. http://dx.doi.org/10.1080/10437797.2000.10779009.

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20

Tripathi, Manorama, and V. K. J. Jeevan. "Quality assurance in distance learning libraries." Quality Assurance in Education 17, no. 1 (2009): 45–60. http://dx.doi.org/10.1108/09684880910929926.

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21

Kumar C, Ajith. "Quality Enhancement of Open and Distance Teacher Education through E-Learning 2.0." Issues and Ideas in Education 2, no. 1 (2014): 1–15. http://dx.doi.org/10.15415/iie.2014.21001.

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22

Zadorozhna, Olha. "DISTANCE EDUCATION IN UKRAINE: REALITIES OF TODAY." Educational Discourse: collection of scientific papers, no. 24(6) (July 15, 2020): 56–67. http://dx.doi.org/10.33930/ed.2019.5007.24(6)-4.

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The first attempts to introduce distance education technologies in the education sector were made in the 60s of the twentieth century in Western Europe and the United States. The rapid development of information technology and computerization of the population have led to an increase in demand for new, specific technologies in education, which allows applicants to study at considerable distances from educational institutions. It is the criteria to which the distance learning conforms, and which has been and remains the subject of active scientific discussion both abroad and in our country. Such a system of acquiring knowledge can significantly reduce the cost of education, as distance education is cheaper than traditional forms of higher education, and also reduces transport costs for travel to the place of study and back. Moreover, distance education can be obtained in any rhythm convenient for the applicant, distributing the workload at will. With the correct organization of classes and control of knowledge high efficiency of this method of professional education can be achieved through the use of new software and hardware platforms and electronic courses. On the other hand, critics of distance education say that its quality cannot be compared even with extramural education, and such educational technologies allow only to obtain a diploma with minimal investment of effort and resources without acquiring factual knowledge. The low quality of distance education, according to some experts, can be explained by the lack of quality methods of distance teaching, the average quality of e-courses, as well as the e-learning environments themselves.

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23

Lamanauskas, Vincentas, and Rita Makarskaitė-Petkevičienė. "Distance education quality: First-cycle university students’ position." Contemporary Educational Technology 15, no. 3 (2023): ep434. http://dx.doi.org/10.30935/cedtech/13243.

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It is obvious that the COVID-19 pandemic has completely changed learning and study processes. It has become a serious test for university students. Although distance study organization, implementation, effectiveness, and the like are actively researched, it is not entirely clear which way of organization studies is the most appropriate and prospective. Too little attention is still paid to the model of distance studies, its implementation and improvement, especially in the future development of distance and mixed distance study organization and implementation. An empirical qualitative study was conducted, the aim of which was to analyze first-cycle (bachelor study) university students’ position on the study quality issue. 132 students in the field of social sciences from three Lithuanian universities participated in the study conducted in January-May 2022. The verbal data obtained were analyzed using quantitative content analysis. The extracted semantic units were grouped into subcategories and categories. It was established that the main advantages of distance studies were convenience and cost-effectiveness, while disadvantages were the deterioration of the study organization and the deterioration of quality. The ways (directions) of quality distance study improvement can also be seen, i.e., the study process realization improvement (e.g., the content presentation improvement, an increase in interactivity), and study organization improvement (e.g., teacher competence improvement and optimization of the schedule). Despite the revealed shortcomings, more than two-thirds of students positively value the possibility of continuing the study process remotely after the pandemic. More detailed research is needed on the impact of the pandemic on university studies and the further organization and implementation of distance studies.<i> </i>

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24

Williams, Lori, and Melanie Booth. "Quality Distance Education for Students is Within Reach." Change: The Magazine of Higher Learning 53, no. 1 (2021): 55–59. http://dx.doi.org/10.1080/00091383.2021.1850131.

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Sarıtaş, Mustafa Tuncay, Caner Börekci, and Samet Demirel. "Quality Assurance in Distance Education through Data Mining." International Journal of Technology in Education and Science 6, no. 3 (2022): 443–57. http://dx.doi.org/10.46328/ijtes.396.

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Learning Management Systems (LMS) are software applications that facilitate the management and monitoring of online teaching courses and/or training programs, workshops, webinars, forums, and other similar learning activities. The LMS provides learning and teaching benefits and possibilities for synchronous, asynchronous, and hybrid training. For instance, learning management systems (LMS) can store a wide variety of large-scale educational data. The stored data can be analyzed by employing educational data mining methods. Educational data mining (EDM) is a new discipline that deals with methods for exploring the unique and large-scale data generated by digital platforms to better understand students’ learning progress and the learning environment itself. In this study, the data stored in the LMS used by Balıkesir University during the fall semester of the 2021–2022 academic year were analyzed by using educational data mining methods in order to reveal the current status of distance education activities and make suggestions to improve the quality.

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Topchii, H. S., O. K. Stepanenko, and O. H. Biliuk. "MAINTAINING THE QUALITY OF EDUCATION IN DISTANCE LEARNING." Innovate Pedagogy 1, no. 44 (2022): 171–74. http://dx.doi.org/10.32843/2663-6085/2022/44/1.35.

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Shahzada Masoud ul Hassan Bukhari, Nazir Haider Shah, and Manzoor Hussain Arif. "Contemporary Trends in Quality Assurance in Distance Education." International Journal of Distance Education and E-Learning 6, no. 2 (2021): 100–108. http://dx.doi.org/10.36261/ijdeel.v6i2.1865.

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With the emergence of day-by-day increasing distance learning institutions worldwide, the question of quality assurance (QA) in distance education (DE) needs to be addressed at appropriate level. The objective of this paper was to examine various QA practices undertaken by several QA regulatory bodies and existing models in distance and online education being followed globally. The researcher undertook extensive review of related literature pertaining to QA practices worldwide to reach at a common ground that how a DE institution be dealt in relation to its QA needs. The paper highlighted that prevailing QA models in distance and online learning have been developed in response to specific demands of stakeholders to ensure transparency and improved attention towards learning outcomes, that means a single model is not likely to fulfil the needs of all stakeholders. The paper also emphasised that it will neither be appropriate nor admissible to prefer and recommend one system of QA to another since the selection mostly depends on the efficacy and relevance of model to the specific needs, aims and maturity of educational institutions. In addition, the paper provided a comparative review of research on the effectiveness of QA practices in DE. Some recent studies reviewed in this paper highlighted the similar nature of benchmarks or dimensions for an external QA system for distance and online programs with minor variations on account of institutional local needs. However, due to technological developments external QA instruments may need revision to deal current standards and best practices.

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Chaney, Beth H., James M. Eddy, Steve M. Dorman, Linda L. Glessner, B. Lee Green, and Rafael Lara-Alecio. "A Primer on Quality Indicators of Distance Education." Health Promotion Practice 10, no. 2 (2009): 222–31. http://dx.doi.org/10.1177/1524839906298498.

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Henderikx, Piet. "Management and promotion of quality in distance education." Open Learning: The Journal of Open, Distance and e-Learning 7, no. 3 (1992): 34–41. http://dx.doi.org/10.1080/0268051920070305.

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Dursun, Tolga, Kader Oskaybaş, and Cansu Gökmen. "The Quality Of Service Of The Distance Education." Procedia - Social and Behavioral Sciences 103 (November 2013): 1133–51. http://dx.doi.org/10.1016/j.sbspro.2013.10.441.

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31

Kouchur, Sviatlana A. "Pedagogical conditions for achieving the quality of distance education in higher education institutions." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2020): 81–89. http://dx.doi.org/10.20310/1810-231x-2020-19-4(46)-81-89.

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Based on the analysis of the concepts of “distance education” and “distance learning”, we proposed components of the quality of the remote education system (availability of educational standards and distance learning programs, high efficiency of remote learning technologies, evaluation of administrative and management decisions on the creation and functioning of the system, degree of regulatory and legal regulation, assessment of the level of technical and resource equipment, personnel readiness to organize and monitor the educational process in digital format) as well as the quality of distance learning (assessment of the content of digital educational content, the degree of innovation of the distance learning course, the effectiveness of feedback pedagogical communication, the degree of student training, the strength of residual knowledge, the effectiveness of digital educational means, the intensity of pedagogical interaction, the level of digital competencies of teachers and the readiness of students for independent educational activities in the digital environment). On the basis of these conditions, we formulated external (administrative, regulatory, material and technical, personnel) and internal (didactic and personal) factors affecting the effectiveness of distance learning. We also specifiedAspects related to internal factors, such as determining the pace of completing a distance course, requirements for academic support, reliance on internal motivation, managing student activity, using tools for measuring learning, substantiating methods of feedback pedagogical communication, studying student satisfaction with a distance course.

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

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

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Aluko, R. F., J. Hendrikz, and W. J. Fraser. "Transactional distance theory and total quality management in open and distance learning." Africa Education Review 8, no. 1 (2011): 115–32. http://dx.doi.org/10.1080/18146627.2011.586155.

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Mazurak, Vera C., Ellen Whybrow, Stanley Varnhagen, and Catherine J. Field. "Distance Delivery of Nutrition Education." Canadian Journal of Dietetic Practice and Research 66, no. 3 (2005): 187–92. http://dx.doi.org/10.3148/66.3.2005.187.

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Questions often arise about the quality of an educational experience in a distance format. Debate exists as to whether the relatively new format of on-line education can offer an equivalent learning experience for students, and the perception remains that virtual learning is impersonal. We examined students’ experience in an introductory undergraduate nutrition course that had been remodelled as an asynchronous, active-learning, student-centred model. The investigation used the framework of instructional message design, a concept based on cognitive science principles, to highlight themes in student survey and focus group data. Results indicate that a motivating and accessible quality educational experience is possible in an on-line format through a student-centred model. Such a model provides a means to offer education to a diverse and larger audience. Further investigation is needed to determine faculty professional development needs and cost-effective ways to expand the model. Such a model provides alternatives to expand delivery to encourage interest in the field, and to provide continuing education for allied professionals and the general public.

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Shershneva, Marianna B., and Curtis A. Olson. "Education through telemedicine networks: setting quality standards." Journal of Telemedicine and Telecare 11, no. 3 (2005): 127–34. http://dx.doi.org/10.1258/1357633053688732.

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Quality standards for educational programming have received limited attention in telemedicine. We selected five sets of standards from the distance education literature established by: (1) the American Council on Education; (2) the American Distance Education Consortium; (3) the Council of Regional Accrediting Commissions; (4) the Distance Education and Training Council; (5) the Innovations in Distance Education Project. The standards were reviewed to determine the purposes they were intended to serve and the process by which they were established. The content of the five sets of standards were summarized around the 'four commonplaces' of education: learner, teacher, curriculum and context. Four major findings emerged. First, none of the sets of standards addresses all of the issues that are potentially relevant to telemedicine education; all emphasize certain topics while neglecting others. Second, there are some important aspects of telemedicine that are not addressed at all, such as patient confidentiality. Third, the standards generally provide a framework for defining high quality in distance education, leaving to those at the local level the task of deciding how a standard applies in their setting. Finally, the standards reviewed have many elements that could potentially apply to telemedicine education. Setting quality standards for education through telemedicine requires a systematic approach and a means for continuous improvement of those standards.

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Borievа, Mohinur. "DISTANCE CLASSES AS ONE OF THE FORMS OF ENSURING THE QUALITY AND EFFECTIVENESS OF EDUCATION IN EDUCATIONAL INSTITUTIONS." International Journal of Advance Scientific Research 03, no. 03 (2023): 25–30. http://dx.doi.org/10.37547/ijasr-03-03-04.

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The modern education system is due to two irreversible progressive factors: the intensive development of information technology and fierce competition in the market of educational services. The leading role of distance learning in these processes is undeniable. The question is in optimizing the use of innovative resources for solving linguistic problems.

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Mukerji, Siran, and Purnendu Tripathi. "QUALITY EDUCATION IN INDIA: A MISSION REVISITED FOR DISTANCE EDUCATION INSTITUTIONS." Asian Association of Open Universities Journal 1, no. 1 (2005): 45–51. http://dx.doi.org/10.1108/aaouj-01-01-2005-b005.

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India, one of the largest country in Asian continent, with a population of over one billion has been striving towards achieving sustainable development in all the spheres of the society through scientific and technological, socio-cultural and economic progress. It has been trying to bring about radical changes in the society through various modes and education remains one of the primary tools of accomplishing the developmental objective. In pursuit of this objective, the government has been establishing a number of educational institutions at all levels i.e. at school and at higher education level. It has also been supporting private and non-governmental organizations which are in this sector for reaching education to masses. Data show that distance education institutions are catering to much larger segment of population as compared to conventional mode of institutions. This large enrollment and the added responsibility of reaching education to the people with a diverse mode of delivery puts enormous responsibility on these institutions to maintain quality standards of education through distance mode. In the light of what has been stated above, the article identifies the various dimensions of quality in distance mode of education and proposes strategies for maintaining quality standards and quality control mechanism.

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

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

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Semenova, Larissa A., Anastassiya I. Kazantseva, Gulmira A. Suleimenova, Bagzhanat D. Kairbekova, and Klara K. Sadirbaeva. "Improving the quality of distance education of future teachers." World Journal on Educational Technology: Current Issues 15, no. 1 (2023): 132–43. http://dx.doi.org/10.18844/wjet.v15i1.8675.

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This study aimed to investigate aspects of face-to-face and distance learning and create a model of distance education for university teachers. For this, theoretical methods of comparison, analysis and symbiosis were used. As a result of the study, differences in the characteristics of various types of education and the possibilities of creating an effective programme of distance education for university teachers were revealed. A model has been developed for organising distance learning in higher education. This model can be applied to any university curricula. As a recommendation, the authors put forward several proposals for changing the grading system: adopt criteria-based assessment and, based on criteria-based assessment, carry out educational monitoring. Keywords: online class, distance education, higher education, pandemic, quarantine. 

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40

Kovalenko, Svitlana. "Education at a distance: retrospective analysis of dissertations on the topic "Distance education"." Вісник Книжкової палати, no. 12 (December 29, 2022): 33–40. http://dx.doi.org/10.36273/2076-9555.2022.12(317).33-40.

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The article carries out a bibliometric study of the dissertations of Ukrainian scientists with the aim of publicizing the state of development of pedagogical science in Ukraine. A retrospective analysis of dissertations defended on the topic "Distance education" or education at a distance was carried out. The study provides statistical data on dissertations defended by domestic scientists-pedagogues on the specified topic in terms of specialties of the Attestation Board of the Ministry of Education and Science of Ukraine (AC of the Ministry of Education and Science of Ukraine), Chapter "Pedagogy", academic degrees and dissertation activity of dissertation organizations on the survey of the investigated topic. It was established that the geography of higher education institutions (HEIs) of the country, which paid attention to the subject of distance education, is quite wide. At the same time, it was found that in recent years, and, above all, in 2019—2021, Ukrainian scientists in their dissertations did not research the topic of distance education, which became precisely the most relevant in these years, including 2022 (introduction of quarantine measures and other uncertain situations on the territory of Ukraine). The recommendations of the Ministry of Education and Science of Ukraine regarding a high-quality and, at the same time, gentle mode of conducting remote educational classes for students of secondary education institutions in order to preserve the health and normal psychological state of children are presented. The list of useful resources for adults and children regarding psychological support, training and information, collected by the Ministry of Education and Science of Ukraine, is presented. In connection with the unpredictable destruction of the educational infrastructure by the Russian aggressor and, as a result, the continuation of distance learning, the need for the development of new high-quality recommendation materials and teaching methods to help teachers in order to simplify distance learning. It has been proven that the topic of distance education needs further development and improvement. The research was carried out in the process of working on the scientific auxiliary bibliographic index "Dissertations on Education 1991—2021".

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Ma, Xin. "Expansion Dynamic Game Analysis on Education Quality Control for Distance Education System." Advanced Materials Research 230-232 (May 2011): 481–85. http://dx.doi.org/10.4028/www.scientific.net/amr.230-232.481.

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The development of computers and the internet have made distance learning distribution easier and faster and have given rise to the virtual university, the entire educational offerings of which are conducted online. Distance education is a field of education that focuses on teaching methods and technology with the aim of delivering teaching, often on an individual basis, to students who are not physically present in a traditional educational setting such as a classroom. It has been described as a process to create and provide access to learning when the source of information and the learners are separated by time and distance, or both. How to motivate learning sub-centers to improve education quality has become the focus of the participants’ game. The expansion dynamic tripartite game model was set up and the simulation shows the corresponding results.

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Sinha, Gaurav. "Learning by Doing: Distance Learning." International Journal of English Learning & Teaching Skills 3, no. 3 (2021): 2377–83. http://dx.doi.org/10.15864/ijelts.3311.

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The physical classroom learning nowadays is no longer applicable for the current younger generations. Internet and distance learning which is generally known as online education plays a vital roles in the country’s education system. It is undeniable that online education provides ample of benefits to young learners. Nevertheless, there are also many negative implications from online education. Limited collaborative learning, increase in time and effort are the several negative implications from online education. This study examines the implications of online education among students especially in a private higher learning institution and its effect towards Malaysian national education system. Information has been collected through surveys, interviews and together with secondary data, and were seen using SPSS. The studies found that there are various serious issues regarding online education and on its effect on the quality of Malaysian Education System to certain extend. Several problems have been identified and these issues have to be solved in order to sustain the quality of education for future generations. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of online education, evaluate and review the method used in teaching and upgrade to maintain the quality of online education in private higher education institution.

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Bogdanova, M. V., and L. S. Parshintseva. "Remote Education in Modern Conditions." Rossijskoe pravosudie 9 (August 21, 2020): 25–34. http://dx.doi.org/10.37399/issn2072-909x.2020.1.25-34.

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In the context of the digital economy and the globalization of the social sphere, the introduction of distance learning technologies in the educational process, as well as the legal regulation of distance education and assessing its quality are the most relevant. Mass quarantine restrictions associated with the COVID-19 coronavirus pandemic, on the one hand, challenged existing distance learning systems, on the other hand, created a serious impetus for its further development. The first goal of the study is to analyze the regulatory legal acts regulating distance education in the Russian Federation with a view to establishing its place and role in the educational process. The second goal of the study is to assess the quality of distance education in modern conditions. To achieve these goals, regulatory legal acts were analyzed, an assessment of distance education in the Russian Federation at the present stage was given, a system of indicators for assessing the quality of higher education was developed. To conduct the study, methods such as the deduction method, methods for calculating relative values and a graphical analysis method were used. Based on the study of normative legal acts, it was concluded that distance learning is an educational technology and, accordingly, can be used as a means of organizing the educational process in the implementation of the educational program for any form of training, including full-time, in accordance with local educational normative acts organization. At the same time, modern services for the implementation of distance learning have wide functional capabilities, which, if used correctly, allows achieving the proper level of quality. Based on the analysis of fundamental legal documents and available sources of information, the authors developed a system of indicators for a comprehensive assessment of the quality of higher education, which includes three groups of indicators: the quality of students, the quality of the teaching staff and the quality of the educational process.

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NARANJO, SANDRA. "LAS DIFERENCIAS ENTRE LA EDUCACIÓN A DISTANCIA Y VIRTUAL EN COLOMBIA." Revista Ingeniería, Matemáticas y Ciencias de la Información 8, no. 16 (2021): 97–107. http://dx.doi.org/10.21017/rimci.2021.v8.n16.a106.

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The article presents the conceptual differences around distance and virtual educational modalities in Colombia, analyzing the legal context under Law 30 of 1992 and Decree 1295 of 2010 that established two modalities in distance education: traditional distance and distance education. In addition, Decree 1075 of 2015 and 1280 of 2018 as a regulatory framework for higher education and its modalities, on the other hand, a historical journey is made highlighting the incidence of technological development, the use of ICT, offer of programs and indicators evaluation of the quality of both modalities.

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Razumovskiy, A. "Disappointing Prospects for Distance Education." Standards and Monitoring in Education 9, no. 1 (2021): 42–48. http://dx.doi.org/10.12737/1998-1740-2021-9-1-42-48.

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On the basis of a variety of literature on educational, social, psychological sciences, the conditions for the qualitative life of the educational process are determined, including, first of all, the problems of the formation of morality, responsibility and initiative of the student, as well as his mental and physical health. The true end result is the fact of the fundamental impossibility of replacing full-time or personal education with its detached, irresponsible distance form. The transformation of the educational environment through personalities from each other leads not only to the depletion of opportunities to acquire quality knowledge, but also to intimate loneliness with disastrous consequences for moral, mental and physical health.

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Stambekova, Assel, Saule Zhakipbekova, Kunslu Tussubekova, Bagdat Mazhinov, Mariya Shmidt, and Аinagul Rymhanova. "Education for the disabled in accordance with the quality of inclusive education in the distance education process." World Journal on Educational Technology: Current Issues 14, no. 1 (2022): 316–28. http://dx.doi.org/10.18844/wjet.v14i1.6760.

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The aim of this research is to evaluate the disabled education in accordance with the quality of inclusive education in the distance education process in line with the opinions of special education teachers. The research was conducted with 10 special education teachers who were teaching special education and general education in schools with special needs students in Kazakhstan and who agreed to participate in the research voluntarily. The research was designed in accordance with the case study, one of the qualitative research designs. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it was revealed that the teachers used online lessons, video sharing, homework control, online activities and mobile applications in the teaching of the lessons in the distance education process; they preferred formal education to distance education; and they found distance education insufficient to meet the individual needs of students in learning. In addition, teachers stated that they found family participation in distance education and teacher–student peer interaction insufficient. The results obtained from the research revealed the necessity of eliminating the obstacles in the education of the disabled in accordance with the quality of inclusive education. Keywords; Inclusive education, students with disabilities, special education, special education students

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Гайдученко, D. Gayduchenko, Терещенко, et al. "Distance Education: State and Development Prospects." Socio-Humanitarian Research and Technology 5, no. 2 (2016): 22–27. http://dx.doi.org/10.12737/19842.

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The present article discusses the principles of distance education and factors affecting its quality, explores opinions of Russian residents on distance education and analyses its usage in the EU countries, and also identifying strengths and weaknesses of distance education and the effectiveness of its use in Russia.

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Richardson, John T. E., and Gary L. Long. "Academic Engagement and Perceptions of Quality in Distance Education." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 3 (2003): 223–44. http://dx.doi.org/10.1080/0268051032000131008.

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Chan, S. F. "Quality assurance in project supervision within tertiary distance education." Engineering Science & Education Journal 6, no. 5 (1997): 188–94. http://dx.doi.org/10.1049/esej:19970501.

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Hall, Winnifred M. "Quality Teacher Education via Distance Mode: A Caribbean experience." Journal of Education for Teaching 22, no. 1 (1996): 85–94. http://dx.doi.org/10.1080/02607479650038445.

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